level build key concepts and vocabulary with content-area

SEP 50708 $19.99

Level

6

Acad

emic Vocab

ulary • 25 Content-A

rea Lessons • w

ith CD

Stephanie Paris

Teacher Resource CD

Level

6

Also available...

Meet the Author

Build key concepts and vocabulary with content-area lessons

Stephanie Paris has been in education for over 15 years, as a classroom teacher, a computer and technology specialist, and an educational leader. She has authored numerous resources for Shell Education and Teacher Created Materials.

Learn how to connect vocabulary and content knowledge quickly and easily to improve students overall achievement. Each Academic Vocabulary: 25 Content-Area Lessons book includes 25 powerful standards-based lessons that provide both specialized and general academic vocabulary words to support the content and allow for focused learning. The lessons and strategies featured will help improve students knowledge of words and content with the goal of achieving the highest academic success.

Author

Stephanie Paris

Level

6

#50708—Academic Vocabulary: 25 Content-Area Lessons Level 6 © Shell Education2

Shell Education 5301 Oceanus Drive

Huntington Beach, CA 92649-1030 http://www.shelleducation.com

ISBN 978-1-4258-0708-5 © 2011 Shell Educational Publishing, Inc.

Reprinted 2013

Publishing Credits

Dona Herweck Rice, Editor-in-Chief; Lee Aucoin, Creative Director; Don Tran, Print Production Manager; Timothy J. Bradley, Illustration Manager; Conni Medina, M.A.Ed., Editorial Director; Sara Johnson, M.S.Ed., Senior Editor, Evelyn Garcia, Rosie Orozco-Robles, Associate Education Editors; Juan Chavolla, Designer; Corinne Burton, M.A.Ed., Publisher

The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher.

© Shell Education #50708—Academic Vocabulary: 25 Content-Area Lessons Level 6 3

Table of Contents

Introduction

Research ...................................................4

How To Use This Book ............................6

Overview of Strategies .............................8

Overview of Assessments .......................32

Standards Correlations ...........................34

Correlation to McREL Standards .........35

Correlation to TESOL Standards ..........37

Reading

Reading Informational Texts ..................38

Fictional Genres .....................................43

It All Depends on Your Point of View ..........................................48

Fact vs. Opinion .....................................53

Technical Directions ..............................58

Writing

Letters of Request ..................................63

Technical Writing: Bylaws ......................68

Persuasive Compositions .......................73

Biographical Sketches ............................78

Complex Characters ...............................83

Mathematics

Volume of Rectangular Prisms...............88

Adding Mixed Numbers with Unlike Denominators .........................................93

Exponents ...............................................98

Introducing Ratios and Proportions ....103

Functions ..............................................108

Science

Heat ......................................................113

Erosion and Deposition .......................118

Cardiovascular System .........................123

Clouds ...................................................128

Sound Waves ........................................133

Social Studies

Emancipation Proclamation ................138

19th Amendment .................................143

Grand Canal .........................................148

Map Projections ...................................153

Earned Income .....................................158

Answer Key ..............................................163

References Cited ....................................170

Sample Word Lists .................................171

Contents of the Teacher Resource CD ......................175


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Research

This series, Academic Vocabulary: 25 Content-Area Lessons, provides ready-to-use lessons that help teachers develop effective strategies that build vocabulary and conceptual understanding in all content areas. Vocabulary knowledge is a key component of reading comprehension and is strongly related to general academic achievement (Feldman and Kinsella 2005). Students need to understand key academic vocabulary that crosses all content areas to fully develop conceptual understanding.

What Is Vocabulary Knowledge?

Simply put, vocabulary knowledge means having an awareness of words and word meanings. Yet, vocabulary skills are more complicated than simply reciting key terms and their definitions.

Vocabulary knowledge is often described as receptive or expressive. Receptive vocabulary includes words that we recognize when heard or seen. Expressive vocabulary includes words that we use when we speak or write. Students typically have a larger receptive vocabulary than expressive vocabulary (Lehr, Osborn, and Hiebert 2004); they are familiar with many words, but may not understand their multiple definitions or the deeper nuances of how those words are used in oral and written language.

So, then, what does it mean for a student to truly know a word? Beck, McKeown, and Kucan (2002) state that word knowledge is not black and white; understanding vocabulary is not as simple as either knowing a word or not. The process by which students learn new words is complex and often occurs in progression. Word knowledge may range from students never having heard of a word, to students understanding all there is to know about a word, or some level of understanding that lies between the two extremes. Understanding this complexity of word knowledge helps educators develop a vocabulary program that addresses these unique learning processes. The lessons in this book support both receptive and expressive vocabulary.

What Is Academic Vocabulary?

Specialized content vocabulary, although distinct, is considered a part of academic vocabulary. Yopp, Yopp, and Bishop (2009) have developed definitions for each category. Specialized content vocabulary words are specific to a particular content area and represent important concepts or ideas. Examples of these include boycott (social studies), habitat (science), numerator (mathematics), autobiography (reading), and narrative (writing). General academic vocabulary includes high-utility words found across content areas and throughout students’ academic reading, writing, and speech experiences. Words such as explain, define, identify, and organize are examples of general academic vocabulary.


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Why Teach Academic Vocabulary?

Yopp, Yopp, and Bishop (2009) have synthesized the importance of teaching academic vocabulary, and there is evidence that instruction in vocabulary positively affects reading comprehension. In order to read a written language successfully, we need to understand the words the author has chosen. Research confirms that vocabulary knowledge is positively related to a student’s ability to comprehend text (Lehr, Osborn, and Hiebert 2004); thus, the relationship between word knowledge and comprehension is clear.

Vocabulary knowledge is crucial for success in reading; however, its influence does not stop there. It also plays a significant role in overall academic success (Lehr, Osborn, and Hiebert 2004). Students’ knowledge of words impacts their achievement in all areas of the curriculum because words are necessary in communicating the content. Understanding and expressing the concepts and principles of content areas requires knowledge of the specialized vocabulary that represents those specific concepts and principles.

Indeed, Marzano (2004) maintains that there is a strong relationship between vocabulary knowledge and background knowledge. As a result, building students’ vocabulary increases their background knowledge, thereby providing more opportunities for learning new concepts. The lessons in this book offer purposeful opportunities to build students’ vocabulary while learning the new concepts within the content areas.

Best Practices

Teaching vocabulary is critical for helping students increase their oral vocabulary, enhance their reading comprehension, and extend their writing skills. Yet, in order for students to benefit from their word knowledge, it is not enough for teachers to simply introduce new vocabulary and share definitions. In short, the quality of a vocabulary program matters.

Research shows that there are several components of an effective vocabulary program:

• regular opportunities to develop oral language (Nagy 2005)

• a culture of promoting word consciousness (Nagy and Scott 2000)

• dynamic, explicit instruction of key words (Beck, McKeown, and Kucan 2002)

• guidance in independent word-learning strategies (Graves 2000)

• daily structured contexts for academic word use in speaking, writing, and assessment (Beck, McKeown, and Kucan 2002)

• students’ fluent reading of varied text (Cunningham and Stanovich 1998)


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How To Use This Book

Academic Vocabulary: 25 Content-Area Lessons provides teachers with lessons that integrate academic vocabulary instruction into content-area lessons. This book includes 25 step-by-step, standards-based lessons. Each lesson features two vocabulary-development strategies that reflect the latest research in effective vocabulary instruction. The strategies within each lesson vary and are presented in detail on pages 8–31 and address the following key aspects of effective vocabulary instruction:

Developing Oral Language Developing Word Consciousness

Developing students’ oral language skills is crucial to assist them in navigating school texts and understanding more complex oral and written patterns of language. These strategies help students gain a deeper understanding of academic words and concepts by guiding them to use the words in a meaningful way.

These strategies provide structured opportunities to build students’ awareness of academic words used in the classroom and their lives. Students are encouraged to note when they see or hear key words and to use the words themselves. This strategy helps students develop a true love of language and a keen sense of how words sound as they hear and speak them.

Teaching Words Independent Word Learning

These strategies use a variety of techniques to help students build conceptual knowledge and increase their oral and written vocabularies. This type of strategy may be incorporated at different points throughout your study. Some of the strategies are more effective in introducing new words while others will benefit students as they review and make connections among words.

These strategies help students derive word meanings and explore the use of context to infer the meaning of unknown words. The strategies can be taught and reviewed throughout the school year to improve students’ abilities in learning words independently.


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Each two-page lesson is followed by two student activity pages as well as an assessment that allows teachers to assess students’ vocabulary knowledge in effective and meaningful ways. All of the reproducible student activity pages are also included on the Teacher Resource CD.

#50708—Academic Vocabulary: 25 Content-Area Lessons Level 6 © Shell Education

112

Directions

Name___________________________________

Show You Know About Functions

Read each pair of vocabulary words. Write a sentence that uses the

words appropriately in context.

1. VocabularyWords: input, output

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. VocabularyWords: function, correspond

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. VocabularyWords: function table, ordered pairs

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

4. SentenceStarter: variable, correspond

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

How To Use This Book (cont.)

© Shell Education

#50708—Academic Vocabulary: 25 Content-Area Lessons Level 6 109

Math

ematics

3Explain to students that another interesting thing about the results of a function is that the two numbers create an ordered pair, which means a pair of ordered numbers that can represent a point on a coordinate grid. The first number acts as the x-coordinate and the second as the y-coordinate.

4Before continuing, make sure that students understand the definitions of the vocabulary terms. The following are some suggested definitions:corresponds —relates, matches, or aligns with

ordered pairs —a pair of ordered numbers that can represent a point on the coordinate planefunction —a mathematical relationship between two numbers

output —the number or variable that is calculated using a function5Distribute Functions activity sheet (page 110) to students. Have students complete the activity, then review students’ answers.6Use the Cloze Sentences strategy (page 14)

to help students use the vocabulary in the right context. The following are some suggestions:• To make a more general rule for the pattern,

I swapped out the number for a ________. (variable)

• A ________ is like a machine that has numbers going in, ________, and numbers coming out ________. (function, input, output)7Distribute copies of Functions Clue Hunt activity

sheet (page 111) to students. Have students engage in the Clue Hunt strategy (page 30) and discuss how context clues can be an essential tool for understanding new and unfamiliar vocabulary. Review with students what context clues are and explain that they will be doing a clue hunt for the vocabulary words they are learning.8Distribute copies of Show You Know About

Functions assessment sheet (page 112) to students. Have students complete the assessment.

Differentiation English language support—Use cooperative groups and peer coaching to help optimize student’s learning time. Each student can get individual help with the vocabulary even when you are unavailable.

Below-level students—Have students use

manipulatives to provide more concrete examples of the functions.

Above-level students—Have students brainstorm ways that functions might be used in real life.

Procedure (cont.)

© Shell Education


Directions

Name___________________________________

Functions Clue HuntRead the passage below. Circle the vocabulary words and context

clues you find. Then fill out the table below with your findings.

WordsContext Clues in Text

A function is finding the relationship between numbers. A way

to find this relationship between the numbers is to make a function

table. A function table is a chart that has two columns. One column

is labeled with a variable x, and the other column is labeled with the

variable y. The x column is the input, the numbers that are placed

into the function table. The y column is the output, the numbers that

are not yet known, or the answers. Each input number has an output

number that corresponds to it. You have to figure out the function

that is being used in order to come up with the output numbers.


108

Mat

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Focus Vocabulary Words

Specialized Content

VocabularyGeneral Academic

Vocabulary

function

input

ordered pairs

output

correspond

variable

Procedure

1Draw the following pattern on the board:

★♥♥ ★★♥♥♥ ★★★♥♥♥♥

Ask students to predict how many hearts will go

next. What if there were 10 stars?

2Draw the following function table on the board:

★ ♥

1 2

2 3

3 4

4 5

Explain that the table shows the data from the

pattern. Explain the following rule to students:

For every star add 1 to get the number of hearts.

Explain that when using variables, let x stand for

stars and y stand for hearts; they could write a

general equation that describes the rule this way:

y = x + 1. Explain this type of equation is called

a function. A function is a rule that takes one

number as input, performs a computation on it,

and then results in another number, the output.

Since the numbers can be matched up as a set,

we can say they correspond.

Functions

Standards

• McREL: Understands

the basic concept of a

function.

• McREL: Uses

level-appropriate

vocabulary in speech.

• TESOL: Students

will use appropriate

learning strategies to

construct and apply

academic knowledge.

Featured Academic

Vocabulary Strategies

• Cloze Sentences:

Developing Oral

Language (page 14)

• Clue Hunt: Independent Word

Learning (page 30)

Materials

• Functions (page 110)

• Functions Clue Hunt

(page 111)

• Show You Know About

Functions (page 112)


110

Directions

Name___________________________________

Use the formula to complete each function table, or use the table to

find the formula.

Functions

1. y=x+2

x y

1 3

2 4

3

7

10

2. y=x–3

x y

1 –2

1

5

7

20

3. y=___________

x y

1 6

2 7

5 10

20 25

100

4. y=x÷2

x y

5

30 15

40

25

65

5. ___________=y

x y

0

–12 2

0 14

12

84

6. 544–x=y

x y

1 543

500

1000

–500

–650

Each lesson in this book includes two featured academic vocabulary strategies. An overview of each strategy can be found on pages 8–31.

The standards listed in each lesson indicate the area of focus for the lesson.

The procedures provide step-by-step instructions for teaching the content-area lesson.

Each lesson has two student activity pages and an assessment page that reinforces the featured academic vocabulary words for the lesson as well as the standard.

The Teacher Resource CD includes all student activity pages and assessment pages.

Each lesson includes a differentiation section to help meet the needs of all students.

Specialized content vocabulary and general academic vocabulary words are identified at the beginning of the lesson.

Teacher Resource CD — Level 6This CD contains reproducible student activity pages.

Copyright © 2011 by Shell Education

SEP 50835

For use with either Macintosh®

or Windows®

The materials needed to complete the lesson are listed.


Mystery Bag

What Is It?

The Mystery Bag strategy (Yopp, Yopp, and Bishop 2009) helps students develop oral language skills by sparking conversations about a topic. The teacher fills a paper bag with objects that relate to an upcoming lesson and reflect the focus vocabulary words. As the teacher pulls each object from the bag, students identify and discuss it. They are encouraged to draw upon their knowledge about the object. For example, if a newspaper is drawn from the bag, students would name the object and discuss its use. This process is repeated with the second object in the bag. The students then brainstorm how the two objects are related and why both items are in the same bag. This process continues with all of the objects in the bag.

When and Why Do I Use It?

The Mystery Bag strategy should be used at the beginning of a lesson to activate prior knowledge and to build background knowledge. Real objects, not just pictures, are used so that students can see and touch them. This hands-on, kinesthetic activity is excellent for English language learners because it provides them with objects to connect the vocabulary that they are learning. The mystery about the object in the bag, the opportunity to see and touch the items, and the time given to discuss them generates great interest in a new topic.

ExampleFor a science lesson on the cardiovascular system, items that can be included in a mystery bag could include the following:

• pictures depicting a valve (e.g., hose bib or faucet)

• objects representing a vessel (e.g., small tube or straw)

Strategy Category:

Developing Oral Language

Materials

• paper bag filled with items related to an upcoming unit of study

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How Does It Work?

1 To prepare for this strategy, decide on the topic of focus for the mystery bag. Gather objects related to the topic and place these items in a bag. Make a list of vocabulary words that you want students to know, based on the topic. These can be specialized content and/or general academic words.

2 To begin the lesson, gather students so they can all easily see the mystery bag. Do not tell students the new topic of study. This is what keeps the “mystery” exciting!

3 Pull one object from the bag. Ask students to identify the object. Then encourage students to describe the object and explain what they know about it. Students should draw upon their experiences with the object. Pass the object around so that all students can see and touch it.

4 Remove a second object from the bag and pass it around the class. Ask students to identify the object. Then encourage students to describe the object. This time, ask students to try to explain how the two objects are related.

5 Continue this discussion until all of the objects have been pulled from the bag, passed around, named, and discussed. Write the following question words on the board: What? When? Where? Why? Who? How? Encourage students to use these words to ask questions about the objects. Record the list of questions on the board.

6 Ask students to try to name the new topic of study, based on the collection of objects. Once the topic has been identified, write it on the board. Then review each object in the bag and name the academic vocabulary word(s) associated with it.

7 Finally, ask students to brainstorm other vocabulary words associated with this topic, using the objects from the bag for ideas. Write the words that students suggest on the board and use the list as a reference throughout the lesson or unit.

Differentiation

English language support—Work with a small group of students to provide additional background information about the lesson. Read a book with strong picture connections to explain the topic. If possible, show short video clips from the Internet.

Below-level students—Pass around the objects from the bag. As each student holds an object, say the name of the object. Ask students to repeat the names of the objects. Then use the name of each object in a sentence and ask students to repeat after you.

Above-level students—Ask students to sort and classify the objects into subgroups and then explain their reasoning for sorting this way. Ask students what other objects could be added to the bag and to describe why these additional items make good connections.

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Have You Ever?

What Is It?

Have You Ever? (Beck, McKeown, and Kucan 2002) is a strategy that helps students connect their knowledge of important vocabulary words to their own personal experiences. Take the example of the word compare. Rather than simply asking students to recite a dictionary definition of the word, students can make more personal connections to the word if they answer a relevant question, such as, “Describe a time when you might compare two things.”


The Have You Ever? strategy can be used just after students have been introduced to a new word or group of words and have a basic understanding of the word(s). It is effective for both specialized content and general academic words. This strategy is intended to help further students’ understanding of new words and broaden the contexts in which they might use them. This approach to learning new words requires that students use vocabulary in context to answer questions and discuss suggested topics. It helps students see that these words can be a real and meaningful part of their vernacular.

Example

For a reading lesson on fact vs. opinion, questions that can be asked include the following:

• When was a time you read several facts?

• When might you be asked to give an opinion?

Strategy Category:


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• none


How Does It Work?

1 Before using this strategy, decide which vocabulary words to use. You can use specialized content and/or general academic words. The words must already have been introduced to students.

2 To prepare for using the strategy, decide how these words may be related to the students’ personal experiences and backgrounds. Consider how you might frame questions that get students to use these words in the context of their lives.

3 Write the selected vocabulary words on the board. Remind students that they have already learned something about these words. Explain to students that they will use the words to talk about their experiences. Model the process by choosing one word and telling a personal anecdote related to it.

4 Divide students into groups of three. Ask one question for each word that includes the term. These questions should help students use the words correctly as they describe their personal experiences. Questions may begin as follows: • Have you ever…? • Describe a time when… • What did it feel like to…? • What do you remember about…?

5 After posing each question, give each student time to share thoughts and ideas in their small groups. Guide students in using the vocabulary word in their responses. Write sentence frames on the board to help students formulate their responses. Then have a few students share their ideas with the class.

6 Once students are familiar with this strategy and can orally share their knowledge of the vocabulary, change this strategy to a written activity. Provide students with sentence frames and have them write their ideas.

7 In conclusion, ask students how thinking about the connections these words have to their lives helps them better understand the words’ meanings.

Differentiation

English language support—Consider student backgrounds and histories as you write questions and sentence frames for this strategy. Also, provide appropriate sentence frames for students to complete.

Below-level students—Provide additional modeling and share anecdotes related to each word in multiple contexts. These extra examples can help students relate the vocabulary words to their experiences.

Above-level students—Extend this activity to have students consider not only their own perspectives related to a vocabulary word but also the perspectives of others.

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Questions, Reasons, and Examples

What Is It?

When using Questions, Reasons, and Examples (Beck, McKeown, and Kucan 2002), teachers discuss each vocabulary word in the form of questions, reasons, and examples. Students then reply with comments, questions, examples, answers, and other kinds of responses.


Questions, Reasons, and Examples should be used to help develop students’ understanding of the words after they have been introduced to the selected vocabulary words. This strategy helps students interact with new vocabulary words by hearing relevant examples of the words in use. However, students must also share information related to the words and generate their own examples. This strategy works with both specialized content and general academic words.

Example

For a mathematics lesson on the volume of rectangular prisms, volume can be described as the amount of space occupied by an object. An example can be given to students such as, “An example of a volume is a book. It takes up space.” Then the teacher can ask the following question:

• What are some examples of rectangular prisms that have a greater volume than my desk?

Strategy Category:


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• none


How Does It Work?

1 Before using this strategy, identify the vocabulary words that will be the focus of this lesson. Specialized content and/or general academic words can be selected.

2 Decide how these words can be used in meaningful contexts. What kinds of examples might students relate to and understand? What questions can use the vocabulary words in meaningful ways? What examples can students provide for the words? Use these ideas to formulate questions about the words that require students to answer in an appropriate context, justify their answers, and identify examples.

3 Review the vocabulary words with students. Say each word aloud and then have students repeat your pronunciation. Share a student-friendly definition of each word. Give clear and relevant examples of each.

4 After presenting each word, write the questions for it on the board. Under each question, write a sentence frame that will help students answer the question in a complete sentence that includes the selected vocabulary word. Read each question aloud. Model how to use the sentence frame to answer the questions.

5 Divide students into pairs. Give students time to discuss the words and questions and to respond orally with their partners.

6 Have a few student volunteers elaborate on their ideas and responses to the questions. Write responses on the board to complete the sentence frames. Discuss these ideas as a group.

7 To conclude the strategy, ask students how the strategy is helpful for reviewing and remembering vocabulary.

Differentiation

English language support—Let students draw examples of each word when appropriate. Then use students’ drawings to help them formulate their responses in complete sentences.

Below-level students—When asking students for examples of a word, provide two choices (one correct and one incorrect). Narrow the scope of this part of the strategy for students until they have developed a deeper understanding of each word. When students are ready, encourage them to identify their own examples.

Above-level students—Extend this activity by having students sort into meaningful groups the reasons and examples shared by the class.

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Cloze Sentences

What Is It?

For the Cloze Sentences strategy (Beck, McKeown, and Kucan 2002), students must choose academic vocabulary words to fit into cloze sentences. The teacher reads aloud the cloze sentences before asking students to complete them with appropriate vocabulary words. Students can complete the cloze sentences individually, in pairs, in small groups, or as a whole class.


Cloze sentences can be used to reinforce an introduction of vocabulary words. This strategy is effective for both specialized content and general academic words.

Example

For a social studies lesson on the 19th Amendment, some examples of cloze sentences include the following:

• It is common for people to idealize the ________ working for causes they agree with and demonize those working for causes they dislike. (activists)

• Women believed that ________ for everyone was fair. (equality)

Strategy Category:


Materials

• none

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How Does It Work?

1 Identify the specialized content and/or general academic vocabulary words that will be the focus of the lesson. These should be words to which the students have been introduced but that still need additional reinforcement.

2 Write cloze sentences that help students see how to use the vocabulary words appropriately. Make sure the sentences provide enough context for students to identify the selected vocabulary words that correctly complete the sentences. Record these sentences on a sheet of chart paper or on the board.

3 Write the selected vocabulary words on the board. Read each word aloud and ask students to repeat after you. Say each word again and ask students to clap once for each syllable. Then briefly review the meaning of each word.

4 Read the cloze sentences aloud. Ask students to share which word they think will best complete the sentence. Discuss the clues in the sentence that support students’ understanding of the words. Have students read the completed sentences.

5 Repeat this process with the remaining cloze sentences.

6 To conclude the strategy, review the cloze sentences and talk about how students completed them.

Differentiation

English language support—Whenever possible, create appropriately leveled cloze sentences. For example, you may wish to provide several short cloze sentences for one vocabulary word.

Below-level students—Provide students with a small word bank of two or three words at the end of each sentence. Have students use the word banks to complete the cloze sentences.

Above-level students—Ask students to write another set of cloze sentences using the selected vocabulary words. They can trade their sentences and work in pairs to read them aloud and fill them in with the appropriate words.

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Alike and Different

What Is It?

The Alike and Different strategy (Beck, McKeown, and Kucan 2002) gives students an opportunity to determine how vocabulary words are both alike and different. This activity can be either oral or written and can be completed individually, in pairs, in small groups, or as a whole class. No matter how the strategy is organized, allow time for students to talk about the words, the connections among words, and why students identified those connections.


This strategy should be used after students have been introduced to a group of vocabulary words. This strategy requires students to analyze the critical aspects of key words and concepts, and therefore deepens their understanding of new words. The strategy can be used with both specialized content and general academic words.

Example

For a language arts lesson on understanding point of view in literacy text, the word pair first person and second person can be used with the Alike and Different strategy. A Venn diagram can be incorporated into this strategy so students can see the comparisons between both words. The following is an example of a completed Venn diagram:

Strategy Category:


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Materials

• none

first person

• perspective of main character

• author is speaking

second person

• told from someone’s perspective


How Does It Work? 1 Identify the specialized content and/or general

academic vocabulary words that will be the focus of the lesson. These should be words that students are familiar with but that they are still learning.

2 Pair words in a way that makes sense. Ask students to consider how the two words are both alike and different. Write the word pairs on the board.

3 Read the first pair of words aloud and then ask students to repeat after you. Ask students to tell what they already know about each word in the first pair. List their responses on the board next to the word pair. Or, you may organize the information in a Venn diagram.

4 Ask students to think about and discuss how the words are alike. Students can make connections individually, in pairs, in small groups, or as a whole class. Organize this strategy in the way that best meets the needs of your students.

5 Ask students to think about how the words are different.

6 Continue reading the pairs of words and discussing their similarities and differences. To conclude the strategy, review the pairs and talk about how the words are both alike and different.

Differentiation

English language support—Have students draw what they know about each word. Encourage them to label their drawings with the appropriate vocabulary word(s).

Below-level students—Lead students to thoroughly brainstorm what they already know about each word. Chart their responses in a way that will make sense to students (e.g., a Venn diagram, a T-chart). Then guide students in using the charted information to tell how the words are alike and different.

Above-level students—Give students a list of focus words and challenge them to make pairs themselves. Then ask them to share orally why they paired certain words and how the words are both alike and different.

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Idea Completions

What Is It?

Idea Completions are sentence starters that require students to incorporate a word’s definition into a meaningful context (Beck, McKeown, and Kucan 2002).


Idea Completions can be used just after introducing new vocabulary words to students. This strategy can be used with both specialized content and general academic words. Students must practice using vocabulary words in appropriate ways. When students are asked to write sentences that only include vocabulary words, the resulting sentences often contain vague or insignificant uses of the new vocabulary word. These Idea Completion sentences must be written in such a way that students are guided to use vocabulary words appropriately and in context within sentences that are semantically accurate.

Example

For a language arts lesson on writing letters of request, an example of an idea completion sentence can be the following:

• The purpose of the letter of request is to ________.

This Idea Completion sentence can help students to orally use vocabulary in the right context.

Strategy Category:


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Materials

• none


How Does It Work?

1 Decide which specialized content and/or general academic vocabulary words are the focus of the lesson.

2 Create an Idea Completion sentence for each vocabulary word. Be sure to use clue words in the sentence to help students complete them appropriately. Write the Idea Completion sentences on the board.

3 Show students the first sentence and read it aloud. Model how you might complete the sentence orally, using a think-aloud strategy to share what words or clues in the sentence provide ideas for completing the sentence appropriately.

4 Continue to discuss the vocabulary word by having students orally share additional ideas for completing the sentence.

5 Write the next Idea Completion sentence on the board, model how to complete it, and then ask students to share ideas for completing it.

6 Repeat this process with the remaining vocabulary words.

7 Conclude the strategy by asking students how using the Idea Completion sentences helped them better understand the meaning of each word.

Differentiation

English language support—Preteach this strategy to a small group of students. Write appropriately leveled Idea Completion sentences on the board. Guide students in restating the entire sentence.

Below-level students—Show students how to complete Idea Completion sentences for vocabulary study. Start with vocabulary words that are familiar to them and write sentence starters for those words. Then show students the sentences that contain clues to help them understand the words.

Above-level students—Have students work in pairs to create Idea Completion sentences for each other. Students can use the same words and then compare their sentences. Or, they can each choose a different vocabulary word and write a sentence starter to share with a partner.

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Ten Important Words

What Is It?

The Ten Important Words strategy (Yopp, Yopp, and Bishop 2009) helps build students’ awareness of the vocabulary words that they encounter. Students are instructed to find important words, or words essential to understanding a text. Those important words are then gathered, sorted, and graphed. After a discussion about the important words, students can include some of those words in a written or oral summary of the text.


Ten Important Words should be used during a lesson or unit as a strategy for reinforcing key terms. This strategy can be effective with both general academic and specialized content words. This strategy enhances students’ reading comprehension skills as they scan a text and look for words related to the main idea. Additionally, students gain new understandings about vocabulary words and how they are used in context.

Example

For a social studies lesson on the significance of the Emancipation Proclamation, the following are 10 important words students can identify as important within their texts:

• emancipation • seceded

• abolish • liberators

• document • freedom

• Abraham Lincoln • liberated

• slavery • proclamation

From the important words selected, students can then work in pairs to generate sentences that summarize the text.

Strategy Category:

Developing Word Consciousness

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Materials

• chart paper

• markers

• sticky notes (10 per group of students)

• piece of text related to lesson focus


How Does It Work?

1 To prepare for the strategy, choose a text or passage for students to read. This text should include essential vocabulary words related to the topic of study.

2 Share the text with students. Provide them with a short summary of the text. Decide whether students will read in pairs or in small groups.

3 Explain the directions for the activity. Tell students that when they are finished reading, they will identify ten important words in the text. They will use sticky notes to mark words and will then write the ten words on the sticky notes.

4 Distribute 10 sticky notes to each pair or small group. Then give students time to read in pairs or groups and write one word on each sticky note.

5 As a whole class, create a bar graph of the words that students chose. Use a large sheet of chart paper to make the graph. Each column should represent a different word. Have each pair put its sticky notes in the appropriate place on the bar graph. The sticky notes will create the bars on the graph.

6 Once all words are graphed, ask students to look at the results. Ask, “Which words were chosen the most? Why are these words important? What do they mean in this text? Which words were chosen the least? Why do you think fewer students chose these words?”

7 Work as a group to write a few sentences that summarize the text. Write the sentences on the chart.

8 Allow time for students to copy the summary sentences onto their paper or create their own summaries.

9 In conclusion, ask students how choosing ten important words, graphing them, and writing summaries helped them to better understand the words and ideas related to the text.

Differentiation

English language support—Read the text to students in a small group. Guide students in identifying ten important words. Then continue to work in a small group to develop a summary sentence that uses two or three of the words.

Below-level students—Read the text to students in a small group. Guide students in identifying the first four words. Continue to work in a small group to develop a summary sentence that uses the words.

Above-level students—While the class is working, ask students to work in pairs to sort words into categories. Then, have students share their ideas about the categories and each of their corresponding words.

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Word Hunt

What Is It?

The Word Hunt strategy (Yopp, Yopp, and Bishop 2009) gives students an opportunity to locate word parts that they are studying in the world around them. Students record the word, its definition, and the location in which it was found. Word Hunt can be a fun, motivating way to help build student interest in interaction with vocabulary. Extensions of this strategy include sorting and/or graphing the word parts that students find to prompt further discussion and to deepen understanding of new vocabulary.


The Word Hunt strategy should be used either during or at the conclusion of a lesson or unit. This strategy should be used with general academic or specialized content words that include word parts that students have already learned. This strategy focuses on vocabulary words and word parts in context so that students can learn how word parts provide information about unfamiliar words and their definitions.

Example

For a language arts lesson on writing persuasive compositions, a student’s completed chart can look like the following:

Strategy Category:

Developing Word Consciousness

Materials

• chart paper

• markers

• piece of text related to lesson focus

Word Word Part DefinitionWhere It Was

Foundcounter argument

-er compare the opposite reading passage

-ment the act of disagreeing reading passage

audience -ence quality of hearing something reading passage

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How Does It Work?

1 Before using this strategy, decide which vocabulary words to use. You can use specialized content and/or general academic words, but the words should include word parts that have already been taught to students.

2 Decide how students will record the results of the Word Hunts. Students can write the word parts on sheets of paper or in their journals. Students should include the entire word, the word part, the definition, and where it was found.

3 To begin, explain to students that they are going on a Word Hunt. Share the word parts and example words that will be the focus of this activity. Ask students if they need clarification on any of the words or word-part meanings. Encourage other students to share definitions or examples.

4 Explain to students how to complete this activity. Challenge them to find examples of the words or related word parts. They may find them in trade books, textbooks, the environmental print around the classroom, or their homes. Students will record what they find on a chart. Share with students the amount of time in which they will conduct the Word Hunt. Note: A reading passage is included for the lessons in this resource that integrate this strategy.

5 Have students share their findings with the rest of the class. Ask them to discuss each word, word part, definition, and where the word was found. Record their contributions on chart paper.

6 Decide how to extend this strategy for further discussion and review. Some examples could include asking students as a group to review the class findings, and sort or graph the words together, challenging students to use the words in a paragraph or short story, or having students find additional words that use the same word parts.

7 In conclusion, ask students how hunting for words and word parts helped them better understand new vocabulary. Let students discuss this in pairs first before discussing it as a whole group.

Differentiation

English language support—Choose three word parts from the vocabulary list for the activity. Review with students examples of words that include the same word parts. Discuss definitions and common uses of the word parts and the words.

Below-level students—Ask students to each share a word part and discuss a connection that they have to it or how they think the word part might be used appropriately.

Above-level students—Have students work as a group and use the words that they find to create a story. Have them choose three words and put them together to draft a short paragraph or act out a scene.

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Vocabulary Diagram

What Is It?

The Vocabulary Diagram strategy (Yopp, Yopp, and Bishop 2009) enables students to examine individual words according to different categories. Students look at a given word and identify its synonyms and antonyms, other forms of the word, and a sentence from their reading that uses the word. Then students record this information, draw a picture that represents the word, and create an original sentence that uses the word.


A Vocabulary Diagram should be used at the beginning of a lesson or unit. This strategy should be used with a dynamic word that is essential to understanding the lesson or unit. This word should be a specialized content word that may be new for students. Analyzing a single word through different vocabulary categories makes it possible for students to recognize and decode a greater number of unknown words during reading and promotes better long-term retention of vocabulary words.

ExampleFor a mathematics lesson on exponents, a vocabulary word that can be studied in depth can be exponent. The example to the left shows a completed vocabulary diagram for the word exponent.

Strategy Category:

Teaching Words

Materials

• chart paper

• markersIntr

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How Does It Work?

1 Before using this strategy, decide which vocabulary word to use. Use a specialized content word that may be unfamiliar to students. This word should be one that is found within the text and is essential to understanding.

2 To prepare, create a Vocabulary Diagram on a sheet of chart paper.

3 Tell students that they will analyze a vocabulary word that is important to the lesson. Write the word on the board. Then read the text or trade book that contains the selected word.

4 Explain to students how to complete the diagram. Point out and explain each part of the diagram. Then write the selected word in the appropriate area on the chart. Ask students to repeat the sentence from the text and write it in the corresponding area on the chart.

5 Tell students that they will work as a class to discuss the word and fill in the remaining parts of the diagram. Complete all of the parts except for the drawing.

6 Allow students to share other forms of the word. Then create an original sentence that uses the word.

7 When the diagram is complete, ask students to work in pairs to create a picture that represents the word. Allow students to share their pictures with the class.

8 In conclusion, talk with students about the importance of knowing a word’s synonyms and antonyms, finding other forms of the word, being able to use the word in an original sentence, and drawing a picture to remember the word. Ask students to discuss their responses.

Differentiation

English language support—Work with a small group of students. Focus on drawing a visual for the word to build students’ background knowledge. When appropriate, have students act out the word to solidify their understanding.

Below-level students—Work with a small group of students to complete portions of the diagram. Discuss familiar synonyms for the word to build students’ background knowledge.

Above-level students—Allow students to further investigate their selected word. Encourage them to create their own Vocabulary Diagram with different categories.

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Content Links

What Is It?

Content Links (Yopp, Yopp, and Bishop 2009) is a strategy that helps students see how vocabulary words are connected to each other. This strategy begins with the teacher creating a word list related to the unit. Then each student takes a card with a vocabulary word written on it, and the class mingles. Each student finds another student who has a vocabulary word that can be linked to his or her word in some way.


Content Links should be used either during or at the conclusion of a lesson or unit as a strategy for working with related vocabulary words. This strategy should be used with general academic or specialized content vocabulary words that students have already learned. This strategy allows students to have meaningful conversations with their peers about vocabulary and discuss relationships between words. Because there is no right answer, students make their own decisions about linked words and their thinking with others.

Example

For a social studies lesson on the characteristics of different map projections, the following pairs can be created:

Strategy Category:

Teaching Words

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Materials

• index cards

perspective globe

mercator projection

cylindrical projection

azimuthal projection

planar projection

map projection transparent

surface plane

map sphere


How Does It Work?

1 Before using this strategy, decide which vocabulary words to use. Although the strategy is more appropriate for specialized content words, general academic words can be used as well. Students should have learned these words prior to this activity.

2 Create Content Links word cards. Write each word on its own index card. If possible, have enough words so that each student in the class has his or her own word.

3 Hold up each word card and read the words aloud. Choose a few words to reread. As a class, clap as each syllable is said aloud. Ask students if they need clarification on any of the words’ meanings. Take time to discuss words as needed. If necessary, show pictures, use gestures, or use the words in context.

4 Explain to students how to complete the activity. Tell students that they will get into pairs to make links, or matches, between two vocabulary words. Once in pairs, students will discuss how the words are related. Then students will share their ideas with the class. Model this by holding up two word cards that have words that can be linked. Read the words, explain their meanings, and tell how the words are linked. Emphasize that the words do not have to match exactly; they simply must be connected in some way.

5 Distribute one word card to each student. Then give students time to mingle. Students should find links for their vocabulary words.

6 Ask students to stand together with their partners and form a circle around the room. Note: There is a chance that some students will find no match.

7 Have each pair discuss their words, the definitions, and how the words are connected. If some students found no match, ask them to explain why those words were difficult to relate to other words.

8 In conclusion, ask students how making connections between vocabulary words has helped them better understand those words.

Differentiation

English language support—Make sure that students understand what the selected words mean. Modify the word cards by adding a simple sketch or visual representation of each word’s meaning.

Below-level students—Have students echo-read each word on cards. Review the definition and explanation of each word. Use pictures, sketches, or gestures whenever possible to communicate the words’ meanings.

Above-level students—After students have linked pairs of words, have pairs link their words to those of other pairs of students. Ask the group of students to explain how they linked the four words.

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Vocabulary Journal

What Is It?

The Vocabulary Journal strategy offers students a variety of ways to work with important terms and concepts. Students can use their journals to make personal connections to words, write about word-learning strategies, write sentences or short stories using vocabulary words, or jot down words that are interesting and unique. Vocabulary Journals can be used with students of all ages and academic levels. Modify the requirements of the Vocabulary Journals to fit the needs of your students. For example, younger students’ journal entries may include drawings; older students’ entries might record graphic organizers related to their word study.


Vocabulary Journals can be used throughout a unit of study to provide a place for students to reflect on and record information about vocabulary words. These journals can be used with both specialized content and general academic words.

Example

For a science lesson on heat, a specialized content vocabulary word can be conduction. The example to the left shows a completed Vocabulary Journal entry for the word conduction.

Strategy Category:

Independent Word Learning

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Materials

• chart paper

• markers


How Does It Work?

1 Before using this strategy, decide which vocabulary words are key to the lesson and/or unit.

2 Before introducing this strategy, create a Vocabulary Journal for each student. Decide how to integrate them into each lesson and unit. For example, students may be asked to record one predetermined word (a key concept for the lesson) in their journals at the conclusion of each lesson.

3 Explain to students that the journals are a place for them to reflect on vocabulary words. This can be done in a variety of ways: • Record new vocabulary words and their

student-friendly definitions. Include related words or synonyms and antonyms.

• Write a vocabulary word and then create a visual aid related to it. This may be as simple as an illustration or as complex as a chart, graphic organizer, or diagram.

• Use the vocabulary words appropriately in sentences.

• Write about vocabulary strategies that have been tried and describe what worked best.

• Explain any personal connections to vocabulary words or related ideas.

4 Introduce the strategy by modeling the Vocabulary Journal entry. Re-create the Vocabulary Journal entry on a sheet of chart paper. At the conclusion of a lesson, show students how to create a journal entry for a selected vocabulary word.

5 Ask students to take out their Vocabulary Journals. Have each student create an entry for another selected word from the lesson.

6 Vocabulary Journals can be periodically shared with the class. In addition, the teacher can occasionally write to students in their journals and create an ongoing dialogue with them about vocabulary. This would give you a chance to offer feedback about their work, share ideas about new vocabulary learning strategies, or suggest new sources for related vocabulary.

Differentiation

English language support—Have students share ideas from their journals in small groups. This gives them a chance to discuss vocabulary and to practice including it in their oral language.

Below-level students—Let students’ journal entries be appropriate for their skill level. This may mean students write about fewer words, write shorter examples, or choose vocabulary that is appropriate for them.

Above-level students—Challenge students to use journals to extend their knowledge of words. Try to design assignments with more complex vocabulary and/or related activities.

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Clue Hunt

What Is It?Context refers to the clues authors include before and after vocabulary to aid readers in understanding new terms. These clues may be direct or indirect, and deciphering them is not always easy. Yet if students can discern some level of meaning for new vocabulary based on other information presented in the text, reading comprehension and vocabulary knowledge will be enhanced. In the Clue Hunt strategy (Yopp, Yopp, and Bishop 2009), students have an engaging and authentic reason for identifying and using context clues found in texts—a “scavenger hunt” for context clues in classroom reading materials.

When and Why Do I Use It?The Clue Hunt strategy should be introduced only after students have a solid understanding of the various types of context clues. The Clue Hunt can then be repeated throughout the school year. Students are exposed to many vocabulary words as they read content area text. Therefore, it is important that they use context to help determine the meaning of unfamiliar words. This strategy can be effective with both specialized content and general academic words.

ExampleFor a social studies lesson on the Grand Canal, students’ Clue Hunt table might look like this:

Strategy Category:

Independent Word Learning

Words Context Clues in TextGrand Canal China’s Grand Canal is the longest artificial waterway in the world.engineers Engineers in several different dynasties worked to design and build the canal

using advanced mathematics knowledge of physics.

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Materials

• none


How Does It Work?

1 Before using this strategy, identify key vocabulary words in the text. These can be specialized content or general academic words.

2 Look at the text to identify the context clues provided by the author(s) for each word you have chosen:

• Direct Definitions: Authors often put a direct definition of a vocabulary word within the sentence. The word meaning is explained clearly and directly and can often be identified by a comma or a set of commas.

• Synonyms: Authors may include a synonym near an unfamiliar word to help cue the reader about its definition.

• Antonyms: Just as synonyms provide linguistic context clues, antonyms also help students find meaning in new words.

• Sentence/Paragraph: It is important for students to learn that context clues are not always placed within the same sentence as the unfamiliar vocabulary word. Additional sentences and entire paragraphs may need to be examined for clues. Students should remember that authors can be quite purposeful with their word choices and that each word should be considered as part of a larger body of text meant to convey a certain idea or concept.

3 Read the text as planned during the lesson. Ask students to locate the selected words. Guide students to identify and analyze the context clues in the text.

4 After students have finished reading the text and recording the vocabulary words and context clues, review students’ findings. Have students label the clues and/or sort them by type.

5 After introducing the strategy, provide multiple opportunities for students to conduct Clue Hunts with other words and other pieces of text.

6 To conclude, ask students how using context clues can help them understand the unfamiliar words that they read.

Differentiation

English language support—While pairs of students read the text, work with a small group. Read the text to them and point out important information to build background knowledge.

Below-level students—Provide students with clear, explicit examples of each type of context clue. Write these on a sheet of chart paper for students’ reference. Guide students in using the examples to identify and sort the clues found in the selected text.

Above-level students—Ask students to share their own techniques for using context to build word knowledge. They might have methods that they use while reading that could benefit other students in the class.

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© Shell Education


Directions

Name___________________________________

1. Prompt:Describeatimewhenyouwrotesomethingthatwasnonfiction. Response:____________________________________________________________

______________________________________________________________________

2. Prompt:Namesomethingthatyouhavereadrecentlythatisafantasy. Response:____________________________________________________________

______________________________________________________________________

3. Prompt:Describeyourfavoritegenreoffiction. Response:____________________________________________________________

______________________________________________________________________

4. Prompt:Whatelementofsciencefictiondoyoufindmostappealing? Response:____________________________________________________________

______________________________________________________________________

5. Prompt:Whatsettingmightyouchooseifyouweregoingtowriteaworkof

historicalfiction? Response:____________________________________________________________

______________________________________________________________________

Personal Examples of FictionReadeachprompt.Thenwriteapersonalexampleforyour

response.

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Directions

Name___________________________________

1. Sentence Starter:Onereasonacartographermightuseamapprojection

is____________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Sentence Starter: Mercatorprojectionsorcylindricalprojections distort_______________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. Sentence Starter: Thedistortionofaconicprojectionismostnoticeable____________________________________________________________

______________________________________________________________________

______________________________________________________________________

4. Sentence Starter: Azimuthalorplanarprojectionsareaccuratenear_________________________________________________________________

______________________________________________________________________

______________________________________________________________________

5. Sentence Starter: Ifyouweretoprojectlightthroughatransparentglobe

youcould ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

Map Projections Context CompletionReadeachsentencestarter.Fillintheblankwithinformationthat

correctlycompletesthesentence.

#50708—Academic Vocabulary: 25 Content-Area Lessons Level 6

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Directions

Name___________________________________

Read each sentence below. Then read the question and write your

answer.

Clouds Context Interpretation

1. Context: Walter sometimes felt like a single water drop in a cloud of

humanity.

Question: How did Walter feel? Answer: ______________________________________________________________

______________________________________________________________________

2. Context: The miners emerged from the tunnel to find cumulus clouds in the

sky and no sign of the overnight chill. Question: What did the miners think about the new day? Answer: ______________________________________________________________

______________________________________________________________________

3. Context: Wanda and Mark peered out on the morning of their wedding to

find a sky full of cumulonimbus clouds. Question: How might Wanda and Mark feel about this turn of events? Answer: ______________________________________________________________

______________________________________________________________________

4. Context: Once he noticed that the cirrus clouds were thickening and

lowering in the sky, Phil hurried home to change his clothes. Question: Why might Phil choose to change his clothes in this situation? Answer: ______________________________________________________________

______________________________________________________________________

Personal Examples

The Personal Examples assessment asks students to connect what they know about learned vocabulary words with their own personal experiences and backgrounds. These connections demonstrate the level of students’ vocabulary knowledge. This format also requires students to show deeper and more comprehensive knowledge of a new word because they need to apply their knowledge of the word to a context that may be new or different from what was discussed in class.

Context Interpretation

Context Interpretation assesses how well students are able to use new vocabulary words within an appropriate context. Students read a context statement that uses the vocabulary word and a question related to that statement. Students then write a response to the question based on the context statement.

Context Completion

Another assessment that requires students to use context as they consider learned vocabulary is the Context Completion activity. Students must use what they know about vocabulary to complete sentence frames, either orally or in writing. These Context Completion sentences may also encourage students to use academic language patterns as they complete semantically correct statements.

Overview of Assessment


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Directions

Name___________________________________

Show You Know About Technical DirectionsRead each pair of vocabulary words. Then write a sentence that

uses the words appropriately in context.

1. Vocabulary Words: direction, step Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Vocabulary Words: instruction, step Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. Vocabulary Words: informational text, instruction Response: ____________________________________________________________

______________________________________________________________________

4. Vocabulary Words: direction, instruction Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


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Directions

Name___________________________________

1. Original sentence:Thestorywastoldinthefirst personfromtheperspective

ofanunreliablestoryteller. Student sentence:_____________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Original sentence: Wecouldtellthenarratorwasomniscientandobjective

becausethestoryjumpedaroundtoallthedifferentcharacters. Student sentence:_____________________________________________________

______________________________________________________________________

______________________________________________________________________

3. Original sentence: Thedirectionsforputtingthedesktogetherwerewritten

inthesecondperson. Student sentence:_____________________________________________________

______________________________________________________________________

______________________________________________________________________

4. Original sentence: Myfavoritenoveliswritteninthirdpersonbutwitha

limitedperspectivebecausethestorytelleriswatchingtheothercharacters

throughatelevisionscreen. Student sentence:_____________________________________________________

______________________________________________________________________

______________________________________________________________________

Point of View Word TranslationsReadeachoriginalsentencebelow.Thentranslateeachsentence

fromacademiclanguageintocasuallanguage.


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Directions

Name___________________________________

Yes-No-Why?: Rectangular PrismsRead each sentence. Think about whether the context makes sense.

Then respond to the sentence explaining your response and the

reasons that you reached that opinion. Use the following sentence

stems to get you started:

1. Sentence: Square units are frequently used to measure lines. Response: ____________________________________________________________

______________________________________________________________________

2. Sentence: Jessica measured the area of the desk using cubic units. Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. Sentence: Once she knew the dimensions, Francine could find the volume of

the cube.

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

4. Sentence: The prism has congruent parallel lines for each of its sides. Response: ____________________________________________________________

______________________________________________________________________

• This makes sense because...• This does not make sense because...• This seems logical because....• This does not seem logical because....

Word Translations

The Word Translations assessment gives students an opportunity to consider academic language and how it relates to a more informal and casual style of communicating. This assessment provides an opportunity for students to use focus vocabulary within the structure of formal language patterns. Meanwhile, students are also capable of showing their understanding of the more basic meanings behind words and their uses.

Yes-No-Why?

The Yes-No-Why? assessment format provides students with a sentence that includes focus vocabulary. The students read a sentence that includes one or more learned vocabulary words. They must then evaluate whether the sentence makes sense and explain their reasoning in a short response of one or more sentences. Students must consider what they know about a word’s definition and decide whether the real-world application is appropriate. This higher-level thinking challenges students to analyze new vocabulary words and their proper uses.

Show You Know

The Show You Know assessment tool requires students to show their word knowledge by using written vocabulary appropriately and in context. Students read a pair of words and then write their responses based on how the pair of words connect to the lesson. Students’ responses show the connections they made between vocabulary words. Additionally, this assessment may allow students to integrate academic language patterns into their writing.

Overview of Assessment (cont.)


Standards Correlations

Shell Education is committed to producing educational materials that are research and standards based. In this effort, we have correlated all of our products to the academic standards of all 50 United States, the District of Columbia, the Department of Defense Dependent Schools, and all Canadian provinces. We have also correlated to the Common Core State Standards.

How to Find Standards Correlations

To print a customized correlation report of this product for your state, visit our website at http://www.shelleducation.com and follow the on-screen directions. If you require assistance in printing correlation reports, please contact Customer Service at 1-877-777-3450.

Purpose and Intent of Standards

Legislation mandates that all states adopt academic standards that identify the skills students will learn in kindergarten through grade twelve. Many states also have standards for Pre-K. This same legislation sets requirements to ensure the standards are detailed and comprehensive.

Standards are designed to focus instruction and guide adoption of curricula. Standards are statements that describe the criteria necessary for students to meet specific academic goals. They define the knowledge, skills, and content students should acquire at each level. Standards are also used to develop standardized tests to evaluate students’ academic progress. Teachers are required to demonstrate how their lessons meet state standards. State standards are used in the development of all of our products, so educators can be assured they meet the academic requirements of each state.

McREL Compendium

We use the Mid-continent Research for Education and Learning (McREL) Compendium to create standards correlations. Each year, McREL analyzes state standards and revises the compendium. By following this procedure, McREL is able to produce a general compilation of national standards. Each lesson in this product is based on one or more McREL standards. The chart on the following pages lists each standard taught in this product and the page number(s) for the corresponding lessons.

TESOL Standards

The lessons in this book promote English language development for English language learners. The standards listed on the following pages support the language objectives presented throughout the lessons.

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Correlation to McREL Standards

The main focus of the lessons presented in Academic Vocabulary: 25 Content-Area Lessons is to promote the development of academic vocabulary. The chart below and on the following page lists standards correlated to the lessons in this book.

Language Arts Standards Page(s)

1.7—Writes narrative accounts, such as short stories 83

1.9—Writes biographical sketches 78

1.10—Writes persuasive compositions 73

1.13—Writes business letters and letters of request and response

63

1.14—Writes technical text, such as bylaws for an organization

68

6.2—Knows the defining features and structural elements of a variety of literary genres

43

6.8—Understands point of view in a literary text 48

7.0—Uses skills and strategies to read a variety of informational texts

38, 58

7.6—Understands the evidence used to support an assertion in informational texts

53

8.6—Uses level-appropriate vocabulary in speech 38, 43, 48, 53, 58, 63, 68, 73, 78, 83, 88, 93, 98, 103, 108, 113, 118, 123, 128, 133, 138, 143, 148, 153, 158

Mathematics Standards Page(s)

2.7—Understands the concepts of ratio, proportion, and percent and the relationships among them

103

3.2—Adds and subtracts fractions with unlike denominators; multiples and divides fractions

93

3.3—Understands exponentiation of rational numbers and root-extraction

98

4.7—Understands formulas for finding measures 88

8.4—Understands the basic concepts of a function 108

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Science Standards Page(s)

1.6—Knows ways in which clouds affect weather and climate 128

2.2—Knows how land forms are created through a combination of constructive and destructive forces

118

5.0—Understands the structure and function of cells and organisms

123

9.3—Knows that heat energy flows from warmer materials or regions to cooler ones through conduction, convection, and radiation

113

9.7—Knows that vibrations move at different speeds in different materials, have different wavelengths, and set up wave-like disturbances that spread away from the source

133

Social Studies Standards Page(s)

1.1—Knows the purpose and distinguishing characteristics of different map projections, including distortion on flat-map projections

153

5.1—Knows the four basic categories of earned income: wages and salaries, rent, interest, and profit

158

14.1—Understands geographic and political features of Tang China

148

14.2—Understands the provisions and significance of the Emancipation Proclamation

138

22.5—Understands the effects of women’s suffrage on politics

143

Correlation to McREL Standards (cont.)

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The main focus of the lessons presented in Academic Vocabulary: 25 Content-Area Lessons is to promote the development of academic vocabulary. The standards listed below support the language objectives presented throughout the lessons.

TESOL Standards Page(s)

1.3—To use English to communicate in social settings: Students will use learning strategies to extend their communicative competence

113, 118, 128

2.2—To use English to achieve academically in all content areas: Students will use English to obtain, process, construct, and provide subject-matter information in spoken and written form

38, 43, 48, 53, 58, 63, 68, 73, 78, 83, 88, 133, 138, 143, 148, 153, 158

2.3—To use English to achieve academically in all content areas: Students will use appropriate learning strategies to construct and apply academic knowledge

88, 93, 98, 103, 108, 123

Correlation to TESOL StandardsIn

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Specialized Content Vocabulary

General Academic Vocabulary

informational text factsideasprinciplesstory

Procedure

1 Begin the lesson by asking students what informational text means to them and recording responses. Guide students to the idea that informational text provides facts, ideas, and principles that are related to the physical, biological, or the social world. Use the Idea Completions strategy (page 18) to develop students’ oral language. Some examples of idea completions to integrate may include:

• Ideas or a thought may be included in a story to…

• Principles are ideas that…

• An author may include facts or verified information to…

Reading Informational Texts

Standards

• McREL: Students will use reading skills and strategies to understand a variety of informational texts.

• McREL: Students will use level-appropriate vocabulary in speech.

• TESOL: Students will use English to obtain, process, construct and provide subject-matter information in spoken and written form.

Featured Academic Vocabulary Strategies

• Idea Completions: Developing Oral Language (page 18)

• Vocabulary Journal: Independent Word Learning (page 28)

Materials

• University (page 40)

• Elements of Informational Text (page 41)

• Personal Examples of Informational Text (page 42)


Read

ing

Procedure (cont.)

2 Distribute copies of the University activity sheet (page 40) to students. Read the passage aloud to students as they follow along. Explain to students that this reading passage is an example of informational text. Discuss with students why it is considered informational (has facts, ideas, and principles).

3 Use the Vocabulary Journal strategy (page 28) with students to remind them of the importance of having a place to routinely write about and reflect on the focus vocabulary words. Distribute copies of Elements of Informational Text activity sheets (page 41) to students. Have students complete the activity sheet independently. When they are done, ask for student volunteers to share their work.

4 Distribute copies of the Personal Examples of Informational Text assessment sheet (page 42) to students. Have students complete the assessment individually to see whether they understand the focus vocabulary words.

Differentiation

English language support—Use a repeat and rephrase strategy while presenting the information to provide a richer context from which students can construct their understanding.

Below-level students—Complete the Vocabulary Journal as a small group. Use sentence starters as a guide.

Above-level students—Encourage students to read an informational text from the library and report back to the class on the topic that they chose.


Directions

Name___________________________________

UniversityRead the passage. Then answer the questions below.

1. Where was the first European university opened?

______________________________________________________________________

2. What does the word university mean?

______________________________________________________________________

3. How was the university different than Cathedral schools?

______________________________________________________________________

THE MEDIEVAL CHRONICLEThe Year of Our Lord, 10New University to Teach Everything

Bologna, Italy—The first university in Europe has opened in Bologna, Italy. “It is the wave of the future!,” declares 14-year-old student, Paolo de Medici of the newly established educational guild. Emperor Frederick I has granted students and teachers protection to teach and learn without interference from local authorities. There have been problems when town governments have created obstacles for schools. The word university comes from the Latin word universitas which means the total, or whole. It is used here to mean a guild, or corporation of students and teachers.

Earlier Cathedral schools have mainly taught students to become clergy, like priests and monks.

But the new university will teach useful secular skills, as well. Beginning around age 13, boys from wealthy families may enter classes. All students wear special robes similar to those of monks and shave the top of their heads.

Students are first taught Latin. This is practical since everything is taught in this otherwise dead ancient Roman ‘language of scholars.’ Younger students also learn about law and logic. Older students will learn geometry, arithmetic, geography, music, natural history, and astronomy. Organizers hope that well-educated men will advance European thought into a time of renaissance, or rebirth.


Directions

Name___________________________________

Elements of Informational TextInformational text has facts, ideas, or principles. Look at the vocabulary words and definitions below in the box. Think about the reading passage you just read. What have you learned about informational text? Write about it using the new vocabulary.

fact(s)—something that has actual existence

idea(s)—a thought or concept

principle(s)—truth

_____________________________________________________________________

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_____________________________________________________________________

_____________________________________________________________________

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_____________________________________________________________________

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Directions

Name___________________________________

1. Prompt: Describe an idea that you have had.

Personal Example: ____________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Prompt: What are some informational texts you have read?


______________________________________________________________________

______________________________________________________________________

3. Prompt: Describe a time when you stated some facts.


______________________________________________________________________

______________________________________________________________________

4. Prompt: Why should someone refuse to lie as a matter of principle?


______________________________________________________________________

______________________________________________________________________

Personal Examples of Informational TextRead each prompt. Then write a personal example for your response.


Read

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Fictional Genres




fantasyfictiongenrehistorical fictionscience fiction

element

Procedure

1 Ask students to name their favorite stories, and record responses. Explain that one way that people categorize stories is through genre. Biographies are nonfiction, or a genre that tells about a real person. Fiction, or untrue stories have their own genres. Three common ones are science fiction, historical fiction and fantasy. Write these terms on the board with room to list titles under each of them.

2 Explain to students that genres generally describe elements, or features that certain stories may have in common. Explain how science fiction stories usually take science and technology that exist and extend them to serve the story. These stories often deal with other planets, space travel, time travel, or genetic engineering. A common theme is the role of technology in human life and whether humans’ relationship with technology is good or problematic. Have students brainstorm science fiction stories and write them on the board under the heading (e.g., Star Wars, City of Ember, The Time Machine).

3 Explain the main elements of historical fiction. Historical fiction is set during some real life time period, but the specifics of the plot are imagined (e.g., The Door in the Wall, The Sign of the Beaver).

Standards

• McREL: Students will know the defining features and structural elements of a variety of literary genres.


• TESOL: Students will use English to obtain, process, construct, and provide subject-matter information in spoken and written form.


• Cloze Sentences: Developing Oral Language (page 14)

• Vocabulary Diagram: Teaching Words (page 24)

Materials

• Vocabulary Diagram: Fiction (page 46)

• Bergamot’s Quest (page 45)

• Personal Examples of Fiction (page 47)


Rea

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4 Explain that fantasy stories generally involve some aspect of magic. They may have characters with magical powers, objects or animals with human characteristics, or creatures from myths and folklore. Many fantasy stories have a hero, or central character that is struggling through a difficult quest. Have students brainstorm for this genre (e.g., The Lord of the Rings, The Lion).

5 Use the Vocabulary Diagram strategy (page 24) with students. Explain to students that they will be further analyzing the vocabulary word fiction. Distribute Vocabulary Diagram: Fiction activity sheet (page 46) to students. Have students complete the activity, then review it as a class.

6 Make sure that students are comfortable with the vocabulary words. The following are some suggested definitions:

fantasy—a fictional genre that often has magic, mythical creatures, quests, and great battles

science fiction—fictional genre that often has to do with technology, space travel, time travel or genetic engineering

historical fiction—fictional genre set in real historic times but with a made-up plot

genre—category of story

7 Distribute the Bergamot’s Quest activity sheet (page 45) to students. Have them complete the activity, then review their work as a class.

8 Use the Cloze Sentences strategy (page 14). The following is a suggested cloze sentence:

• One theme that repeats itself in ________ stories is the struggle between nature and technology. (science fiction)

9 Distribute copies of the Personal Examples of Fiction assessment sheet (page 47) to students. Have students complete the assessment independently.

Differentiation

English language support—Use a repeat and rephrase strategy when presenting the information to provide greater context for the new vocabulary.

Below-level students—Have students create short skits demonstrating each genre and its key elements.

Above-level students—Encourage students to choose a genre and write their own short fictional story.


Name___________________________________

Directions

Bergamot’s QuestRead the passage. Then answer the questions below.

1. Into which genre would you place this story?

______________________________________________________________________

2. Name at least two elements of the story that indicate it fits in that genre.

______________________________________________________________________

3. How could you change this passage to make it a science fiction story?

______________________________________________________________________

______________________________________________________________________

The usually welcoming path had become treacherous. Snow piled on the ground as an oppressive darkness thickened around them. Even Bergamot’s enhanced vision could only penetrate a few feet through the gloom. The smart thing would have been to dig a shelter and wait out the storm. But the fragile bundle in his arms could not survive that long. The venom in her blood was already working its dark magic. Bergamot pressed onward with grim determination.

Perhaps it was his intense concentration, or perhaps it was the innate stealth of the creature that loomed before them, but Bergamot found himself startled for the first time in nearly a century. He remained motionless as the enormous shaggy head sniffed warily at his precious bundle. Bergamot was no match for the Great Bear. If she decided they were enemies, his quest was at an end. But he knew Ursa could sense the mystical glimmer in his tiny charge. She hesitated only moments before giving an expressive toss of her head and crouching down in an unmistakable sign. Bergamot breathed with relief and hopped lightly onto her muscular back. Ursa was a powerful ally. She would get them through the woods in time.


Directions

Name___________________________________

Record your responses for the word fiction. Write your answers below.

Vocabulary Diagram: Fiction

Word: Synonyms:

Antonyms:

Other Forms of the Word: Example:

Picture: Sentence: ________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________


Directions

Name___________________________________

1. Prompt: Describe a time when you wrote something that was nonfiction.

Response: ____________________________________________________________

______________________________________________________________________

2. Prompt: Name something that you have read recently that is a fantasy.

Response: ____________________________________________________________

______________________________________________________________________

3. Prompt: Describe your favorite genre of fiction.

Response: ____________________________________________________________

______________________________________________________________________

4. Prompt: What element of science fiction do you find most appealing?

Response: ____________________________________________________________

______________________________________________________________________

5. Prompt: What setting might you choose if you were going to write a work of historical fiction?

Response: ____________________________________________________________

______________________________________________________________________

Personal Examples of FictionRead each prompt. Then write a personal example for your response.


Rea

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Your Point of View




first personnarratoromniscient point of viewsecond personthird person

voice

Procedure

1 Ask students to think about familiar literary works. Ask students to identify who was telling the story. Make a list on the board and refer to it as the new concepts are discussed. The following are some examples: My Side of the Mountain—Sam; Island of the Blue Dolphin—Karana; Huckleberry Finn—Huck.

2 Explain that an author must decide when writing who will be telling the story. The point of view, or perspective, from which the story is told can make a difference in how a reader interprets the information. The most common voice for an author to use is that of an omniscient narrator, or all-knowing storyteller. From this point of view an author tells the story in an objective way, with no bias and is able to convey the thoughts and feelings of one or more of the characters in a subjective way. When an author is writing as an omniscient narrator, they use the third person voice, describing all characters as “he/him,” “she/her”, or “they/them.”

Standards

• McREL: Students will understand point of view in a literary text.




• Alike and Different: Developing Oral Language (page 16)

• Content Links: Teaching Words (page 26)

Materials

• index cards

• A Matter of Perspective (page 50)

• Connecting Ideas About Points of View (page 51)

• Point of View Word Translations (page 52)


Procedure (cont.)

3 Explain that second person is when the author is speaking directly to the reader about the experience. Explain that first person is when the story is being told from the perspective of one of the characters. In other words, the story is limited to what the character knows.

4 Ask students to think about what might motivate someone to tell a story. Sometimes the storyteller has a motive other than simple storytelling. Other times the character telling the story tells it impartially but has such a strong bias that they are unable to do so. Readers must work to understand how the point of view is affecting the storytelling.

5 Distribute the A Matter of Perspective activity sheet (page 50) to students. Have students complete this activity alone or with a partner, then review their answers as a class.

6 Narrow the focus of the comparisons by using the Alike and Different strategy (page 16). Pair up sets of the vocabulary words and challenge students to describe what is alike and different about each set.

7 Write the vocabulary words on the board. Have students brainstorm additional words that relate to the topic. End the list when there is one word for every student in the class. Have student volunteers record the words on index cards and distribute one card to each student. Complete the Content Links strategy (page 26) with students to solidify their comprehension of the focus vocabulary words.

8 Distribute copies of the Connecting Ideas about Points of View activity sheet (page 51) to students. With the partner with whom they linked, have students complete the activity sheet to explain why and how their words are related.

9 Distribute copies of the Point of View Word Translations assessment sheet (page 52) to students. Have students complete the assessment to see whether they understand the focus vocabulary words.

Differentiation

English language support—Repeat and rephrase focus vocabulary words when presenting the information to provide greater context of the new vocabulary.

Below-level students—Work with students to write a few sentences demonstrating each voice or type of storyteller.

Above-level students—Challenge students to find as many different examples of each combination of voice and perspective that they can find during a trip to the library.

Read

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Directions

Name___________________________________

Read each passage. Then answer the questions below.

A Matter of Perspective

A lot has been made recently about this issue of permission. Did I have permission to enter the house of the Three Bears? Well I suppose technically, I did not. However, I must point out that my intent was never to cause harm! I had been lost in the woods for hours. What if I hadn’t broken into the Bear house? What if I had starved to death without the benefit of the meager helping of porridge that I ate? Then all my critics would surely be criticizing me for my lack of initiative. “That silly blonde girl starved to death just outside a house filled with food,” they would all say! So anyway, I pushed the door open and went in.

1. From whose point of view is this story being told?

______________________________________________________________________

2. Is this story being told in the first, second, or third person?

______________________________________________________________________

When the Three Bears arrived, they could immediately tell that something was not right. Baby Bear huddled close to his mother, whimpering with fear. Papa Bear felt the anger rising in his throat. What menace could do this to their peaceful home? Mama Bear calmly lifted Baby and immediately began inventory of the damage. The intruder had left her scent all over the usually tidy parlor. “Someone’s been sitting in my chair!” Mama sniffed, shaking her head in disbelief. How could the Bears know that the intruder was still lurking within the walls of their once-safe cottage?

3. Is the narrator objective or subjective? How can you tell?

______________________________________________________________________

______________________________________________________________________


Directions

Name___________________________________

Connecting Ideas About Points of ViewWrite the words you linked in the spaces below and illustrate why they can be linked. Then write a short description of how and why the words are linked.

Word 1

___________________________________

Word 2

___________________________________

My Illustration

These words are linked because…

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_____________________________________

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These words could be linked with the following other word(s):

_____________________________________

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Directions

Name___________________________________

1. Original sentence: The story was told in the first person from the perspective of an unreliable storyteller.

Student sentence: _____________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Original sentence: We could tell the narrator was omniscient and objective because the story jumped around to all the different characters.


______________________________________________________________________

______________________________________________________________________

3. Original sentence: The directions for putting the desk together were written in the second person.


______________________________________________________________________

______________________________________________________________________

4. Original sentence: My favorite novel is written in third person but with a limited perspective because the storyteller is watching the other characters through a television screen.


______________________________________________________________________

______________________________________________________________________

Point of View Word TranslationsRead each original sentence below. Then translate each sentence from academic language into casual language.


Read

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Fact vs. Opinion




factopinion

beliefsupporttruth

Procedure

1 Distribute the Editorial reading passge (page 55) to students. Read the passage. Write the vocabulary words fact and opinion on the board. Begin a class discussion about the nature of fact and opinion. Make sure students understand that facts are truths, which have support in reality. Opinions may be based on facts, but are a personal belief, judgment or attitude, but not a certainty.

2 Distribute the Editorial Clue Hunt activity sheet (page 56) to students. Explain to students that authors include many context clues in their work. The context clues may be direct definitions, synonyms, antonyms, or other more subtle clues hidden in the text. It is important to look through the text for the clues because they are not always found right next to the word.

3 Have students engage in the Clue Hunt strategy (page 30) with the Editorial text to look for examples of facts and opinions. After students have found the clues, review their findings as a class.

Standards

• McREL: Students will understand the evidence used to support an assertion in informational texts.




• Have You Ever?: Developing Oral Language (page 10)

• Clue Hunt: Independent Word Learning (page 30)

Materials

• Editorial (page 55)

• Editorial Clue Hunt (page 56)

• Editorial Word Translations (page 57)


Rea

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4 Return to the Editorial activity sheet. Have students answer the questions about the text alone or with a partner. Then review their work as a class.

5 To ensure that students have a clear understanding of the new terms and to deepen their context for the vocabulary, continue the lesson by using the Have You Ever? strategy (page 10). The following are some suggested questions:

• When was a time you read several facts?

• When might you be asked to give an opinion?

6 Distribute copies of the Editorial Word Translations assessment sheet (page 57) to students. Have students complete the assessment individually to see whether they understand the focus vocabulary words.

Differentiation

English language support—Use cooperative groups and peer coaching to optimize student learning time and allow students to get personal attention.

Below-level students—Work with students in creating additional examples of fact and opinion statements.

Above-level students—Encourage students to bring in and share an editorial from one of your local newspapers.


Directions

Name___________________________________

EditorialRead the passage. Then answer the questions below.

1. Dragging yourself out of bed and yawning your way through first period is not a good way to start an academically successful day!

______________________________________________________________________

2. A recent study conducted in Rhode Island found that shifting the start time even half an hour had various benefits.

______________________________________________________________________

3. Other studies have shown improved grades, reduced dropout rates, and even reduced car accident rates for schools with later starts!

______________________________________________________________________

Directions Identify each statement as Fact or Opinion.

THE STUDENT SENTINEL Opinion Page

Later Start Times Will Improve Student Success by The Sentinel Editorial Staff

How many teenagers do you know who are happy about starting school first thing in the morning? Dragging yourself out of bed and yawning your way through first period is not a good way to start an academically successful day! But this is not how things have to be. Scientific evidence is mounting that adolescent students benefit from later school start times. A recent study conducted in Rhode Island found that shifting the start time even half an hour had various benefits. Students were happier, more alert, and had better attendance than before the shift. Other studies have shown improved grades,

reduced dropout rates, and even reduced car accident rates for schools with later starts!

We believe these studies offer a compelling argument for making changes here at Jenkins High. It is in the best interest of our school, our students, and our community to begin classes later. The Sentinel staff asks the School Board to consider this issue at its next meeting. We understand that making this change may bring challenges, but we feel that the benefits outweigh the difficulties. Grades will improve, students will be happier, and lives may even be saved.


Directions

Name___________________________________

Editorial Clue HuntRead the passage The Student Sentinel. Use the chart below to record the vocabulary words and context clues that will help you to understand their definitions.

Words Context Clues in Text


Directions

Name___________________________________

1. Original sentence: The reporter wrote a compelling editorial that many people supported.


______________________________________________________________________

2. Original sentence: The newspaper mentioned various beliefs that a later start could work for students.


______________________________________________________________________

3. Original sentence: The author asked people to consider the truth about the facts mentioned in the story.


______________________________________________________________________

4. Original sentence: I sometimes had difficulty distinguishing between fact and opinion in the article.


______________________________________________________________________

Read each original sentence below. Then translate each sentence from academic language into casual language.

Editorial Word Translations





informational text directioninstructionstep

Procedure

1 Ask students if they have ever had to read and follow directions. Allow students to brainstorm ideas and record students’ responses.

2 Explain to students that following directions will help the reader know the instructions or steps mentioned in an informational text. Review that informational text provides facts, ideas, and principles that are related to the physical, biological, or the social world. The purpose of informational text is to inform.

3 Distribute copies of the Quick Start reading passage (page 60) to students. Tell students that they will be working in small groups and that they will receive 10 sticky notes per group. Ask students to read the informational text. Ask each group to decide on ten words about how to create a slide presentation. Continue to use the Ten Important Words strategy (page 20) to help students identify important terms used in the text.

Technical Directions

Standards

• McREL: Students will use reading skills and strategies to understand a variety of informational texts.





• Ten Important Words: Developing Word Consciousness (page 20)

Materials

• Quick Start (page 60)

• sticky notes

• chart paper

• Ten Important Words About Quick Start (page 61)

• Show You Know About Technical Directions (page 62)

Rea

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Read

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Procedure (cont.)

4 Create a class bar graph with the words students believe are important. After creating the graph and discussing the meaning of each word, distribute the Ten Important Words About Quick Start activity sheet (page 61) to students. Allow time for each student to copy the class summary for the passage. The following are some suggested definitions to help with the meanings:

animation—a moving drawing

launch—to start a computer program

slide—one of a collection of pages intended to be shown in sequence as a presentation

presentation—to give information to an audience

desktop—the main area on a computer screen

template—a form used to make any number of similar objects

double-clicking—to click twice with your mouse button in quick succession

interactive—a program that responds to user activity

5 Ask students to answer the questions at the bottom of the Quick Start activity sheet. Review their answers as a class.

6 Use the Cloze Sentences strategy (page 14) to help students use the new vocabulary in the right context. The following are some suggested cloze sentences:

• The recipe was a form of ________ because it informed the reader on how to make brownies. (informational text)

• The girl followed the ________ on how to build the model airplane. (directions/instructions/steps)

7 Distribute copies of the Show You Know About Technical Directions assessment sheet (page 62) to students. Have students complete the assessment individually to see whether they understand the focus vocabulary words.

Differentiation

English language support—Create movements for each word that help indicate what it means. Play a call-and-response game with students where you say the word and they do the movement.

Below-level students—Work with students to create an example of directions. Create sentence frames as a guide.

Above-level students—Encourage students to bring in examples of technical directions for items they have at home.


Directions

Name___________________________________

Quick StartRead the passage. Then answer the questions below.

1. What is the very first thing you should do? ______________________________

______________________________________________________________________

2. How do you resize an image? __________________________________________

______________________________________________________________________

3. Where will you find the “Save” button? __________________________________

______________________________________________________________________

Quick Start: How to create an interactive slide presentation using ClickSlide 2.0

Step 1— Launch ClickSlide 2.0 from your desktop by double-clicking on the ClickSlide icon.

Step 2— Click on the type of slide you would like. You may choose from an image slide, an animation slide, or a text slide.

Step 3— Fill in the blank information on the slide template.

Step 3a— To add images, search the Image Library in the menu at the top of the page. Drag the selected image onto the slide and resize using the arrow keys.

Step 3b— To add animation, see the Animation Directions on page 14 of this guide.

Step 4— Save your slide by clicking on the “Save” button in the upper left corner.

Step 5— Choose your next slide and continue until you have finished your project.

Step 6— Click on the “Play Slide Show” button in the upper right corner.

Step 7— Enjoy your new slide show!


Directions

Name___________________________________

Ten Important Words About Quick StartRead the Quick Start passage. Then use this page to record 10 important words and write your summary of the passage.

Important Words:

Summary:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________


Directions

Name___________________________________

Show You Know About Technical DirectionsRead each pair of vocabulary words. Then write a sentence that uses the words appropriately in context.

1. Vocabulary Words: direction, step

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Vocabulary Words: instruction, step

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. Vocabulary Words: informational text, instruction

Response: ____________________________________________________________

______________________________________________________________________

4. Vocabulary Words: direction, instruction

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


Writin

gLetters of Request




business letterformalletter of request

formatpurposerecommendation

Procedure

1 Write the focus vocabulary words on the board and refer to them while explaining the lesson. Begin by asking students in what situations they might write a letter asking for something. Write their ideas on the board.

2 Explain the purpose, or reason, for writing to a business or business person is to request or ask for something. This is called a letter of request. The purpose for writing a letter of request is often to ask someone for a recommendation, which means asking someone to say that you would be a good choice for a job or school that you want to be a part of.

3 Explain to students that because the letter is requesting something, it is especially important that the tone of the letter be formal or polite. Since a letter of request is about business, it should follow the business letter format, or structure. The letter should be very direct. It should state its purpose in the first paragraph with precise vocabulary. It should follow up with any further information that might be useful to the other person.

Standards

• McREL: Students will write business letters and letters of request and response.






Materials

• Letter of Request (page 65)

• Vocabulary Journal: Letters of Request (page 66)

• Show You Know About Letters (page 67)


Wri

tin

gDifferentiation

English language support—Show students letters of requests and business letters as concrete examples.

Below-level students—Have students write a letter of request between two of their favorite literary characters.

Above-level students—Find additional examples of letters. How are they similar and different?

Procedure (cont.)

4 Distribute Letter of Request (page 65) to students. Read over the sample letter at the top of the page and discuss the ways in which it fulfills the goals of a letter of request. Have students complete the activity alone or with a partner. Then discuss students’ answers as a class.

5 Use the Vocabulary Journal strategy (page 28) with students to remind them of the importance of having a place to routinely write about and reflect on vocabulary words they are learning. Distribute Vocabulary Journal: Letters of Request activity sheet (page 66) to students. Have each student choose one or more words from the list to use in their journals. Once they have completed their journal entries review them as a class.

6 Use the Idea Completions strategy (page 18) to provide further context for the new vocabulary and allow the students to practice the words orally. The following are some suggested completion sentences:

• The purpose of the letter of request is to ________.

• Fritz wrote a business letter to the pharmacy because ________.

• The tone of a recommendation should be ________.

• When Roger greeted her in such a formal way, Julie knew _____.

7 Distribute copies of the Show you Know About Letters assessment sheet (page 67) to students. Have students complete the assessment individually to see whether they understand the focus vocabulary words.


Name___________________________________

Directions Circle the sentence that states the purpose of the letter. Underline the sentences that provide information for Mr. Smythe. Draw a box around each formal word or phrase.

Letter of Request

Pauly Goodsworth1234 Bilbo Ave.Forest City, WA 12345

ATTN: Mr. Arthur SmytheForest City High School3344 Baggins RoadForest City, WA 12345

Dear Mr. Smythe,

I am writing to request a letter of recommendation for my college portfolio. I am in the process of applying to colleges and a positive reference from you would enhance my prospects of achieving my educational goals.

As a reminder, I was in your Advanced Physics class last semester. I completed the project “Torque vs. Power in Model Trains” and received 97% on the final exam. I was also secretary of the Physics Club that you mentored.

Please let me know if there is any information I can provide regarding my academic achievements to assist you in writing my letter of reference. I can be reached at [email protected] or (555) 111-2222.

Thank you for your consideration.

Sincerely,

Pauly Goodsworth

Pretend you are applying for a job as the Head Behaviorist for the Big Cats group at your local zoo. Write a letter on the back of this page to your last boss asking for a recommendation. Be sure to be direct, polite, and to include any information that your recipient may need to complete your request.

Directions


Directions

Name___________________________________

Use this page for your journal as you explore the vocabulary words that you have been studying. Pick a word from the list and then choose to do one or more of the following:

Vocabulary Journal: Letters of Request

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

• Write the word and its definition. Add related words, synonyms, or antonyms.

• Write the word and draw a picture to show what it means.

• Write a sentence using the word.

• Write about vocabulary strategies you have tried.

• Write about personal connections to the word.


Directions

Name___________________________________

Show You Know About LettersRead each pair of vocabulary words. Then write a sentence that uses the words appropriately in context.

1. Vocabulary Words: purpose, letter of request

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Vocabulary Words: format, formal, business letter

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. Vocabulary Words: formal, recommendation

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

4. Vocabulary Words: business letter, purpose

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


Technical Writing: Bylaws




bylaws boundariesjurisdictionorganizationtechnical

Procedure

1 Ask students how they might know the structure and rules for the United States. The answer is they are written in the Constitution; if possible refer to an example. Technical writing is used for writing about a particular art, science, skill or field of study. The Constitution is a piece of technical writing that defines the basic structure of a country. Smaller groups, or organizations, have similar documents called bylaws that lay out all the important information needed for that organization to function.

2 Bylaws describe the Who, What, Where, When, Why, and How of the organization. The document would be confusing if it was not structured by groupings.

3 Explain to students that Who describes who the organization is. It will include the formal name and is often phrased, “This organization shall be known as ________.” The What describes the purpose of the organization. It is usually stated as a very general goal of the group and gives a description of who may be a part of the group. This is called membership criteria. Membership means people who can be members, and criteria means the standards that apply to them. The Who and What categories are usually listed at the top of the document.

Standards

• McREL: Students will write technical text, such as bylaws for an organization.




• Have you Ever?: Developing Oral Language (page 10)

• Vocabulary Journal: Developing Word Consciousness (page 28)

Materials

• example of bylaws from a student organization (optional)

• Bylaws (page 70)

• Vocabulary Journal: Bylaws (page 71)

• Technical Writing Context Interpretation (page 72)

Wri

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Writin

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4 Explain to students that Where describes where the organization exists. It defines the boundaries, or geographical edges, of the membership. If the organization is only at school, then members from out of state would not make sense. When describes how often meetings or activities take place. Why describes the purpose of the organization and what the organization has control over, or what its jurisdiction is. Finally, How describes the structure of the organization. It should have information on how the group runs and how decisions are made. Any fees or dues are also included in the How section. As each section is explained, ask for volunteers to continue writing the group bylaws.

5 To further develop the general and content-area vocabulary in this unit, complete the Have You Ever? strategy (page 10) with students. The following are some suggested questions:

• What would be a logical way to determine the boundaries for students who attend this school?

• What were some of the bylaws for an organization of which you were a member?

6 Use the Vocabulary Journal strategy (page 28) with students to remind them of the importance of having a place to routinely write about and reflect on vocabulary words they are learning. Distribute Vocabulary Journal: Bylaws (page 71) to students. Have each student choose one or more words from the list to use in their journals. Once they have completed their journal entries review them as a class.

7 Distribute copies of Technical Writing Context Interpretation assessment sheet(page 72) to students. Have students complete the assessment individually to see whether they understand the focus vocabulary words.

Differentiation

English language support—Use a repeat and rephrase strategy when presenting the vocabulary. Have students create skits acting out the terms to reinforce and strengthen context.

Below-level students—Have students describe the rules of a group they have been a member of (e.g., team, scouts) then help them to understand how these rules might be described in bylaws.

Above-level students—Have students research the bylaws for campus organizations. What rules do they have in common? How do they differ? Have students present their comparison.

Procedure (cont.)


Directions

Name___________________________________

Create the bylaws for an imaginary organization of your choice. Your language should be clear, formal, logically organized, and precise.

Bylaws

Date: ______________________

(Who) This organization shall be known as ___________________________

____________________________________________________________________

(What) The purpose of this organization is ____________________________

____________________________________________________________________

____________________________________________________________________

(Where) This organization shall exist _________________________________

____________________________________________________________________

(When) Meetings shall be held _______________________________________

____________________________________________________________________

(Why) The organization’s jurisdiction includes ________________________

____________________________________________________________________

The organization’s jurisdiction does not include _______________________

____________________________________________________________________

The organization will engage in the following kinds of activities: ________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

(How) The organization will have the following officers with the following responsibilities:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________


Directions

Name___________________________________

Vocabulary Journal: BylawsUse this page for your journal as you explore the vocabulary words that we have been studying. Pick a word from the list and then choose to do one or more of the following:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________







Directions

Name___________________________________

1. Context: Justin noticed that the bylaws for the organization allowed them to rescue injured wild animals but not pets.

Question: How did Justin feel about the organization?

Answer: ______________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Context: It was important to Bess that Jake follow the membership criteria in her group, but she discovered that he lived outside of the boundaries.

Question: How did Bess feel about this?

Answer: ______________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. Context: The sheriff stopped chasing Robin Hood when he crossed the boundary to the next country and thus left the sheriff’s jurisdiction.

Question: How did the sheriff feel?

Answer: ______________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Read each sentence below. Then read the question and write your answer.

Technical Writing Context Interpretation


Writin

gPersuasive

Compositions




anecdote audiencecounter argumentpersuadepersuasive composition

judgment

Procedure

1 Ask students to think of a time when someone changed their mind or were able to change someone else’s mind. What strategies helped to persuade, or lead the person to a new belief or action? Have students share examples. Tell students that one way to persuade people is through a persuasive composition.

2 Introduce the vocabulary words. Refer to them while explaining the persuasive composition format. If possible, use the persuasive composition example as a model. Explain that in the first paragraph, students should clearly communicate their judgment, or opinion. The next several paragraphs should support the judgment the author has made. In this section, it is important to consider the audience, or person who is listening to or reading the argument. It is also important to try to predict any counter arguments, or disagreements from the opposite side. Anecdotes, or short personal stories, can be both entertaining and convincing. The final paragraph is a summary that convinces the reader.

Standards

• McREL: Students will write persuasive compositions.





• Word Hunt: Developing Word Consciousness (page 22)

Materials

• example of a persuasive composition (optional)

• Persuasive Compositions Word Hunt (page 75)

• Persuasive Composition (page 76)

• Personal Examples of Persuasion (page 77)


Wri

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3 Before continuing, make sure that students understand the definitions of the new vocabulary terms. The following are some suggested definitions:

anecdote—a short personal story

judgment—a considered opinion

counter argument—an argument that counters, or goes against another argument

audience—the person or people who will be reading the composition

persuasive composition—writing meant to convince

persuade—to convince

4 Distribute the Persuasive Composition activity sheet (page 76) to students. Have students choose a topic to construct the most convincing argument. Allow them time to complete the prewriting questions.

5 Use the Cloze Sentences strategy (page 14) to help students use the new vocabulary. The following are some suggested sentence starters:

• My uncle told me an ________ about the first time he went fishing. (anecdote)

• Caroline decided to change her speech when she realized the ________ would be mostly parents and not students. (audience)

6 Distribute copies of the Persuasive Composition Word Hunt (page 75) to students. Have students engage in the Word Hunt strategy (page 22) using the reading passage presented to them.

Word Word Part Definitioncounter argument

-er compare-ment the action of

audience -ence process of

7 Distribute copies of Personal Examples of Persuasion (page 77) to students. Have students complete the assessment individually to see whether they understand the focus vocabulary words being taught.

Differentiation

English language support—Use cooperative groups and peer coaching to help optimize the student’s learning time. Each student can get individual help with the vocabulary even when you are unavailable.

Below-level students—Have students read some short persuasive compositions and analyze their features and what makes them interesting.

Above-level students—Have students attempt to write a persuasive composition taking the opposite position from the one they hold in real life.


Name___________________________________

Directions

Persuasive Composition Word HuntRead the passage. When you are done reading, go back and do a Word Hunt for the words counter argument and audience. Use this page to record the word part and definition to your findings.

Word(s) Word Part(s) Definition

counter argument

audience

Persuasive composition is a very important form of communicative writing. It is a way to influence the audience, to change the way they think or act. The writer composes a judgment based on something they feel is important. The writer must feel passionate about the topic, almost like a defender of what he or she believes in. Through the development of the writing, it is important to have supporting reasons to the argument as to why the reader should be persuaded to think and act in the way the writer would like them to. Also, add anecdotes to the persuasive composition so the reader can connect with the writer’s personal story. But be prepared, the opposing side will always have counter arguments to try to persuade the reader to think or act their way. Have confidence in your opinion!


Directions

Name___________________________________

Persuasive CompositionPick a topic from the list below and fill out the support prompts.

❑ The school day should be longer.

❑ The school day should be shorter.

❑ Kids should be allowed to vote.

❑ School lunches should include more tastier/healthier choices. (pick one)

1. What position do you want to convey? __________________________________

2. Who is your audience? ________________________________________________

3. List at least five details, reasons, or examples that support your position.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

4. What counter argument(s) do you anticipate? ___________________________

______________________________________________________________________

5. How can you counter the counter argument(s)? __________________________

______________________________________________________________________

After discussing your argument with your teacher, turn the page over and write your composition. Choose to include details that are persuasive and best support your argument. Make sure your concluding paragraph reaffirms your argument and leaves your reader agreeing with you!

Directions


Directions

Name___________________________________

Read each prompt. Then write a personal example for your response.

Personal Examples of Persuasion

1. Prompt: Describe a time when you tried to persuade someone of something.

Response: ____________________________________________________________

______________________________________________________________________

2. Prompt: When might it be necessary for you to make a judgment?

Response: ____________________________________________________________

______________________________________________________________________

3. Prompt: How might you show your emotions to an audience?

Response: ____________________________________________________________

______________________________________________________________________

4. Prompt: Why might you consider counter arguments when you are writing a persuasive composition?

Response: ____________________________________________________________

______________________________________________________________________

5. Prompt: Write about a time when you told someone an anecdote about your life or when they have told you one.

Response: ____________________________________________________________

______________________________________________________________________


Biographical Sketches




biographychronological orderprimary sourcessecondary sources

engagereflect

Procedure

1 Begin the lesson by asking students to discuss stories they have read about real people. Record students’ responses. Explain that a true story written about a real person is called a biography. Some biographies just give basic facts about a person. But the best biographies tell the fascinating story of the person’s life. They are often told in chronological order, the order in which the events happened.

2 Ask students to think about the qualities that make for an interesting read. Biographies that only list facts tend to be dull. The author needs to find ways to engage, or draw their audience into the story. Good biographers find relevant details that help describe the character of the person. They also make sure their biography shows who the person is and take time in bringing the real world character to life in their story. Good authors use adjectives that reflect the subject’s personality. For instance, few people would describe Father Junipero Serra, who founded the Californian Missions as playful or frivolous. He was extremely hardworking and dedicated, so his biographers chose words that convey these personality traits.

Standards

• McREL: Students will write biographical sketches.






Materials

• Biographical Sketch (page 80)

• Vocabulary Journal: Biographies (page 81)

• Show You Know About Biographies (page 82)

Wri

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Procedure (cont.)

3 Explain that we know about Father Junipero Serra because of primary sources. Primary sources include diaries, letters, and newspaper accounts from people who were there. We also gather information from secondary sources, which include reference books, histories, and other biographies.

4 Before continuing, make sure that students understand the definitions of the new vocabulary terms. The following are suggested definitions:

primary sources—a source of information from a person who was present at the event

secondary source—a source of information about a person or event written by someone who was not personally there

chronological order—in order of time

reflect—express or show, make a point clear

5 Distribute the Biographical Sketch activity sheet (page 80) to students. Have students choose a person they feel is interesting to them. Then allow them time to research and complete the prewriting questions on the page.

6 Use the Idea Completions strategy (page 18) to help students use the vocabulary in the right context. The following are some suggested sentence starters:

• One way to write a compelling biography is to...

• If I were to tell the story of my day so far in chronological order, I would include...

7 Use the Vocabulary Journal strategy (page 28) with students. Distribute copies of Vocabulary Journal: Biographies activity sheet (page 81) to students. Have students complete the activity sheet independently.

8 Distribute copies of Show You Know About Biographies assessment sheet(page 82) to students. Have students complete the assessment individually.

Differentiation

English language support—Use cooperative groups and peer coaching to help optimize the student’s learning time. Each student can get individual help with the vocabulary even when you are unavailable.

Below-level students—Have students read some short biographical passages and analyze their features and what makes them interesting.

Above-level students—Have students compare and contrast the benefits of biographies vs. autobiographies. Why might a person writing an autobiography choose to exclude information or alter details? Why might a person writing a biography have difficulty discovering details? Which is likely to have a more complete truth?

Writin

g


Directions

Name___________________________________

❑ a world leader—Queen Elizabeth I, Thomas Jefferson, Nelson Mandela

❑ a sports figure—Michael Jordan, Pete Rose, Muhammad Ali

❑ a performer—Angelina Jolie, Jay-Z, Michael Jackson, Bob Hope

❑ an inventor—Thomas Edison, Eli Whitney, Levi Strauss, Charles Babbage

❑ a religious leader—Pope Benedict XVI, The Dalai Lama

❑ an artist—Pablo Picasso, Mary Cassatt, Michelangelo

❑ a scientist—Marie Curie, Albert Einstein, Neil deGrasse Tyson

1. Basic facts (e.g., name, place and date of birth and death, family ties):

______________________________________________________________________

______________________________________________________________________

2. General information (e.g., accomplishments, major life events, historical significance):

______________________________________________________________________

______________________________________________________________________

3. Interesting details: ____________________________________________________

______________________________________________________________________

4. Interesting quotes: ____________________________________________________

______________________________________________________________________

______________________________________________________________________

Pick a person from one of the categories below. Research relevant details about the person’s life and record them on this page.

Biographical Sketch

After you have discussed your research with your teacher, turn this page over and write your sketch. Begin your sketch with a sentence that will engage your reader. Include relevant details that will help give your reader a better understanding of your subject.

Directions


Directions

Name___________________________________

Use this page for your journal as you explore the vocabulary words that we have been studying. Pick a word from the list and then choose to do one or more of the following:

Vocabulary Journal: Biographies

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________





• Write about personal connections to a word.


Directions

Name___________________________________

Read each pair of vocabulary words. Then write a sentence that uses the words appropriately in context.

Show You Know About Biographies

1. Vocabulary Words: biography, primary sources

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Vocabulary Words: chronological order, engage

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. Vocabulary Words: secondary sources, reflect

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

4. Vocabulary Words: biography, chronological order

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________


Writin

gComplex Characters




back-storymain characterstereotypesubordinate character

multidimensionalsingle-dimensionalvivid

Procedure

1 Begin the lesson by asking students to list their favorite characters. Write examples given on the board. Ask students to discuss what makes these characters interesting.

2 Tell students that authors use characters in different ways. Sometimes authors want a quick and easy way to move a story along. In those cases, an author may choose to use a stereotype, or an oversimplified but well-known character type—especially for a subordinate character, or minor support character. Examples of stereotypes might be “the smart kid” and “the athletic kid.” These characters are considered to be single-dimensional because there isn’t much to them. Make clear that single-dimensional characters often bore readers quickly. Describe how good writers try to populate their stories with multidimensional or complex characters.

Standards

• McREL: Students will write narrative accounts, such as short stories.






Materials

• Complex Characters (page 85)

• Vocabulary Journal: Characters (page 86)

• Characters Context Completion (page 87)


Wri

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gProcedure (cont.)

3 Explain that a multidimensional character is to have a backstory, especially if they are the main character, or central person who is followed through the story. A backstory is what happened to the multidimensional character before the reader met them. So by giving the multidimensional characters a personality and a past, they will be more vivid, or lifelike. This allows readers to connect to the multidimensional characters.

4 As a group brainstorm some ideas on how to make a backstory for a multidimensional character. For example, “He does bad things because he is a bad guy,” is a start, but tell why he does those particular bad things and how he became a “bad guy.” Explain that it is also important to use engaging, descriptive language to hold the reader’s interest.

5 Distribute Complex Characters activity sheet (page 85) to students. Have students complete the activity, then discuss their answers as a class.

6 Use the Vocabulary Journal strategy (page 28) with students to remind them of the importance of having a place to routinely write about and reflect on vocabulary words they are learning. Distribute Vocabulary Journal: Characters activity sheet (page 86) to students. Have students select one or more words from the list to use in their journals. Once they have completed their journal entries review them as a class.

7 Use the Idea Completions strategy (page 18) to provide further context for the new vocabulary. The following are some suggested completion sentences:

• Creating a backstory for your character can be useful because ________.

• It is especially important to make sure your main character is not a stereotype because ________.

8 Distribute copies of the Characters Context Completion assessment sheet (page 87) to students. Have students complete the assessment individually.

Differentiation

English language support—Show students books that contain single and muli- dimension characters. Brainstorm the characteristics of these characters.

Below-level students—Have students describe the back-story and motivation for some of their favorite characters before creating their own.

Above-level students—Challenge students to imagine how one of their favorite characters might change their back-story to be different.


Name___________________________________

Directions Choose two of the stereotypical characters below and create backstories that explain how they might have become the characters that they are today. Then write a vivid, complex description of each that expands upon the stereotype and turns them into multidimensional characters that a reader would find fascinating.

Complex Characters

The Jock

The Smart-Aleck

The Scientist

The Shy Kid

The Loyal Friend

The Lying Salesman

The Finicky Chef

The Comedian

The Artist

1. Backstory: ___________________________________________________________

______________________________________________________________________

______________________________________________________________________

Description: __________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Backstory: ___________________________________________________________

______________________________________________________________________

______________________________________________________________________

Description: __________________________________________________________

______________________________________________________________________

______________________________________________________________________


Directions

Name___________________________________


Vocabulary Journal: Characters

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________







Directions

Name___________________________________

Characters Context CompletionRead each sentence starter. Fill in the blank with information that correctly completes the sentence.

1. Sentence Starter: Creating a backstory for a subordinate character can

ensure _______________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Sentence Starter: Single-dimensional stereotypes tend to be less interesting

because ______________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. Sentence Starter: Painting a vivid image of your main character

can __________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

4. Sentence Starter: To create multidimensional characters, an author

can __________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


Mat

hem

atic

sVolume of

Rectangular Prisms




areacubic unitsdimensionsprismsquare unitvolume

calculate

Procedure 1 Begin the lesson by drawing a line about the

length of the box you chose on chart paper. Ask students how they would describe the size of the line. Explain that the line is a one-dimensional figure; it would be described in length. Explain that dimensions describe the direction and units by which something can be measured, as well as what those measurements are. For example, if someone asks about the dimensions of a room, they want to know how big the room is.

2 Make a rectangle about the size of the bottom of the box. Ask how they would describe the size of the shape. Explain that because the rectangle is two-dimensional, it can be measured and described in terms of area, the amount of space inside. Remind students that the formula for area is Area = length × width. The units used to measure area have to be square because they are measuring two directions. They are called square units and are written with the superscript 2 above the type of unit (square inches = in2 and square centimeters = cm2).

Standards

• McREL: Students will understand formulas for finding measures.


• TESOL: Students will use English to construct and apply academic knowledge.


• Questions, Reasons, and Examples: Developing Oral Language (page 12)


Materials

• chart paper

• a tissue box or box of similar size

• Volume of Rectangular Prisms (page 90)

• index cards

• Connecting Ideas About Rectangular Prisms (page 91)

• Yes-No-Why?: Rectangular Prisms (page 92)


Procedure (cont.)

3 Hold the box up to the board. Explain that objects with congruent parallel polygons at either end and parallelograms for the sides are called prisms. Explain that three-dimensional objects are measured in volume. The formula for volume is Volume = length × width × height, which is another way of saying Volume = area x height.

4 Explain to students that because the units that measure volume have to be measured in three directions they are called cubic units and are written with a superscript 3 above them (cubic inches = in3 and cubic meters = m3).

5 Distribute copies of Volume of Rectangular Prisms activity sheet (page 90) to students. Have students complete the activity and review it as a class.

6 Use the Questions, Reasons, and Examples strategy (page 12) to develop students’ comprehension of the key academic words. Some suggested questions are:

• Name an object with a size that can be described in terms of area.

• What might you measure with cubic units?

7 Have students brainstorm additional words that are related to the lesson topic. End the list when there is one word for every student in the class. Have student volunteers record the words on index cards and distribute one card to each student. Complete the Content Links strategy (page 26) with students to solidify their comprehension of the vocabulary.

8 Distribute copies of Connecting Ideas About Rectangular Prisms (page 91) to students. With the partner with whom they linked, have students complete the activity sheet.

9 Distribute copies of Yes-No-Why?: Rectangular Prisms assessment sheet (page 92). Have students complete the assessment individually.

Differentiation

English language support—Have students create movements showing the shapes and concepts in this lesson.

Below-level students—Provide students with manipulatives and realia to give them a more concrete connection with the new terminology.

Above-level students—Challenge students to create a sculpture out of different sized rectangular prisms. Can they determine the volume of the entire sculpture by finding the volume of each piece?

Math

ematics


Directions

Name___________________________________

Volume of a Rectangular PrismsUse the formula to find the volume of each figure. Remember to label the answers in cubic units.

1.

2 in.

4 in.

12 in.

__________________________________

2.

5 cm

4 cm

12 cm

__________________________________

3.

2 cm

5 cm

10 cm

__________________________________

4. Jennifer made a stack of 8.5 x 11 inch papers that was 7 inches high. What is the volume of the stack?

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

Volume = length x width x heightor

Volume = area x height


Directions

Name___________________________________

Connecting Ideas About Rectangular PrismsWrite the words you linked in the spaces below and illustrate why they can be linked. Then write a short description of how and why the words are linked.

Word 1

___________________________________

Word 2

___________________________________

My Illustration


_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________


_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________


Directions

Name___________________________________

Yes-No-Why?: Rectangular PrismsRead each sentence. Think about whether the context makes sense. Then respond to the sentence explaining your response and the reasons that you reached that opinion. Use the following sentence stems to get you started:

1. Sentence: Square units are frequently used to measure lines.

Response: ____________________________________________________________

______________________________________________________________________

2. Sentence: Jessica measured the area of the desk using cubic units.

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. Sentence: Once she knew the dimensions, Francine could find the volume of the cube.

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

4. Sentence: The prism has congruent parallel lines for each of its sides.

Response: ____________________________________________________________

______________________________________________________________________

• This makes sense because...

• This does not make sense because...

• This seems logical because....

• This does not seem logical because....


Adding Mixed Numbers with Unlike

Denominators Focus Vocabulary Words



common denominatorcomputationconvertdenominatorimproper fraction

simplify

Procedure

1 Write the following problem on the board: The cross country team runs 2 7

10 miles along Canal Street, then they run an additional 2 3

4 miles. How many miles do they run altogether? Ask students how they will solve the problem. Write 2 7

10 + 2 34 = on the board.

2 Explain the first step is to convert, or change, the unlike fractions, with different denominators into like fractions with the same denominators. This allows the numbers to work together. To do this, find a common denominator of 10 and 4, which is 20. Write:

2 710 = 214

20

2 34 = 215

20

3 Explain the next step is to perform the computation, or solve the addition problem. Add the whole numbers then add the fractions.

21420

+ 21520

42920

Standards

• McREL: Students will add and subtract fractions with unlike denominators, and multiply and divide fractions.


• TESOL: Students will use appropriate learning strategies to construct and apply academic knowledge.

Materials

• Unlike Denominators (page 96)

• Vocabulary Journal: Adding Mixed Numbers (page 95)

• Adding Mixed Numbers Context Completion (page 97)

Math

ematics





Procedure (cont.)

4 The final step is to simplify the improper fraction if necessary. Thus, 29

20 becomes 1 920. When added to

the whole number 4 the answer becomes 5 920.

5 Distribute copies of the Unlike Denominators activity sheet (page 96) to students. Review the problems. Have students complete the activity, and then review the answers as a class.

6 Use the Vocabulary Journal strategy (page 28) to provide a place for students to reflect on and record information about the vocabulary words. Distribute the Vocabulary Journal: Adding Mixed Numbers activity sheet (page 95) to students. Ask for volunteers to share their journal page. The following are some suggested vocabulary definitions:

denominator—the bottom part of a fraction; the number of parts into which the whole has been divided

common denominator—a number which is the denominator for two or more fractions

computation—using mathematics to solve a problem

convert—change from one thing to another

simplify—to put a fraction in simplest form so that the numerator and denominator have no common factors other than 1

improper fraction—a fraction in which the numerator is equal to or greater than the denominator

7 Use the Alike and Different strategy (page 16) to help students make connections and better understand the new vocabulary. Pair sets of vocabulary words and challenge students to describe what is alike and different about each set. Write their ideas using a Venn diagram.

8 Distribute copies of Adding Mixed Numbers Context Completion assessment sheet (page 97) to students. Have students complete the assessment individually to see whether they understand the vocabulary words.

Differentiation

English language support—Use manipulatives to provide concrete examples and demonstrate the concepts and vocabulary from this lesson.

Below-level students—Have students draw examples of fractions to better see how the fractions with unlike denominators relate to each other.

Above-level students—Challenge students to create their own real life scenarios that might use addition of mixed fractions with unlike denominators.

Mat

hem

atic

s


Name___________________________________

Directions

Vocabulary Journal: Adding Mixed NumbersUse this page for your journal as you explore the vocabulary words that you have been studying. Pick a word from the list and then choose to do one or more of the following:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________







Directions

Name___________________________________

Solve each problem. Make sure each answer is in simplest form.

Unlike Denominators

1.

716

+ 513

2.

1034

+ 5310

3.

256

+ 3112

4.

817

+ 12114

5.

17716

+ 1534

6.

7310

+ 734

7.

11825

+ 917

100

8.

22936

+ 24712


Directions

Name___________________________________

Read each sentence starter. Fill in the blank with information that correctly completes the sentence.

Adding Mixed Numbers Context Completion

1. Sentence Starter: If two fractions have a common denominator, then we

know that ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Sentence Starter: An example of two improper fractions with unlike

denominators would be ________________________________________________

______________________________________________________________________

______________________________________________________________________

3. Sentence Starter: When you simplify a fraction you convert it

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

4. Sentence Starter: It is easier to do computations using like numbers

because ______________________________________________________________

______________________________________________________________________

______________________________________________________________________

5. Sentence Starter: A pair of numbers that have like denominators

would be _____________________________________________________________

______________________________________________________________________

______________________________________________________________________


Mat

hem

atic

sExponents




cubed numbercube rootexponent square number square root

power

Procedure

1 Introduce the vocabulary words. Then draw a square on the board. Ask students to find the area. Using the focus vocabulary words, explain that to find the area of the square one side has to be measured and then multiplied by itself, a square number. Write 3 squared is 3 × 3 = 9. Explain 9 is a square number and is the square of 3. It can also be written as an exponent. It is a number that shows how many times a number is multiplied by itself. Write 32 on the board and explain that it is the same as saying 3 × 3.

2 Draw a cube on the board and ask students to find its area. Explain that for a cube, the length has to be multiplied by itself three times. A cubed number is multiplied by itself three times. This can be denoted, or shown with a symbol, by using an exponent of 3. A cube with a side that is 5 units would have an area of 5 × 5 × 5 = 125 units; 53 would also equal 5 × 5 × 5 = 125. Tell students that 125 is a cube number and it is the cube of 5 or that 5 cubed is 125. Explain that 5 raised to the third power is 125.

Standards

• McREL: Students will understand exponentiation of rational numbers and root-extraction.






Materials

• chart paper

• marker

• Vocabulary Diagram: Exponents (page 100)

• Exponents (page 101)

• Yes-No-Why?: Exponents (page 102)


Math

ematics

Procedure (cont.)

3 Explain to students there is an inverse operation for squaring and cubing numbers. It is finding the root number. Explain that the square root of a number is a number that can be multiplied by itself to create the number in question. The square root of 9 = 3, because 3 × 3 = 9. Write “√9 ” to show the square root symbol. Explain the cube root of a number is the number that can be multiplied by itself 3 times to generate the number.

4 Use the Vocabulary Diagram strategy (page 24) with students. Explain to students that they will be analyzing their new vocabulary words. Distribute Vocabulary Diagram: Exponents activity sheet (page 100) to students. Have them complete the vocabulary diagram for the word exponent.

5 Make sure that students are comfortable with student-friendly definitions before continuing. The following are some suggested definitions:

cubed number—a number generated by multiplying a number by itself three times

square number—a number generated by multiplying a number by itself

exponent—a number written above and to the right of a base number denoting what “power” that base has been raised to

square root—a number which when multiplied by itself generates the original number

6 Use the Alike and Different strategy (page 16) to help students make connections among the words. Pair up the vocabulary words and challenge students to describe what is alike and different about each set.

7 Distribute copies of Exponents activity sheet (page 101) to students. Have students complete the activity in pairs. Review the activity as a class.

8 Distribute copies of Yes-No-Why?: Exponents assessment sheet (page 102) to students. Have students complete the assessment individually.

Differentiation

English language support—Use manipulatives to demonstrate the concepts and vocabulary from this lesson.

Below-level students—Allow students to use manipulatives to count out the area of squares and cubes as they work the problems.

Above-level students—Challenge students to find the first 10 square numbers and the first 10 cube numbers after 100 (e.g., 1012, 1022).


Directions

Name___________________________________

Vocabulary Diagram: ExponentsRecord your responses for the word exponent. Write your answers below.

Word: Synonyms:

Antonyms:



____________________________________

____________________________________

____________________________________

____________________________________

____________________________________


Directions

Name___________________________________

Write each number in exponential form.

Exponents

1. 42 ____________________________________________________________________

2. 62 ____________________________________________________________________

3. 12 ____________________________________________________________________

4. 13 ____________________________________________________________________

5. 33 ____________________________________________________________________

6. 103 ___________________________________________________________________

7. 73 ____________________________________________________________________

1. √4 __________________________ 2. √9 __________________________

3. √100 _________________________ 4. √64 _________________________

5. 3√8 __________________________ 6. 3√27 _________________________

7. 3√125 ________________________ 8. 3√1 __________________________

Directions Find the roots.


Directions

Name___________________________________

Read each sentence. Think about whether the context makes sense. Then respond to the sentence explaining your response and the reasons that you reached that opinion. Use the following sentence stems to get you started:

Yes-No-Why?: Exponents

1. Sentence: If you were to cube the number 4 to get a cubed number, then take the cube root of that number, your answer would be 4.

Response: ____________________________________________________________

______________________________________________________________________

2. Sentence: The square root of 9 is 4 because the square of 4 is 9.

Response: ____________________________________________________________

______________________________________________________________________

3. Sentence: 32 shows that 3 has been raised to the power of 2.

Response: ____________________________________________________________

______________________________________________________________________

4. Sentence: An exponent is used to denote the root of a number.

Response: ____________________________________________________________

______________________________________________________________________



• This seems logical because...

• This does not seem logical because...


Introducing Ratios and Proportions




equivalent ratioproportionratio

comparisonterm

Procedure

1 Explain to students that when taking a part of something, they are taking a portion. A portion is a part of a whole, the total amount from which a portion is taken.

2 Draw some stick figures on the board. Give three of them long hair and two of them short hair. Explain there are many ways to make a comparison among the figures. A ratio can be written in several ways. Write the following ratios on the board: 3:2, 3 to 2, 3/2. In a ratio the numbers being compared are called terms.

3 Explain that just as there can be equivalent fractions, there can be equivalent ratios. Equivalent ratios describe the same relationship using different numbers. For instance, the ratio 3/4 is equivalent to 6/8 and is also equivalent to 9/12. Just like with fractions, two equivalent ratios can either multiply or divide both the numerator and denominator of one ratio by the same number and get a result of the second ratio. For the above, by multiplying 3

4 × 33 to get 9

12, it is possible to tell that 9

12 = 34 . An easy way

to tell if two ratios are equivalent is to cross multiply.

Standards

• McREL: Students will understand the concepts of ratio, proportion, and percent and the relationships among them.






Materials

• Proportionate (page 105)

• Vocabulary Journal: Ratios and Proportions (page 106)

• Yes-No-Why?: Ratio and Proportions (page 107)

Math

ematics


4 Refer to the word proportion and ask students what they notice about it. If necessary, lead them to the observation that it contains the word portion. Explain that a statement that says that two ratios are equal is called a proportion.

5 Before continuing help students understand the definitions of the vocabulary terms. The following are some suggestions:

equivalent ratio—two ratios that make the same comparison

proportion—a statement that two ratios are equal

ratio—a comparison of two quantities

portion—part of a whole

6 To ensure that the students have a clear understanding of the new terms and to deepen their context for the vocabulary, continue the lesson by using the Have You Ever? strategy (page 10). The following are some suggested questions:

• Describe a time when you might make a comparison.

• Describe the ratio between boys and girls in the class.

• When might you use proportions?

7 Use the Vocabulary Journal strategy (page 28) to provide a place for students to reflect on and record information about the vocabulary words. Distribute Vocabulary Journal: Ratio and Proportions activity sheet (page 106) to students. Have students select one or more words from the list to use in their journals.

8 Distribute Proportionate activity sheet (page 105) to students. Have each student complete the activity alone or with a partner. Review their work as a class.

9 Distribute copies of Yes-No-Why?: Ratio and Proportions assessment sheet (page 107) to students. Have students complete the assessment individually to check their understanding of the focus vocabulary words as they are used within the context.

Differentiation

English language support—Use manipulatives and drawings to demonstrate the new concepts and vocabulary terms.

Below-level students—Provide concrete examples of ratios and proportions that exist in the classroom. For example the ratio of mathematics books to students in the room may be equivalent to the ratio of mathematics books to students in the next room (1:1).

Above-level students—Encourage students to describe and define ratios and proportions in their day-to-day lives.

Mat

hem

atic

sProcedure (cont.)


Name___________________________________

Directions Read the passage. Then solve the problems below based on the scenario.

Proportionate

1. When Roy was mixing the paint, he added 3 cans of red paint to 1 can of blue paint. Write a ratio to describe this comparison:

______________________

2. Mo tried mixing 9 cans of red paint with 2 cans of blue paint but did not create the same color as Roy. How many cans of blue should she add to 9 cans of red in order to get the same color Roy had made?

______________________

3. In the final part of the story, Roy wants to make a new color. He wants the proportion of yellow and white to be the same as the proportion of red and blue. Since he is using 6 cans of yellow paint, how many cans of white should he add?

______________________

Roy and Mo are both artists. They have been hired to paint a mural on a large portion of the cafeteria wall. Roy begins by testing out a color. He mixes 3 cans of red paint with 1 can of blue paint. This makes just the perfect shade of red-violet that he was hoping for!

Mo decides that she wants to use the same color for a larger part of the wall. So she takes 9 cans of red and mixes them with 2 cans of blue. She paints a small sample of each color next to each other so that she can easily make the comparison between the colors. But they are not the same! Clearly she did not get the proportion quite right. After fixing the purple, the artists decide they want to create a new color using an equivalent ratio of white and yellow. Roy gets out 6 cans of yellow paint, but he cannot remember what the second term to his ratio should be! Mo helps him to do the math and soon the two artists are creating a beautiful new mural for their school!


Directions

Name___________________________________


Vocabulary Journal: Ratios and Proportions

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________







Directions

Name___________________________________

Read each sentence. Think about whether the context makes sense. Then write your response. Use the following sentence stems to begin your sentence:

Yes-No-Why?: Ratio and Proportions

1. Sentence: Equivalent ratios often look like equivalent fractions.

Response: ____________________________________________________________

______________________________________________________________________

2. Sentence: Our group for the amusement park included two adults and 5 children, so the ratio of adults to children was 7:5.

Response: ____________________________________________________________

______________________________________________________________________

3. Sentence: I usually eat 2 muffins and my brother usually eats one. This means that the ratio of our portions is in proportion to our size, since I weigh 50 lbs. and he weighs 25 lbs.

Response: ____________________________________________________________

______________________________________________________________________

4. Sentence: One comparison I can make between Jeanie and me is that she prefers art and I prefer ice hockey.

Response: ____________________________________________________________

______________________________________________________________________

• This makes sense because…

• This does not make sense because…

• This seems logical because…

• This seems illogical because…


Mat

hem

atic

s




functioninputordered pairsoutput

correspondvariable

Procedure

1 Draw the following pattern on the board:

★♥♥ ★★♥♥♥ ★★★♥♥♥♥

Ask students to predict how many hearts will go next. What if there were 10 stars?

2 Draw the following function table on the board:

★ ♥1 22 33 4

4 5

Explain that the table shows the data from the pattern. Explain the following rule to students: For every star add 1 to get the number of hearts. Explain that when using variables, let x stand for stars and y stand for hearts; they could write a general equation that describes the rule this way: y = x + 1. Explain this type of equation is called a function. A function is a rule that takes one number as input, performs a computation on it, and then results in another number, the output. Since the numbers can be matched up as a set, we can say they correspond.

Functions

Standards

• McREL: Understands the basic concept of a function.

• McREL: Uses level-appropriate vocabulary in speech.





Materials

• Functions (page 110)

• Functions Clue Hunt (page 111)

• Show You Know About Functions (page 112)


Math

ematics

3 Explain to students that another interesting thing about the results of a function is that the two numbers create an ordered pair, which means a pair of ordered numbers that can represent a point on a coordinate grid. The first number acts as the x-coordinate and the second as the y-coordinate.

4 Before continuing, make sure that students understand the definitions of the vocabulary terms. The following are some suggested definitions:

corresponds —relates, matches, or aligns with

ordered pairs —a pair of ordered numbers that can represent a point on the coordinate plane

function —a mathematical relationship between two numbers

output —the number or variable that is calculated using a function

5 Distribute Functions activity sheet (page 110) to students. Have students complete the activity, then review students’ answers.

6 Use the Cloze Sentences strategy (page 14) to help students use the vocabulary in the right context. The following are some suggestions:

• To make a more general rule for the pattern, I swapped out the number for a ________. (variable)

• A ________ is like a machine that has numbers going in, ________, and numbers coming out ________. (function, input, output)

7 Distribute copies of Functions Clue Hunt activity sheet (page 111) to students. Have students engage in the Clue Hunt strategy (page 30) and discuss how context clues can be an essential tool for understanding new and unfamiliar vocabulary. Review with students what context clues are and explain that they will be doing a clue hunt for the vocabulary words they are learning.

8 Distribute copies of Show You Know About Functions assessment sheet (page 112) to students. Have students complete the assessment.

Differentiation

English language support—Use cooperative groups and peer coaching to help optimize student’s learning time. Each student can get individual help with the vocabulary even when you are unavailable.

Below-level students—Have students use manipulatives to provide more concrete examples of the functions.

Above-level students—Have students brainstorm ways that functions might be used in real life.

Procedure (cont.)


Directions

Name___________________________________

Use the formula to complete each function table, or use the table to find the formula.

Functions

1. y = x + 2

x y

1 3

2 4

3

7

10

2. y = x – 3

x y

1 –2

1

5

7

20

3. y = ___________

x y

1 6

2 7

5 10

20 25

100

4. y = x ÷ 2

x y

5

30 15

40

25

65

5. ___________ = y

x y

0

–12 2

0 14

12

84

6. 544 – x = y

x y

1 543

500

1000

–500

–650


Directions

Name___________________________________

Functions Clue HuntRead the passage below. Circle the vocabulary words and context clues you find. Then fill out the table below with your findings.


A function is finding the relationship between numbers. A way to find this relationship between the numbers is to make a function table. A function table is a chart that has two columns. One column is labeled with a variable x, and the other column is labeled with the variable y. The x column is the input, the numbers that are placed into the function table. The y column is the output, the numbers that are not yet known, or the answers. Each input number has an output number that corresponds to it. You have to figure out the function that is being used in order to come up with the output numbers.


Directions

Name___________________________________

Show You Know About FunctionsRead each pair of vocabulary words. Write a sentence that uses the words appropriately in context.

1. Vocabulary Words: input, output

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Vocabulary Words: function, correspond

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. Vocabulary Words: function table, ordered pairs

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

4. Sentence Starter: variable, correspond

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________


Heat




conductionconvectionradiationthermal energythermal equilibrium

transfer

Procedure

1 Begin the lesson by asking students what will happen if a cool spoon is placed into a hot cup of cocoa. Guide students to the idea that the spoon will get warmer and the cocoa will get a bit cooler. Explain that this is because the cocoa has more thermal energy than the spoon does. Thermal energy is another way of saying heat energy. Heat is the transfer of thermal energy from one material or region (area) to another. Explain to students that there are several ways for the thermal energy to be transferred. At some point the two objects will be the same temperature. At that point they will be in thermal equilibrium and neither one will heat the other.

2 Continue the lesson by writing the words conduction, convection, and radiation on the board. Explain that these are the three ways that thermal energy can be transferred. Conduction is when the energy is transferred through direct contact. The cocoa heats the spoon through conduction. Note that the entire handle of the spoon can heat up even where it is not touching the cocoa—this is because conduction can pass energy within the same substance as well.

Standards

• McREL: Students will know that heat energy flows from warmer materials or regions to cooler ones through conduction, convection, and radiation.


• TESOL: Students will use learning strategies to extend their communicative competence.




Materials

• Thermal Energy (page 115)

• Vocabulary Journal: Heat (page 116)

• Heat Context Completion (page 117)

Science


Scie

nce

3 Explain that convection is the transfer of energy through the movement of a liquid or gas. In physics, liquids and gases are both called fluids because the particles in them can move.

4 Continue explaining that radiation is the transfer of thermal energy as electromagnetic waves like visible light. The sun’s rays are emitted as light that we can see and feel. Radiation can pass through particles like convection and conduction.

5 Before continuing, help students understand the vocabulary words. The following are some suggestions:

thermal equilibrium—when the thermal energy in two objects is balanced

thermal energy—heat energy; the total kinetic energy of the particles in a material

conduction—heating through direct contact

convection—heating by passing energy through a liquid or gas

6 Distribute the Thermal Energy activity sheet (page 115) to students. Have students complete the activity and review their work as a class.

7 Use the Have You Ever? strategy (page 10) to ensure that students have a clear understanding of the new terms. The following are some suggested questions:

• When might you have experienced conduction?

• Describe a time when you might feel heat transferred through radiation.

8 Use the Vocabulary Journal strategy (page 28). Distribute the Vocabulary Journal: Heat activity sheet (page 116) to students. Have students complete the activity. Once they have completed their journal entries review them as a class.

9 Distribute copies of the Heat Context Completion assessment sheet (page 117) to students. Have students complete the assessment independently.

Differentiation

English language support—Have students create kinesthetic movements representing each vocabulary words.

Below-level students—Have students create illustrations depicting the vocabulary words.

Above-level students—Encourage students to analyze the kinds of heat that they encounter over the course of a normal day (e.g., conduction in the shower, radiation from the sun, the convection cycle in weather).

Procedure (cont.)


Name___________________________________

Directions Decide whether each is an example of conduction, convection, or radiation.

Thermal Energy

1. the sun’s rays warming your back ______________________________________

2. a bowl of hot cereal warming the table underneath it _____________________

3. a coil heater warming the air in the room _______________________________

4. soup boiling in a pan __________________________________________________

5. a heat lamp warming a terrarium _______________________________________

6. water from the faucet warming your hands ______________________________

7. Describe the difference between heat and thermal energy.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


Directions

Name___________________________________

Use this page for your journal as you explore the vocabulary words that you have been studying. Pick a word from the list and then choose to do one or more of the following:

Vocabulary Journal: Heat

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________







Directions

Name___________________________________

Heat Context CompletionRead each sentence starter. Fill in the blank with information that correctly completes the sentence.

1. Sentence Starter: If two materials were in thermal equilibrium, then we

would know __________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Sentence Starter: When thermal energy is transferred from one region to

another, it always flows from ___________________________________________

______________________________________________________________________

______________________________________________________________________

3. Sentence Starter: Heat is the transfer of ________________________________

______________________________________________________________________

______________________________________________________________________

4. Sentence Starter: An example of convection would be if energy were

transferred through ___________________________________________________

______________________________________________________________________

______________________________________________________________________

5. Sentence Starter: An example of conduction would be if energy were

transferred from ______________________________________________________

______________________________________________________________________

______________________________________________________________________


Scie

nce Erosion and

Deposition




bed loaddeltadissolved loaderosion load suspended load

material

Procedure

1 Begin the lesson by creating a tall mound of damp sand in your pan. Ask students what will happen to the sand if water is added to the pile of sand. Start pouring the water slowly from the top down the side. Lead students to notice that the water carries some sand down with it. Explain that this process is going on all around the world.

2 Explain to students that water plays a big role when it comes to moving earth around. It is both a constructive, destructive, or destroying force. As water runs down the Earth in a new stream, it cuts a groove, or channel. As it picks up material, it eats away at the land in a process called erosion. The total amount of material being carried by a stream or river is called its load. Some materials, like certain minerals can become completely dissolved in the water and are called dissolved load. Materials that bounce around at the bottom of the river, like pebbles and rocks, are called bed load. Material that is suspended in the water, flowing along with it is called suspended load. Items that are suspended, like small rocks and soil may make the water appear cloudy, or muddy.

Standards

• McREL: Students will know how landforms are created through a combination of constructive and destructive forces.


• TESOL: Students will use learning strategies to extend their communicative competence.


• Questions, Reasons, and Examples: Developing Oral Language (page 12)


Materials

• small pile of damp sand (4–5 cups)

• large, flat pan

• cup with water

• Vocabulary Diagram: Erosion and Deposition (page 121)

• Erosion and Deposition (page 120)

• Yes-No-Why?: Erosion and Deposition (page 122)


Science

Procedure (cont.)

3 Explain that all that material has to land somewhere. Some bits catch on the turns of the riverbed and are deposited there and much more is deposited when the river meets a bigger body of water, like a lake or ocean. In those cases, the load forms a fan-shaped deposit called a delta that will eventually form new land.

4 Distribute the Vocabulary Diagram: Erosion and Deposition activity sheet (page 121) to students. Have students complete the Vocabulary Diagram strategy (page 24) for the word erosion. Review their findings as a class.

5 Review the vocabulary with students. The following are some suggestions of student-friendly definitions:

load—the total amount of material carried in a stream’s water

dissolved load—minerals and other materials that are dissolved in the water of a stream

bed load—rocks and other material that bounce along the bottom of a stream

suspended load—small rocks and soil that flow with the water

6 Distribute the Erosion and Deposition activity sheet (page 120) to students. Have students complete the activity individually or with a partner then review their work as a class.

7 Continue the lesson by using the Questions, Reasons, and Examples strategy (page 12) to develop students’ comprehension of the key academic words. Remind students to give a reason for their examples. Some suggested questions are the following:

• What might be included in the load of a river?

• Which might be found in a bed load: large rocks and boulders or dissolved minerals?

8 Distribute copies of the Yes-No-Why?: Erosion and Deposition assessment sheet (page 122) to students. Have students complete the assessment independently.

Differentiation

English language support—Use visual aids and realia to help students gain more context for the new vocabulary terms.

Below-level students—Have students build a diorama depicting a river acting as a constructive and destructive force.

Above-level students—Challenge students to research the ways that flood plains have been instrumental in the development of civilizations.


Directions

Name___________________________________

Erosion and DepositionDraw an illustration in the box below demonstrating a bed load, dissolved load, or suspended load.

1. Describe how a stream can erode the land that it runs through.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Describe two ways that a river can be a constructive force to build the land around it.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Directions Answer the questions below.


Directions

Name___________________________________

Record your responses for the word erosion. Write your responses below.

Vocabulary Diagram: Erosion and Deposition

Word: Synonyms:

Antonyms:



____________________________________

____________________________________

____________________________________

____________________________________

____________________________________


Directions

Name___________________________________

Read each sentence. Think about whether the context makes sense. Then respond to the sentence explaining your response and the reasons that you reached that opinion. Use the following sentence stems to get you started:

Yes, No, Why?: Erosion and Deposition

1. Sentence: The process of erosion helps to dig out the channel for a river.

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Sentence: If you wade in a stream you will be walking on the bed load.

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. Sentence: Erosion is a destructive force.

Response: ____________________________________________________________

______________________________________________________________________

4. Sentence: A river depositing its load is an example of a constructive force at work.

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________



• This seems logical because...

• This does not seem logical because...


Science

Cardiovascular System




aortaatria/atriumvalveventricle vessel

continuous

Procedure 1 Before beginning this lesson, gather items to

represent each of the selected vocabulary words and place them in a paper bag. For example, a hose bib can represent a valve, a large tube can represent the aorta, and a straw can represent a vessel.

2 Begin the lesson by using the Mystery Bag strategy (page 8) to develop students’ oral language and pique their interest in the lesson topic. As each item is pulled from the bag, have students describe it. With each subsequent item, ask students to describe the items and think of relationships. Continue until all items have been explored. Have students brainstorm what the subject of study might be before revealing the lesson.

3 Distribute the Cardiovascular System activity sheet (page 125) to students. Have students complete the activity sheet individually or with a partner. Review the activity as a class.

Standards

• McREL: Students will understand the structure and function of cells and organisms.




• Mystery Bag: Developing Oral Language (page 8)


Materials

• items to represent vocabulary words

• paper bag

• index cards

• Cardiovascular System (page 125)

• Connecting Ideas About the Cardiovascular System (page 126)

• Show You Know the Cardiovascular System (page 127)


Scie

nce Procedure (cont.)

4 Help students formulate student-friendly definitions for each vocabulary word. The following are some suggested definitions:

aorta —the largest blood vessel in the body

ventricle—lower chamber of the heart

atrium—upper heart chamber

continuous—not stopping

vessel—any of the tubes that carry blood through the body

valve—a flap that keeps blood from flowing backward

5 Write the vocabulary words on the board. Have students brainstorm additional words they learned as a result of the lesson and words that they feel are related to the lesson topic. End the list when there is one word for each student in the class. Have student volunteers record the words on index cards and distribute one card to each student. Complete the Content Links strategy (page 26) with students to solidify their comprehension of the academic words necessary to understand the content of this lesson.

6 Distribute copies of the Connecting Ideas About the Cardiovascular System activity sheet (page 126) to students. With the partner with whom they linked, have students complete the activity sheet to explain why and how their words are related.

7 Distribute copies of the Show You Know About the Cardiovascular System assessment sheet (page 127) to students. Have students complete the assessment individually to see whether they understand the focus vocabulary words.

Differentiation

English language support—Guide students in creating a sketch of the cardiovascular system. Have students label their illustrations.

Below-level students—Work with students in a small group to read the passage. Check for comprehension as you read aloud.

Above-level students—Challenge students to research how a reptile’s three-chambered heart differs from ours.


Name___________________________________

Directions Read the passage. Then answer the questions below.

Cardiovascular System

1. What is another name for the cardiovascular system?

______________________________________________________________________

______________________________________________________________________

2. What is the largest blood vessel in the human body?

______________________________________________________________________

______________________________________________________________________

3. Is the blood vessel a vein or an artery? _________________________________

______________________________________________________________________

______________________________________________________________________

The cardiovascular system is another name for the circulatory system. Both refer to the heart, blood, and the tubes (called vessels) that transport needed materials, waste, and disease fighters throughout the body. The process of moving things through the body is continuous, never stopping until we die.

The heart itself is made up of several enclosed spaces, or chambers. The top two are called atria (atrium is singular), while the bottom two are called ventricles. One way to remember the difference is that the ventricles form a V at the bottom of the heart. Oxygen-rich blood enters the left atrium from the lungs then is pumped through a valve into the left ventricle. Valves are flaps that keep blood from flowing backwards. Next, the blood flows into the largest vessel, the aorta, and out through a series of smaller arteries to the rest of the body where the oxygen and supplies are used. Oxygen-poor blood that is full of carbon dioxide is returned to the heart through veins and arrives at the right atrium. From there the blood flows into the right ventricle, which then pumps blood into the lungs to repeat the process.


Directions

Name___________________________________

Write the words you linked in the spaces below and illustrate why they can be linked. Then write a short description of how and why the words are linked.

Connecting Ideas About the Cardiovascular System

Word 1

___________________________________

Word 2

___________________________________

My Illustration


_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________


_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________


Directions

Name___________________________________

1. Vocabulary words: vessels, continuous

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Vocabulary words: atrium, aorta

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. Vocabulary words: ventricle, valve

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Show You Know About the Cardiovascular System



Scie

nce




cumulus cloudstratus cloudcirrus cloudcumulonimbus cloud

retention

Procedure

1 Before beginning this lesson, gather items to represent each of the selected vocabulary words and place them in a paper bag. For example, a pile of cotton balls can represent a cumulus cloud, a stretched out rubber band can represent a stratus cloud, and a feather can represent a cirrus cloud.

2 Begin the lesson by using the Mystery Bag strategy (page 8) to develop students’ oral language and pique their interest in the lesson topic. As each item is pulled from the bag, have students describe it. With each subsequent item, ask students to describe the items and think of relationships. Continue with the strategy until all items have been explored. Have students brainstorm on what the subject of study might be before revealing the lesson.

3 Explain to students that clouds are extremely important to our weather and climate. They serve the following three main functions: clouds transport moisture and release it in various forms of precipitation, they reflect light from the sun, and they help retain heat that Earth emits. This heat retention makes sure that Earth does not lose all its heat into space at night.

Clouds

Standards

• Students will know ways in which clouds affect weather and climate.

• Students will use level-appropriate vocabulary in speech.

• Students will use learning strategies to extend their communicative competence.




Materials


• paper bag

• Clouds Clue Hunt (page 130)

• Clouds (page 131)

• Clouds Context Interpretation (page 132)


Science

Procedure (cont.)

4 Explain that scientists classify different kinds of clouds by their shape and height. They take their names from ancient Latin. Explain to students that they will be reading a passage about clouds. Review the Clue Hunt strategy (page 30) with students and discuss how context clues can be an essential tool for understanding new and unfamiliar vocabulary.

5 Review with students what context clues are. Distribute copies of Clouds Clue Hunt activity sheet (page 130) to students. Tell students that these sheets will provide a place for students to record the context clues they find as they read the passage related to clouds.

6 Review the reading passage with students. Explain the different types of clouds based on the information from the reading passage.

7 Make sure that students are comfortable with student-friendly definitions for each vocabulary word before continuing. The following are some suggested definitions:

cirrus cloud—(curl of hair) feathery, high clouds

cumulonimbus cloud—(heap cloud) thunderheads

cumulus cloud—(heap) puffy white clouds

retention—the act of keeping something

stratus cloud—(layer)large, layered clouds

8 Distribute the Clouds activity sheet (page 131) to students. Have them complete the activity with a partner or individually. Review the activity as a class.

9 Distribute copies of the Clouds Context Interpretation assessment sheet (page 132) to students. Have students complete the assessment individually to see whether they understand the focus vocabulary words.

Differentiation

English language support—Have students create drawings showing each vocabulary word as it is discussed.

Below-level students—Take students outside and try to identify visible clouds.

Above-level students—The Latin root altus means high, but clouds that have alto in their name tend to be higher than cumulus, but lower than cirrus. Stratus clouds are lowest. Challenge students to draw what altostratus, cirrostratus, stratocumulus, altocumulus, and cirrocumulus clouds might look like.


Directions

Name___________________________________

Read the passage. Find context clues in the reading passage. Complete the table below based on your findings.

Clouds Clue Hunt

Have you ever wondered why clouds can look so different? Did you know that scientists classify different kinds of clouds by their shape and height? For example, cumulus means heap, or a pile of something, which is why cumulus clouds look like fluffy white cotton balls. They are usually found in middle altitudes. They form when warm air rises and are associated with fair weather. When they get bigger, they form cumulonimbus clouds, which produce thunderstorms. Nimbus means cloud but when it is part of the name of a cloud it usually means that kind of cloud may produce precipitation, which is why when you see these types of clouds they look gray and dark.

Stratus means to stretch or extend. Stratus clouds form in large, low layers blocking out the sun. They are formed when large areas of air lift gently into the atmosphere. Fog is a kind of stratus cloud that forms close to the ground. Usually no precipitation falls from stratus clouds but sometimes they may drizzle. Cirrus means curl of hair. Cirrus clouds are feathery white clouds that form high up when there is strong wind. They form so high in the atmosphere that the air is below freezing, so cirrus clouds are made of ice crystals. When you see these types of clouds it usually means fair to pleasant weather.


cumulus

cumulonimbus

nimbus

cirrus

stratus


Directions

Name___________________________________

CloudsWrite each cloud characteristic next to the appropriate cloud type. Some characteristics may apply to more than one kind of cloud.

name means “heap”

name means “layer”

made of ice

crystals

made of water drops

can be fog

reflects light

wispy and featherlike

thunderhead

helps Earth retain heat

found in highest

altitudes

name means “curl of hair”

forms in middle

altitudes

puffy white

moves moisture

dark and tall

forms close to the ground

cumulus

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

cumulonimbus

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

cirrus

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

stratus

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________


Directions

Name___________________________________

Read each sentence below. Then read the question and write your answer.

Clouds Context Interpretation

1. Context: Walter sometimes felt like a single water drop in a cloud of humanity.

Question: How did Walter feel?

Answer: ______________________________________________________________

______________________________________________________________________

2. Context: The miners emerged from the tunnel to find cumulus clouds in the sky and no sign of the overnight chill.

Question: What did the miners think about the new day?

Answer: ______________________________________________________________

______________________________________________________________________

3. Context: Wanda and Mark peered out on the morning of their wedding to find a sky full of cumulonimbus clouds.

Question: How might Wanda and Mark feel about this turn of events?

Answer: ______________________________________________________________

______________________________________________________________________

4. Context: Once he noticed that the cirrus clouds were thickening and lowering in the sky, Phil hurried home to change his clothes.

Question: Why might Phil choose to change his clothes in this situation?

Answer: ______________________________________________________________

______________________________________________________________________


Science




amplitudepitchsound wavesvibrationswavelength

transfer

Procedure

1 Begin the lesson by asking students to close their eyes. Tell students to turn their heads to follow where you are located in the room. Move around the room making noise. Tell students to open their eyes and ask how they knew where you were. Use this demonstration as a springboard into a class discussion as to the nature of sound.

2 Explain to students that sound is caused by vibrations, or quick rhythmic movements. These vibrations create waves that move through matter. Sound waves cannot move through the empty space of a vacuum. They need matter to travel through because the energy of the wave is transferred, or passed between adjacent molecules. Because of the differences in different kinds of matter, the speed of sound is different depending on what it is passing through. It passes through solids quickly, liquids slower, and gases very slowly because the molecules are far apart. Temperature can also affect the speed of sound because warm molecules behave differently than cool ones.

Sound Waves

Standards

• McREL: Students will know that vibrations move at different speeds in different materials, have different wavelengths, and set up wave-like disturbances that spread away from the source.






Materials

• Vocabulary Journal: Sound Waves (page 135)

• Sound (page 136)

• Yes-No-Why?: Sound Waves (page 137)


Scie

nce Procedure (cont.)

3 Draw this diagram of a sound wave on the board:

wavelength

amplitude

Explain that each sound wave can be described by its wavelength and amplitude. The wavelength is the distance between the crests. The speed of the vibration is called its frequency or pitch. The loudness or softness of a sound is shown by its amplitude.

4 Distribute the Vocabulary Journal: Sound Waves activity sheet (page 135) to students. Have students select one or more words from the list to use in their journals. Once they have completed their journal entries review them as a class.

5 Before continuing make sure students understand the student-friendly definitions of the vocabulary words. The following are some suggested definitions:

amplitude—height of a sound wave, indicates loudness

wavelength—the distance between the crests of waves

pitch—frequency of sound

vibrations—rhythmic back and forth movements

6 Distribute the Sound activity sheet (page 136) to students. Have students complete the activity then review their answers as a class.

7 Use the Cloze Sentences strategy (page 14) to provide further context for the new vocabulary and allow the students to practice the words orally. The following are some suggested cloze sentences:

• The ________ of a sound wave indicates its loudness. (amplitude)

• Sounds with longer ________ are lower than sounds with shorter ones. (wavelengths)

8 Distribute copies of the Yes-No-Why?: Sound Waves assessment sheet (page 137) to students.Have students complete the assessment independently.

Differentiation

English language support—Use full body (and sound!) techniques to physically demonstrate each new piece of vocabulary.

Below-level students—Use realia, diagrams and manipulatives (e.g., instruments) to reinforce the concepts.

Above-level students—Challenge students to identify the characteristics of “pleasant” and “unpleasant” sounds.


Name___________________________________

Directions Use this page for your journal as you explore the vocabulary words that you have been studying. Pick a words from the list and then choose to do one or more of the following:

Vocabulary Journal: Sound Waves

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________







Directions

Name___________________________________

Sound

Directions Answer the questions in the space provided.

4. What two main factors affect the speed of sound?

______________________________________________________________________

______________________________________________________________________

5. Explain why these things change the speed of sound.

______________________________________________________________________

______________________________________________________________________

6. Explain what is meant by pitch. ________________________________________

______________________________________________________________________

Look at the sound wave diagram below. Label the three parts.

1. _________________________

3. _________________________

wavelength

amplitude 2. ______________


Directions

Name___________________________________

Read each sentence. Think about whether the context makes sense. Then write your response. Use the following sentence stems to begin your sentence:

Yes-No-Why?: Sound Waves

1. Sentence: If the measurement between the crests of a series of waves are far apart that means the wavelengths are short.

Response: ____________________________________________________________

______________________________________________________________________

2. Sentence: Adjacent molecules transfer energy from a vibration, creating a sound wave.

Response: ____________________________________________________________

______________________________________________________________________

3. Sentence: The speed of sound reflects the amplitude of a sound wave.

Response: ____________________________________________________________

______________________________________________________________________

4. Sentence: When our ears detect a sound with a high frequency our mind translates that into what we hear as a high pitch.

Response: ____________________________________________________________

______________________________________________________________________

• This makes sense because…

• This does not make sense because…

• This seems logical because…

• This seems illogical because…


Soci

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ies




abolishemancipationExecutive Governmentliberatorsproclamation

seceded

Procedure

1 To begin the lesson, divide the class into small groups. Distribute copies of the Emancipation Proclamation activity sheet (page 140) and 10 sticky notes to each group. Ask students to read the article at the top of the page but not to answer the questions. Instead, ask each group to decide on ten important words in each text and write each word on a sticky note. Continue to use the Ten Important Words strategy (page 20) to help students identify important terms used in the text.

2 After creating the class bar graph and discussing the meaning of each word, distribute the Ten Important Words About the Emancipation Proclamation activity sheet (page 141) to students. Allow time for students to copy the class summary or create their own summaries of the passage.

Emancipation Proclamation

Standards

• McREL: Students will understand the provisions and significance of the Emancipation Proclamation.






Materials

• Emancipation Proclamation (page 140)

• sticky notes

• chart paper

• Ten Important Words About the Emancipation Proclamation (page 141)

• Emancipation Proclamation Word Translations (page 142)


Social Stu

dies

Procedure (cont.)

3 Discuss the vocabulary words and make sure that students have a understanding of each term. The following are some suggested student-friendly definitions:

emancipation—the act of freeing someone

seceded—withdrew from being part of an organization, especially a country

proclamation—an announcement

liberators—people who free others

abolish—destroy something entirely

Executive Government—the executive branch of the government, the part of the government that carries out the laws

4 Use the Idea Completions strategy (page 18) to help students use the new vocabulary in the right context. The following are some suggested sentence starters:

• In our classroom the teacher has designated....

• One proclamation I would like to hear our principal make is...

• An example of something I would like to abolish is...

• Someone who is liberated is...

5 Return to the Emancipation Proclamation activity sheet. Have students answer the questions about the text then discuss their answers as a class.

6 Distribute copies of the Emancipation Proclamation Word Translations assessment sheet (page 142) to students. Have students complete the assessment individually to see whether they understand the focus vocabulary words.

Differentiation

English language support—Have students create a rhyme or song to help them remember the vocabulary terms.

Below-level students—Guide studens in creating illustrations that demonstrate the definition of the vocabulary words.

Above-level students—Have students read and paraphrase the remaining sections of the Emancipation Proclamation.


Name___________________________________

Directions

Emancipation ProclamationRead the passage. Then answer the questions below.

1. Who issued the Emancipation Proclamation? ____________________________

2. What did it do? _______________________________________________________

______________________________________________________________________

______________________________________________________________________

3. How did this help the Union? ___________________________________________

______________________________________________________________________

______________________________________________________________________

On January 1, 1863, President Abraham Lincoln issued the Emancipation Proclamation. In part, it stated:

“That on the first day of January, in the year of our Lord one thousand eight hundred and sixty-three, all persons held as slaves within any State or designated part of a State, the people whereof shall then be in rebellion against the United States, shall be then, thenceforward, and forever free; and the Executive Government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them, in any efforts they may make for their actual freedom.”

This document declared that all slaves being held within states that had seceded from the Union were free. Further, it allowed these ex-slaves to join the Union Army and Navy. In this way the liberated became liberators. Because it only freed slaves in the rebellious states, the Emancipation Proclamation did not immediately abolish slavery. But it was an important step. It captured the imagination of the nation. And it helped strengthen the Union morally, politically, and militarily, leading to a faster end to the war.


Directions

Name___________________________________

Read the selected passage. Then use this page to record your 10 important words and write a summary of the passage.

Ten Important Words About the Emancipation Proclamation

Important Words:

Summary:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________


Directions

Name___________________________________

1. Original sentence: This document began the emancipation of the slaves.


______________________________________________________________________

______________________________________________________________________

2. Original sentence: The rebellion hoped to abolish the unjust rules.


______________________________________________________________________

______________________________________________________________________

3. Original sentence: The proclamation designated land for a new park.


______________________________________________________________________

______________________________________________________________________

4. Original sentence: It was the job of the Executive Government to bring back the states that had seceded.


______________________________________________________________________

______________________________________________________________________

Emancipation Proclamation Word TranslationsRead each original sentence below. Then translate each sentence from academic language into casual language.


Social Stu

dies

19th Amendment




activistsamendmentreformsuffragesuffragettes

equality

Procedure

1 To begin the lesson, divide the class into small groups. Distribute copies of the The 19th Amendment activity sheet (page 145) and 10 sticky notes to each group. Ask students to read the passage, but not to answer the questions. Instead, ask each group to decide on ten important words in each text and write each word on a sticky note. Continue to use the Ten Important Words strategy (page 20) to help students identify important terms used in the text.

2 After creating the class bar graph and discussing the meaning of each word, distribute the Ten Important Words About Suffrage activity sheet (page 146) to students. Allow time for students to copy the class summary or create their own summaries of the passage.

Standards

• McREL: Students will understand the effects of women’s suffrage on politics.






Materials

• The 19th Amendment (page 145)

• sticky notes

• chart paper

• Ten Important Words About Suffrage (page 146)

• Suffrage Content Interpretation (page 147)


Procedure (cont.)

3 Discuss the vocabulary words and make sure that students have a working understanding of each term. The following are some suggested student-friendly definitions:

activist—someone especially active in a cause

reform—change or improvement

amendment—a change to the constitution

equality—the state of being equal; being given the same rights and power

suffrage—the right to vote

suffragettes—women in the women’s suffrage movement

4 Continue the lesson by using the Cloze Sentence strategy (page 14) to help develop students’ comprehension of the key academic words essential to understanding the content of this lesson. The following are suggested sentences:

• It is common for people to idealize the ________ working for causes they agree with and demonize those working for causes they dislike. (activists)

• Women believed that ________ for everyone was fair. (equality)

5 Return to the The 19th Amendment activity sheet. Have students answer the questions about the text. Lead a discussion about what life would be like today if women had not won the right of suffrage in the United States.

6 Distribute copies of the Suffrage Content Interpretation assessment sheet (page 147) to students. Have students complete the assessment individually to see whether they understand the focus vocabulary words.

Differentiation

English language support—Use a repeat and rephrase strategy while presenting the information to provide a richer context from which students can construct their understanding.

Below-level students—Work with students in small groups to read the passage. Stop and check for comprehension as you read aloud.

Above-level students—Have students do research on where in the world women are still not permitted the same rights as men and report back to the class. Alternately, have students research the contributions of notable figures in the women’s suffrage movement.

Soci

al S

tud

ies


Name___________________________________

Directions Read the passage. Then answer the questions below.

The 19th Amendment

1. How long did it take for women to achieve suffrage in the United States?

______________________________________________________________________

2. What sort of tactics did suffragettes use? _______________________________

______________________________________________________________________

______________________________________________________________________

“The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex.”

The 19th Amendment was passed by Congress on June 4, 1919, and ratified on August 18, 1920. This change to the U.S. Constitution grants women “suffrage,” or the right to vote. It is important to realize that women were not allowed equality in voting rights until nearly 150 years after the formation of the country! Several generations of dedicated activists struggled to achieve the reform.

In the mid-1800s, women began an organized campaign to win the right to vote. Supporters brought attention to their cause using nonviolent tactics. They wrote, marched, lectured, and lobbied. Many engaged in civil disobedience such as picketing, holding silent vigils, and even holding hunger strikes. Many people were opposed to the change. They fought to maintain the status quo. Suffragettes, or women who supported suffrage were often jailed and sometimes physically abused by opponents to their cause.

In 1878, the suffrage movement succeeded in introducing the 19th Amendment in Congress. It would take 42 more years to get both houses of Congress to pass the bill and three-fourths of the states to ratify it. Sadly, because the process took so long, most of the people who started the movement were not alive to see its successful conclusion.


Directions

Name___________________________________

Read the selected passage. Then use this page to record your ten important words and write a summary of the passage.

Ten Important Words About Suffrage

Important Words:

Summary:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________


Directions

Name___________________________________

Suffrage Context InterpretationRead each sentence below. Then read the question and write your answer.

1. Context: After the activists lobbied the congresswoman to vote for the bill, she voted against it.

Question: How does the congresswoman feel?

Answer: ______________________________________________________________

______________________________________________________________________

2. Context: The suffragettes hoped Congress would ratify the amendment in 1878, but the reform did not pass until 1920.

Question: How did the suffragettes feel?

Answer: ______________________________________________________________

______________________________________________________________________

3. Context: The young protestors engaged in civil disobedience as a tactic to ratify the amendment.

Question: How did they hope their actions might help their cause?

Answer: ______________________________________________________________

______________________________________________________________________

4. Context: The 19th Amendment indicates that the equality of women’s suffrage must not be abridged.

Question: How might someone’s suffrage be abridged?

Answer: ______________________________________________________________

______________________________________________________________________


Soci

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tud

ies

Grand Canal




agriculturecanalsdynastyGrand Canalinvasion

engineer

Procedure

1 Before beginning this lesson, gather items to represent each of the selected vocabulary words and place them in a paper bag. For example, a small bag with some soil can represent agriculture, toy plastic army men can represent an invasion, photographs of the Panama Canal can represent canals, and blueprints for a machine can represent an engineer.

2 Begin the lesson by using the Mystery Bag strategy (page 8) to develop students’ oral language and pique their interest in the lesson topic. As each item is pulled from the bag, have students describe it. With each subsequent item, ask students to describe the items and think of relationships. Continue with the strategy until all items have been explored. Have students brainstorm what the subject of study might be before revealing the lesson.

Standards

• McREL: Students will understand geographic and political features of Tang China.






Materials


• paper bag

• The Grand Canal (page 150)

• Grand Canal Clue Hunt (page 151)

• Show You Know About the Grand Canal (page 152)


Social Stu

dies

Procedure (cont.)

3 Distribute the The Grand Canal activity sheet (page 150) to students. Tell students that they will complete this activity sheet later but for now they are going to read the passage. Write the vocabulary words on the board without defining them. Have students read the passage and underline the vocabulary words.

4 Distribute the Grand Canal Clue Hunt activity sheet (page 151) to students. Explain to students that authors include many context clues in their work. Sometimes they’re direct definitions. Sometimes they’re synonyms. Other times there antonyms or other more subtle clues hidden in the text. It is important to look for the clues because they are not always found right next to the word.

5 Use the Clue Hunt strategy (page 30) with The Grand Canal text. After students have found the clues, review their findings as a class. Review the terms and decide on student-friendly definitions for each of the vocabulary words in the section. The following are some suggested definitions:

Grand Canal—longest canal in the world; connects Beijing and Hangzhou as well as the Yellow and Yangtze Rivers

engineer—a person who uses scientific knowledge to design and create useful items and projects like machines, computer programs and bridges

canal—an artificial waterway

invasion—entering an area forcefully as an enemy

dynasty—rule by a series of rulers from the same family

agriculture—growing crops

6 Have students return to the The Grand Canal activity sheet and complete it individually. Review students’ answers as a class.

7 Distribute copies of the Show You Know About the Grand Canal assessment sheet (page 152) to students. Have students complete the assessment individually to see whether they understand the focus vocabulary words.

Differentiation

English language support—Create sentence frames using the vocabulary words. Have students practice answering the frames orally.

Below-level students—Work with students in a small group to read the passage. Check for comprehension as you read aloud.

Above-level students—Challenge students to find three details about the Grand Canal. Have students share their findings.


Directions

Name___________________________________

The Grand CanalRead the passage. Then answer the questions below.

1. Why was the Grand Canal built? ________________________________________

______________________________________________________________________

2. What sort of people were involved in building the canal? _________________

______________________________________________________________________

______________________________________________________________________

3. What major rivers are connected by the Grand Canal? ___________________

______________________________________________________________________

China’s Grand Canal is the longest artificial waterway in the world. It is actually a network of canals and natural waterways that connects many rivers, including the Yangtze in the south and the Yellow River in the north. In modern times, it spans from Hangzhou to Beijing.

Engineers in several different dynasties worked to design and build the canal using advanced mathematics and a knowledge of physics. In earlier years, the canal had been constructed in small pieces. But in the early 600s, emperors in the short-lived Sui Dynasty ordered a massive expansion. Millions of peasants were put to work, but many of them died of starvation, illness, and exhaustion. The Sui became very unpopular and the family soon lost power. But their decision enabled the success of the dynasties that followed.

Chinese rulers knew that they must always prepare for possible invasion along the northern border because that region was vulnerable to attack. However, the agricultural center of the country had shifted to the south where conditions were better for growing rice. The canal allowed troops and food to be easily moved into place. Connecting the east-west running rivers with a north-south artery, the Grand Canal also facilitated trade throughout the entire country.


Directions

Name___________________________________

Use The Grand Canal reading passage and the chart below to record your vocabulary words and context clues that help you understand their definitions.

Grand Canal Clue Hunt



Directions

Name___________________________________

1. Vocabulary words: Grand Canal, invasion

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Vocabulary words: agriculture, canal

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. Vocabulary words: canals, engineer

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

4. Vocabulary words: dynasty, engineer

Response: ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


Show You Know About the Grand Canal


Map Projections




azimuthal projectioncylindrical projectionmap projectionMercator projectionplanar projections

transparent

Procedure

1 Begin the lesson by taking out a sheet of paper and a ball. Ask a student to wrap the sheet of paper around the ball so the paper touches the ball everywhere but is not folded or wrinkled. Explain that it cannot be done. This is the problem faced by cartographers, or mapmakers.

2 Explain to students that cartographers create a map projection. To project means to extend out. Imagine that Earth is a transparent, or see-through ball with a light in the middle. As the light shines through, images of the continents, oceans, and ice caps shine onto a sheet of paper. Depending on how the paper is positioned, different kinds of projections would be projected.

3 Wrap the sheet of paper around the ball in a cylinder, so the paper only touches along the equator. Have students imagine light projecting, now. This is a Mercator projection or a cylindrical projection. The latitude and longitude lines become straight, parallel lines. This is good for telling direction and measuring latitude and longitude. But on a globe, longitudinal lines cross at the poles. To make them parallel, the projection stretches out the upper and lower parts of the map!

Standards

• McREL: Students will know the purpose and distinguishing characteristics of different map projections, including distortion on flat-map projections.






Materials

• sheet of paper

• small ball

• Map Projections (page 155)

• Connecting Ideas About Map Projections (page 156)

• Map Projections Context Completion (page 157)

Social Stu

dies


Soci

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tud

ies

Procedure (cont.)

4 Explain that some sort of stretching occurs on each kind of projection. This is called distortion because it distorts the way the real world looks. Pass the projection so students can see the distortion.

5 Form your paper into a cone and wrap it around the ball, touching along a line in the Northern hemisphere and connecting at a point in space. Explain that where the projection touches along a line of latitude there is no distortion.

6 Show students the azimuthal projection or planar projection. Explain that in this type, the image is projected onto a plane with the paper only touching the globe at one point. Place the paper touching just the north pole of your ball. At that point there is no distortion, but the farther from that point, the more distortion there is. This type of projection is useful for showing the relationship from one central point to all other points.

7 Use the Alike and Different strategy (page 16). Pair up sets of the vocabulary words and ask students to share what is alike and different about each set. Distribute copies of the Map Projections activity sheet (page 155) to students. Have students complete the activity individually or with a partner, then review their work as a class.

8 Write the vocabulary words from the lesson on the board. Have students brainstorm additional words related to the lesson topic. End the list when there is one word for every student in the class. Use the Content Links strategy (page 26) with students to solidify their comprehension of the academic words necessary to understand the content of this lesson.

9 Distribute copies of the Connecting Ideas About Map Projections activity sheet (page 156) to students. With the partner with whom they linked, have students complete the activity sheet to explain why and how their words are related.

0 Distribute copies of the Map Projections Context Completion assessment sheet (page 157) to students. Have students complete the assessment independently.

Differentiation

English language support—Have students create kinesthetic movements for the different kinds of projections.

Below-level students—Have students create a chart to remind them of the three types of projections.

Above-level students—Have students locate examples of each type of projection in text books or library books. Place the books with the pages marked on a table for students to reference.


Name___________________________________

Directions

Directions

Look at the boxes below. Draw a picture showing the two kinds of map projections.

Map Projections

1. Cylindrical Projection 2. Planar Projection

Answer the questions below.

3. Why does Greenland appear so large compared to Africa on a cylindrical projection?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

4. Would a map projection of a smaller area like your school or a larger area like your country appear more distorted? Why or Why not?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


Directions

Name___________________________________

Connecting Ideas About Map ProjectionsWrite the words you linked in the spaces below and illustrate why they can be linked. Then write a short description of how and why the words are linked.

Word 1 Word 2Word 1

___________________________________

Word 2

___________________________________

My Illustration


_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________


_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________


Directions

Name___________________________________

1. Sentence Starter: One reason a cartographer might use a map projection

is ____________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Sentence Starter: Mercator projections or cylindrical projections

distort _______________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. Sentence Starter: The distortion of a conic projection is most

noticeable ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

4. Sentence Starter: Azimuthal or planar projections are accurate

near _________________________________________________________________

______________________________________________________________________

______________________________________________________________________

5. Sentence Starter: If you were to project light through a transparent globe

you could ____________________________________________________________

______________________________________________________________________

______________________________________________________________________

Map Projections Context CompletionRead each sentence starter. Fill in the blank with information that correctly completes the sentence.


Soci

al S

tud

ies

Earned Income




human capitalinvestmentrentsalarywages

interestprofit

Procedure

1 Begin the lesson by asking students how they plan to earn a living when they grow up. Will they have a job? Will they own their own business? Write their responses on the board, grouping them according to wages/salary, profit, rent, and interest, but do not write the categories.

2 Write wages/salary on the board. Tell students that there are four main categories of earned income. In other words, these are the main ways that people can earn money. Explain that wages are money earned per hour or per piece of work. A store clerk who is paid $10 per hour and is only paid for the hours they work earns a wage. A salary is when a person is paid a fixed amount for their services. A hotel manager who is paid $75,000 per year earns a salary. Explain that the skills, talents, and abilities each person has and applies to their work is called human capital. A worker with more usable skills and abilities has greater human capital.

Standards

• McREL: Students will know the four basic categories of earned income: wages and salaries, rent, interest, and profit.






Materials

• Vocabulary Journal: Earned Income (page 160)

• Earned Income (page 161)

• Personal Examples of Earned Income (page 162)


Social Stu

dies

Procedure (cont.)

3 Ask students if workers earn income using their human capital, how do business owners earn the money to pay them? Lead students to the idea that business owners can make or create value, which then results in a profit.

4 Explain to students that another form of investment is to purchase property that other people may wish to use for a limited time. When people pay to use your property for a specific amount of time, this is called rent. Many people rent their homes from someone who has invested in buying that property.

5 Explain that the final type of earned income is interest income. This can be thought of as renting out money to someone who will use it to produce, or make something that will hopefully earn a profit.

6 Distribute the Vocabulary Journal: Earned Income activity sheet (page 160) to students. Have students select one or more words from the list to use in their journals. Once they have completed their journal entries review them as a class.

7 Now that students have been fully introduced to the vocabulary terms, narrow the focus of the comparisons by using the Alike and Different strategy (page 16). Pair up sets of the vocabulary words and challenge students to describe what is alike and different about each set.

8 Distribute copies of the Earned Income activity sheet (page 161) to students. Have students complete the activity individually or with a partner, then review their work as a class.

9 Distribute copies of the Personal Examples of Earned Income assessment sheet (page 162) to students. Have students complete the assessment individually to see whether they understand the focus vocabulary words.

Differentiation

English language support—Have students create mini-plays to act out the different kinds of income.

Below-level students—Have students draw out examples of the different kinds of income.

Above-level students—Challenge students to create their own real-life scenarios while integrating the focus vocabulary words.


Directions

Name___________________________________

Vocabulary Journal: Earned IncomeUse this page for your journal as you explore the vocabulary words that we have been studying. Pick a word from the list and then choose to do one or more of the following:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________







Directions

Name___________________________________

Decide whether each scenario is an example of wage, salary, rent, interest, or profit income.

Earned Income

1. Maria works 8 hours at the bakery. She earns $120 for her work. The next day she only works 6 hours and makes $90.

Maria is earning

___________________________________.

2. Sasha owns a forklift. Sid’s Construction pays Sasha $100 to use the forklift for one day.

Sasha is earning

___________________________________.

3. Bernard puts $1,000 dollars in the bank. The bank loans Jim’s Auto Supply $1,000 to purchase goods to sell in their store. The auto supply store pays the bank $1,020 back. The bank then pays Bernard $10 for putting his $1,000 in the bank.

Bernard has earned

___________________________________.

4. Verna works 40 hours one week writing computer programs and earns $2,000. The next week she works 38 hours and still earns $2,000.

Verna is earning a

___________________________________.

5. Winnie lends $60 to her sister Jill. Jill pays Winnie back $65.

Winnie has earned

___________________________________.

6. Mark owns a company that makes baseballs. He spends $500 this week on materials, $400 on labor, and $100 on shipping the baseballs out. He is able to sell the baseballs for $1500.

Mark is making a

___________________________________.


Directions

Name___________________________________

1. Prompt: When might you find it useful to rent something?

Response: ____________________________________________________________

______________________________________________________________________

2. Prompt: Describe a time when you received a wage.

Response: ____________________________________________________________

______________________________________________________________________

3. Prompt: Describe a time when you might earn interest from an investment.

Response: ____________________________________________________________

______________________________________________________________________

4. Prompt: What might you produce to sell for a profit?

Response: ____________________________________________________________

______________________________________________________________________

5. Prompt: What might you do to increase your human capital?

Response: ____________________________________________________________

______________________________________________________________________

Personal Examples of Earned IncomeRespond to each prompt in a complete sentence using the vocabulary word appropriately.


Answer Key

ReadingUniversity (Page 40) 1. The first university opened in Bologna, Italy. 2. The word means total or whole and it refers to a

corporation of teachers and students. 3. The university taught secular classes to boys

who weren’t planning to be clergy.

Elements of Informational Text (Page 41)Students’ responses will vary.

Personal Examples of Informational Text (Page 42)Students’ responses will vary. Suggested answers include:

1. An idea that I have had was to invite my friend over to study for our math test.

2. An example of an informational text that I have read is the newspaper.

3. A time I stated some facts was when I wrote a report on Sojourner Truth.

4. Someone should refuse to lie as a matter of principle because they should always tell the truth.

Bergamot’s Quest (Page 45) 1. This story would be considered fantasy. 2. Students’ responses will vary. Possible answers

include: magic, a quest, a hero, an animal with human characteristics, a mythical creature, good vs. evil

3. Students’ responses will vary.

Vocabulary Diagram: Fiction (Page 46)Student’s responses will vary.

Personal Examples of Fiction (Page 47)Students’ responses will vary. Suggested answers include:

1. A time I once wrote something that was nonfiction was when I wrote an expository essay.

2. I recently read a comic book about dragons. 3. I prefer science fiction stories with a dash of

fantasy thrown in because the mix of magic and science is very interesting.

4. I enjoy the element of space travel in science fiction stories.

5. I would choose Renaissance Italy because I like the idea of including Leonardo da Vinci as a character.

A Matter of Perspective (Page 50) 1. This story is being told from Goldilocks’s point

of view. 2. This story is being told in first person. 3. The narrator seems subjective because much

time is spent describing the emotions of the Bears and the word choice (e.g., “once-safe cottage”) often seems to take their perspective.

Connecting Ideas About Points of View (Page 51)Students’ responses will vary.

Point of View Word Translations (Page 52)Students’ responses will vary. Suggested answers include:

1. I think she is telling the story from her own personal point of view without any effort to be fair and impartial because her reason for telling the story was to convince us of her innocence!

2. We could tell the storyteller was able to know everything and was speaking without taking anyone’s side because the story jumped around to all the different characters.

3. The directions used the word you to tell the reader what to do.

4. My favorite novel is told by someone watching the other characters on a TV screen. So all the writing talks about he, she, and they, but can only cover events that are visible on the TV.

Editorial (Page 55) 1. opinion 2. fact 3. fact

Editorial Clue Hunt (Page 56)Students’ responses will vary.

Editorial Word Translations (Page 57)Students’ responses will vary. Suggested answers include:

1. The reporter wrote a powerful editorial that many people agreed with.

2. The newspaper listed many good things that a later start time could do for teenaged students.

3. The author asked people to think about the information that supported his position.

4. I sometimes had a hard time telling the difference between the true and proven items in the article and those that were just the beliefs of the author.


Answer Key (cont.)

Quick Start (Page 60) 1. launch the program 2. use the arrow keys 3. in the upper left corner

Ten Important Words About Quick Start (Page 61)Student’s responses will vary.

Show You Know About Technical Directions (Page 62)Students’ responses will vary. Suggested answers include:

1. Following directions can help in understanding the many steps to solving a problem.

2. By following the step-by-step instructions, the model plane can be built.

3. Informational text such as a manual can help with many instructions.

4. Instructions are established to help follow directions in an easier format.

Writing

Letter of Request (Page 65)Students’ responses will vary.

Vocabulary Journal: Letters of Request (Page 66)Students’ responses will vary.

Show You Know About Letters (Page 67)Student’s responses will vary. Suggested answers include:

1. The purpose of a letter of request is to request something in a business context.

2. The format of a business letter is precise and the tone is formal.

3. The tone of a recommendation should be formal and complimentary.

4. She wrote a business letter with the purpose of stating how pleased she was with her new product.

Bylaws (Page 70)Students’ responses will vary.

Vocabulary Journal: Bylaws (Page 71)Students’ responses will vary.

Technical Writing Context Interpretation (Page 72)Students’ responses will vary. Suggested answers include:

1. Justin felt like the organization did some good, but there was more that it could do to be helpful.

2. She was very disappointed. 3. The sheriff was very upset.

Persuasive Compositions Word Hunt (Page 75)

Word(s) Word Part(s) Definitioncounter argument

-er compare-ment the action of

audience -ence the process of

Persuasive Composition (Page 76)Students’ responses will vary.

Personal Examples of Persuasion (Page 77)Students’ responses will vary. Suggested answers include:

1. I tried to persuade my friend to stay after school with me to help me complete my homework.

2. It might be necessary for me to make a judgment when someone is doing something they should not be doing. In such an instance, I should tell an adult.

3. I might show my emotions to an audience through my writing. I could be descriptive about a feeling.

4. If I consider the counter argument, then I can include an answer to it within my essay and better convince my audience.

5. Students’ responses will vary.

Biographical Sketch (Page 80)Students’ responses will vary.

Vocabulary Journal: Biographies (Page 81)Students’ responses will vary.


Answer Key (cont.)

Show You Know About Biographies (Page 82)Students’ responses will vary. Suggested answers include:

1. When writing a biography it is good to use primary sources whenever you can.

2. A biography that simply recites information in chronological order is unlikely to engage the reader.

3. Secondary sources can provide relevant details that reflect the personality of the subject of the biography.

4. It is important keep a biography in chronological order so that the format and timeline of the biography is easy to follow.

Complex Characters (Page 85)Students’ responses will vary.

Vocabulary Journal: Characers (Page 86)Students’ responses will vary.

Characters Context Completion (Page 87)Students’ responses will vary. Suggested answers include:

1. Creating a back-story for a subordinate character can ensure that the character’s actions stay consistent with their motivations

2. Single-dimensional stereotypes tend to be less interesting because they do not vary and are unlike real people

3. Painting a vivid image of your main character can draw your readers in and help them lose themselves in your story

4. To create multi-dimensional characters, an author can give them a back story.

Math

Volume of a Rectangular Prism (Page 90 ) 1. 96 in3

2. 240 cm3

3. 100 cm3

4. 654.5 in3

Connecting Ideas About Rectangular Prisms (Page 91)Students’ responses will vary.

Yes-No-Why?: Rectangular Prisms (Page 92)Students’ responses will vary. Suggested answers include:

1. This is illogical because area is measured with square units, not length.

2. This does not make sense because cubic units would be used to measure volume not area.

3. This makes sense because to find the volume of a polyhedron you would need to know its dimensions.

4. This is logical because prisms do have polygons for their sides.

Vocabulary Journal: Adding Mixed Numbers (Page 95)Students’ responses will vary.

Unlike Denominators (Page 96)

1. 12 12 5. 33 3

16

2. 16 120 6. 15 1

20

3. 5 1112 7. 10 89

100

4. 20 314 8. 46 5

6

Adding Mixed Numbers Context Completion (Page 97)Students’ responses will vary. Suggested answers include:

1. If two fractions have a common denominator, then we know that their denominators are the same

2. An example of two improper fractions with unlike denominators would be 15

6 and 1211

3. When you simplify a fraction you convert it to a form in which the numerator and denominator have only 1 as a common factor

4. It is easier to do computations using like numbers because they go together well

5. A pair of numbers that have like denominators would be 5

6 and 16

Vocabulary Diagram: Exponents (Page 100)Students’ responses will vary.


Exponents (Page 101)

1. 42, 16 5. 33, 27

2. 62, 36 6. 103, 1,000

3. 12, 1 7. 73, 343

4. 13, 1

1. 2 5. 2

2. 3 6. 3

3. 10 7. 5

4. 8 8. 1

Yes-No-Why?: Exponents (Page 102)Students’ responses will vary. Suggested answers include:

1. This is logical because if you take the square root of some number that you squared, you will get the original number.

2. This does not make sense because the square root of 9 is 3.

3. This makes sense because the exponent indicates the power.

4. This does not make sense because an exponent denotes a power not a root.

Proportionate (Page 105)

1. 3 : 1

2. 3

3. 2

Vocabulary Journal: Ratios and Proportions (Page 106)Students’ responses will vary.

Yes-No-Why?: Ratio and Proportions (Page 107)Students’ responses will vary. Suggested answers include:

1. This is logical because both can be written in a/b form.

2. This does not make sense; the total number of adults is only 2, not 7.

3. This makes sense because if we use cross products we find that 2 × 25 = 50 and 1 × 50 = 50, so the ratios are proportionate.

4. This makes sense because comparisons can describe similarities and differences.

Functions (Page 110) 1. (3,5), (5,7), (10,12) 2. (4,1), (8,5), (10,7), (20,17) 3. y = x + 5; (100,105) 4. (10,5), (40,20), (50,25), (65, 32.5) 5. x +14 = y; (-14, 0), (12, 26), (70, 84) 6. (500, 44), (1000, -456), (1044, -500),

(1194, -650)

Functions Clue Hunt (Page 111)Students’ responses will vary.

Show You Know About Functions (Page 112)Students’ responses will vary. Suggested answers include:

1. A function is like a machine that has numbers going in, input, and numbers coming out, output.

2. Each function has numbers that can correspond on a grid.

3. A function table helps me organize my ordered pairs in two columns.

4. Ordered pairs have two variables that can correspond to a grid.

Science

Thermal Energy (Page 115) 1. radiation 2. conduction 3. radiation 4. convection 5. radiation 6. conduction 7. Heat is the transfer of energy while thermal

energy is the kind of energy being transferred.

Vocabulary Journal: Heat (Page 116)Student’s responses will vary.

Answer Key (cont.)


Heat Context Completion (Page 117)Students’ responses will vary. Suggested answers include:

1. If two materials were in thermal equilibrium then we would know that neither one is passing energy to the other

2. When thermal energy is transferred from one region to another, it always flows from the region with more energy to the region with less.

3. Heat is the transfer of thermal energy. 4. An example of convection would be if energy

was transferred through the movement of a fluid.

5. An example of conduction would be if energy was transferred from one object that is physically touching another

Erosion and Deposition (Page 120)Students’ responses will vary.

Vocabulary Diagram: Erosion and Deposition (Page 121)Students’ responses will vary.

Yes-No-Why?: Erosion and Deposition (Page 122)Students’ responses will vary. Suggested answers include:

1. This is logical because erosion is a constructive force; erosion would dig out the channel.

2. This makes sense because the bed load will be located at the bottom of the stream.

3. This is logical because erosion wears away at the land that is there.

4. This is logical because the river deposits will build up creating new land.

Cardiovascular System (Page 125) 1. the circulatory system 2. the aorta 3. an artery

Connecting Ideas About the Cardiovascular System (Page 126)Students’ responses will vary.

Show You Know About the Cardiovascular System (Page 127)Students’ responses will vary. Suggested answers include:

1. The vessels in our body help transport needed materials in a continuous cycle.

2. The left atrium feeds into the left ventricle and the aorta leads out.

3. Without working valves blood might flow backwards through the chambers of the heart, making it difficult for the ventricles to pump enough blood out into the rest of the body.

Clouds Clue Hunt (Page 130)Students’ responses will vary.

Clouds (Page 131)cumulus: name means “heap,” made of water drops, reflects light, helps Earth retain heat, forms in middle altitudes, puffy white, moves moisturecumulonimbus: dark and tall, made of water drops, reflects light, thunderhead, helps Earth retain heat, forms in middle altitudes, moves moisturecirrus: made of ice crystals, reflects light, wispy and featherlike, helps Earth retain heat, found in highest altitudes, name means “curl of hair,” moves moisture stratus: name means “layers,” made of water drops, can be fog, reflects light, helps Earth retain heat, moves moisture, forms close to the ground

Clouds Context Interpretation (Page 132)Students’ responses will vary. Suggested answers include:

1. He felt insignificant as a very small part of something big.

2. They were pleased to find fair weather and warmth after their time in the dark, cold mines.

3. They were concerned that storms might rain on their wedding.

4. It might be getting cold.

Vocabulary Journal: Sound Waves (Page 135)Students’ responses will vary.

Answer Key (cont.)


Sound (Page 136) 1. wavelength 2. amplitude 3. crest 4. The sort of matter it is moving through and the

temperature affect the peed of sound. 5. Sound waves move through the transfer of

energy from one molecule to the next. If the molecules are far apart, it takes longer to pass along the energy than if they are close. Since temperature causes matter to expand and contract, it affects how close the molecules are and thus how quickly they can pass along sound waves.

6. Pitch refers to the frequency of sound waves.

Yes-No-Why?: Sound Waves (Page 137)Students’ responses will vary. Suggested answers include:

1. This is illogical because wavelength measures the distance between crests, thus longer distances between crests mean longer wavelengths.

2. This makes sense because that is exactly how sound energy is passed.

3. This is illogical because the amplitude shows the loudness of a sound, not its speed.

4. This is logical because pitch is just the frequency of sound and a higher pitch is, in fact, how we interpret a higher frequency.

Social Studies

The Emancipation Proclamation (Page 140) 1. President Lincoln 2. It freed the slaves in the states that had seceded

from the union and allowed the ex-slaves to serve in the military.

3. It captured the imagination of the people for a large morale boost and also increased the size of the army as the ex-slaves joined the effort.

Ten Important Words About the Emancipation Proclamation (Page 141)Students’ responses will vary.

Emancipation Proclamation Word Translations (Page 142)Students’ responses will vary. Suggested answers include:

1. This document began to free the people who were once slaves.

2. The people who were resisting the laws hoped to completely get rid of the unfair rules.

3. The announcement identified and set aside land for a new park.

4. The part of the government that enforces laws had the job of bringing back the states that had left the union.

The 19th Amendment (Page 145) 1. It took nearly 150 years—42 of them after the

amendment was already proposed 2. they wrote, marched, lectured, picketed, had

silent vigils and held hunger strikes

Ten Important Words About Suffrage (Page 146)Students’ responses will vary.

Suffrage Context Interpretation (Page 147)Students’ responses will vary. Suggested answers include:

1. She is pleased that she voted with her conscience.

2. They were frustrated and disappointed that the changes came so slowly, but glad that they did eventually go through.

3. They hoped to draw attention to the changes that they were trying to make by engaging in unusual actions that would draw focus.

4. By requiring citizens to take a test before voting or by not having enough polling places.

The Grand Canal (Page 150) 1. It was built to transport food and troops from

the southern region to the north where invasion was more likely.

2. Emperors ordered the construction, engineers designed it, and peasants built it.

3. The Yangtze and the Yellow Rivers are connected by the Grand Canal.

Grand Canal Clue Hunt (Page 151)Students’ responses will vary.

Answer Key (cont.)


Show You Know About the Grand Canal (Page 152)Students’ responses will vary. Suggested answers include:

1. The Grand Canal was built to help China prepare for a possible invasion from the North.

2. When agriculture is successful it can result in a surplus that may be used to trade for other goods throughout the canal.

3. Engineers helped build canals that allowed for goods to be easily transported.

4. Royalty from the Sui dynasty ordered their engineers to construct a series of artificial waterways.

Map Projections (Page 155)Students’ responses will vary.

Connecting Ideas About Map Projections (Page 156)Students’ responses will vary.

Map Projections Context Completion (Page 157)Students’ responses will vary. Suggested answers include:

1. One reason a cartographer might use a map projection is because globes are difficult to carry and cannot be folded.

2. Mercator projections or cylindrical projections distort areas that are further from the equator.

3. The distortion of a conic projection is most noticeable farther from the line of latitude where the globe touches the cone.

4. Azimuthal or planar projections are accurate near the point where the globe touches the plane.

5. If you were to project light through a transparent globe you could create a map projection.

Vocabulary Journal: Earned Income (Page 160)Students’ responses will vary.

Earned Income (Page 161) 1. wages 2. rent 3. interest 4. salary 5. interest 6. profit

Personal Examples of Earned Income (Page 162)Students’ responses will vary. Suggested answers include:

1. My family and I sometimes rent movies so that we do not have to buy something we will only use once.

2. I pet-sit for my neighbor and she paid me $3 per day.

3. I put my allowance money in the bank last year and earned 2% interest on my investment.

4. I would like to make pastries to sell in my own bakery when I grow up.

5. Learn a useful skill by taking classes, reading books, or helping someone who will teach that skill.

Answer Key (cont.)


References Cited

Beck, I.L., M.G. McKeown, and L. Kucan. 2002. Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.

Cunningham, A.E., and K.E. Stanovich. 1998. What reading does for the mind. American Educator, 22 (1–2), 8–15.

Feldman, K., and K. Kinsella. 2005. Narrowing the language gap: The case for explicit vocabulary instruction. New York: Scholastic.

Lehr, F., J. Osborn, and E.H. Hiebert. 2004. A focus on vocabulary. Honolulu, HI: Pacific Resources for Education and Learning.

Graves, M.F. 2000. A vocabulary program to complement and bolster a middle grade comprehension program. In B.M. Taylor, M.F. Graves, and P. van den Broek, Eds. Reading for meaning: Fostering comprehension in the middle grades (116–135). Newark, DE: International Reading Association.

Marzano, R.J. 2004. Building background knowledge for academic achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Nagy, W. 2005. Why vocabulary instruction needs to be long-term and comprehensive. In Teaching and learning vocbulary: Bringing research to practice, ed. E.H. Hiebert and M.L. Kamil, 27–44. Mahwah, N.J.: Erlbaum.

Nagy, W.E., and J.A. Scott. 2000. Vocabulary processes. In Volume 3 of Handbook of reading research, ed. E.H. Hiebert and M.L. Kamil, 27–44. Mahwah, N.J.: Erlbaum.

Yopp, H., K. Yopp, and A. Bishop. 2009. Vocabulary instruction for academic success. Huntington Beach, CA: Shell Education.


Sample Word Lists

These sample word lists are meant to serve as examples. They are intended to help teachers create their own lists of general academic words and specialized content words for each grade level or within each unit of study.

General Academic Words

accomplish

accuracy

achieve

acknowledge

action

advantage

affect

alter

analysis

appear

apply

argument

average

basis

beginning

belief

category

cause

characteristic

clarify

common

compare

complete

concept

conclusion

conflict

consequence

consider

contain

contrast

copy

decision

decline

define

describe

detail

determine

develop

differentiate

directions

discuss

distinguish

emphasize

enhance

essential

establish

explain

fact

factor

feature

general

identity

illustrate

improve

include

indicate

instructions

integrate

investigate

label

likely

meaning

motivation

objective

observation

opinion

original

persuade

predict

prepare

procedure

process


Sample Word Lists (cont.)

prove

purpose

record

represent

require

research

resource

result

significance

solve

source

specific

strategy

symbol

term

topic

unique

value

verify

viewpoint

Specialized Content Words

Language Arts

affix

alliteration

analogy

anecdote

audience

brainstorm

business letter

capitalization

capitalize

cause and effect

climax

convention

derivation

edit

episode

essay

evidence

fantasy

formal language

genre

glossary

homonym

homophone

imagery

index

inference

lecture

literal

literature

narrator

nonfiction

novel

paraphrase

proofread

prose

publish

root word

semicolon

sentence structure

setting

simile

speech

subplot

suffix

syllabication

syntax

thesaurus

vowel

word analogy

written composition

Mathematics

absolute value

addend

addition

angle

associative property

base ten

calculate

cone

congruent



constant ratio

coordinate plane

cube

cube root

cubic meter

cubic unit

decimal

degree

denominator

diameter

dividend

equivalent

estimate

exponent

factor

formula

fraction

graph

hexagon

linear pattern

meter

metric system

multiple

negative integer

number theory

numerator

operation

order of operations

ordered pairs

parallelogram

plot

polygon

positive integer

prime

property

pyramid

quotient

radius

ratio

segment

surface area

symmetry

variable

vertex

vertices

volume

whole number

x-intercept

y-intercept

Science

acceleration

amplitude

asteroid

atom

atomic weight

capacity

chemical change

chemical energy

chemistry

condensation

convection

Earth

electric current

electrode

electron

energy

erosion

eruption

exoskeleton

fossil

friction

gas

geologist

habitat

heat energy

induction

magnet

mass

matter

mineral

molecular

molecule

moon



nervous system

neutron

organism

plate tectonics

position

predator

property

respiratory system

rock cycle

sediment

sound wave

speed

states of matter

temperature

vertebrate

water cycle

Social Studies

abolish

activist

amendment

anarchy

ancient

aviation

boycott

bureaucracy

canals

canyon

capital

capitalism

charter

city-state

clergy

climate

cold war

commerce

conflict

congress

corporation

country

crisis

culture

currency

custom

debate

debt

delta

depression

dynasty

emperor

empire

hemisphere

immigrant

industry

inflation

invasion

jury

liberal

migrant

missile

monarch

politics

region

riot

treaty

tribes

tyrant


Contents of the Teacher Resource CD

Student Reproducibles

Page Title FilenameReading

40 University page40.pdf

41 Elements of Informational Text

page41.pdf

42 Personal Examples of Informational Text

page42.pdf

45 Vocabulary Diagram: Fiction page45.pdf

46 Bergamot’s Quest page46.pdf47 Personal Examples of Fiction page47.pdf50 A Matter of Perspective page50.pdf51 Connecting Ideas About Points

of Viewpage51.pdf

52 Point of View Word Translations

page52.pdf

55 Editorial page55.pdf

56 Editorial Clue Hunt page56.pdf57 Editorial Word Translations page57.pdf60 Ten Important Words About

Quick Startpage60.pdf

61 Quick Start page61.pdf

62 Show You Know About Technical Directions

page62.pdf

Writing

65 Letter of Request page65.pdf66 Vocabulary Journal: Letters of

Requestpage66.pdf

67 Show You Know About Letters page67.pdf70 Bylaws page70.pdf71 Vocabulary Journal: Bylaws page71.pdf72 Technical Writing Context

Interpretationpage72.pdf

75 Persuasive Compositions Word Hunt

page75.pdf

76 Persuasive Composition page76.pdf77 Personal Examples of

Persuasionpage77.pdf

Page Title Filename80 Biographical Sketch page80.pdf81 Vocabulary Journal:

Biographiespage81.pdf

82 Show You Know About Biographies

page82.pdf

85 Complex Characters page85.pdf86 Vocabulary Journal:

Biographiespage86.pdf

87 Characters Context Completion

page87.pdf

Mathematics

90 Volume of a Rectangular Prism page90.pdf91 Connecting Ideas About

Rectangular Prismspage91.pdf

92 Yes-No-Why?: Rectangular Prisms

page92.pdf

95 Vocabulary Journal: Adding Mixed Numbers

page95.pdf

96 Unlike Denominators page96.pdf97 Adding Mixed Numbers

Context Completionpage97.pdf

100 Vocabulary Diagram: Exponents

page100.pdf

101 Exponents page101.pdf102 Yes-No-Why?: Exponents page102.pdf

105 Proportionate page105.pdf

106 Vocabulary Journal: Ratios and Proportions

page106.pdf

107 Yes-No-Why?: Ratios and Proportions

page107.pdf

110 Functions page110.pdf

111 Functions Clue Hunt page111.pdf

112 Show You Know About Functions

page112.pdf


Contents of the Teacher Resource CD (cont.)

Student ReproduciblesPage Title Filename

Science115 Thermal Energy page115.pdf

116 Vocabulary Journal: Heat page116.pdf117 Heat Context Completion page117.pdf120 Erosion and Deposition page120.pdf

121 Vocabulary Diagram: Erosion and Deposition

page121.pdf

122 Yes-No-Why?: Erosion and Deposition

page122.pdf

125 Connecting Ideas About the Cardiovascular System

page125.pdf

126 Cardiovascular System page126.pdf127 Show You Know About the

Cardiovascular Systempage127.pdf

130 Clouds Clue Hunt page130.pdf

131 Clouds page131.pdf132 Clouds Context Interpretation page132.pdf135 Vocabulary Journal: Sound

Wavespage135.pdf

136 Sound page136.pdf

137 Yes-No-Why?: Sound Waves page137.pdf

Page Title FilenameSocial Studies

140 Ten Important Words About the Emancipation Proclamation

page140.pdf

141 The Emancipation Proclamation

page141.pdf

142 Emancipation Proclamation Word Translations

page142.pdf

145 Ten Important Words About Suffrage

page145.pdf

146 The 19th Amendment page146.pdf147 Suffrage Context

Interpretationpage147.pdf

150 The Grand Canal page150.pdf151 Grand Canal Clue Hunt page151.pdf152 Show You Know About the

Grand Canalpage152.pdf

155 Map Projections page155.pdf156 Connecting Ideas About Map

Projectionspage156.pdf

157 Map Projections Context Completion

page157.pdf

160 Vocabulary Journal: Earned Income

page160.pdf

161 Earned Income page161.pdf162 Personal Examples of Earned

Incomepage162.pdf

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