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4th Edition LANGUAGE! Overview

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®Fourth <strong>Edition</strong><strong>Overview</strong>


®effectivemotivatingsystematiclinguisticallylogicalexplicitsequential“We are excited about the results we are seeing using <strong>LANGUAGE</strong>!with our students requiring a replacement curriculum. When theteachers are well-trained in the program and fully implement itwith fidelity, the results are well beyond our expectations.—Judith S. CarmonaIntervention Instructional SpecialistPlacentia-Yorba Linda Unified School District


<strong>LANGUAGE</strong>! is thecomprehensive literacycurriculum that provideseffective, explicit, sequential,linguistically logical, andsystematic instruction.• For students who are scoring below the 40thpercentile on group-administered standardizedtests and need to acquire knowledge of AcademicLanguage as well as the structure and functionof the English languageEnglishLanguageLearnersCurriculumCasualties®Language-BasedLearning Disabilities(800) 547-6747 <strong>LANGUAGE</strong>! <strong>Overview</strong> 3


<strong>LANGUAGE</strong>! is the only literacy curriculumthat teaches literacy comprehensively.<strong>LANGUAGE</strong>! Fourth <strong>Edition</strong>The Comprehensive Literacy Curriculum• Teaches literacy explicitly, sequentially, and cumulatively• Comprises six levels, Books A–F,with six units of instruction(10 lessons per unit)• Includes a group-administeredplacement test to determinemultiple entry points into thecurriculum based on skill levelFocus on English LearningThe Comprehensive LiteracyCurriculum for English Learners• Contains the same explicit, sequential, and cumulativeliteracy instruction found in <strong>LANGUAGE</strong>! Fourth <strong>Edition</strong>with additional support for English language learners• Develops the oral language foundation needed toincrease students’ understanding of the key unitobjectives in <strong>LANGUAGE</strong>! Fourth <strong>Edition</strong><strong>LANGUAGE</strong>! InstructionalPlanning Tools• Customize lesson plans• Enable printing of Interactive Text pages4 <strong>LANGUAGE</strong>! <strong>Overview</strong> www.sopriswest.com/language


How does <strong>LANGUAGE</strong>! work?Cumulative and sequential multisensory activities engage students while establishingskills in phonemic awareness and phonics, word recognition and spelling, vocabularyand morphology, grammar and usage, listening and reading comprehension, andspeaking and writing. The <strong>LANGUAGE</strong>! instructional model weaves all of thesenecessary strands of literacy into the instructional steps of a daily lesson. Throughsix sequential, integrated steps, each lesson scaffolds content and instruction.STEPFrom SoundSTEPSTEPSTEPSTEPSTEPTo Textin every lesson(800) 547-6747 <strong>LANGUAGE</strong>! <strong>Overview</strong> 5


adjustadjustinstructDifferentiationof Instructionassess• Performance data drive differentiation.• Prescriptive teaching boxes guideteachers to reinforce or reteach based onstudent performance.If . . . Then . . .Students Reinforce:score • Use More About Adverbs in Lesson 4,below 80% Step 4.• Use Choose It and Use It in Lesson 7,Step 4.• Use Tense Timeline in Lesson 9, Step 4.Studentsscore ator below60%Reteach:• Verbs: Use Code It: Verbs in Lesson 1,Step 4.• Use: Review: Predicate Expansion inLesson 3, Step 4.• Use: Masterpiece Sentences: Stage 3in Lesson 5, Step 4.• Content Mastery retests allow teachers tocheck that mastery is achieved after reinforcingor reteaching content and skills.• Planning and Pacing Guides use icons—, , and —to identify activities thataccommodate specific learner needs.• Technology tools help teachers developmaterials to meet specific studentinstructional needs.• Interactive technology allows students topractice skills and content.• Homework Options provide practice beyondthe <strong>LANGUAGE</strong>! classroom.(800) 547-6747 <strong>LANGUAGE</strong>! <strong>Overview</strong> 11


<strong>LANGUAGE</strong>!Phonemic Awarenessand PhonicsEnglishLanguageLearnersLanguage-BasedLearningDisabilitiesCurriculumCasualtiesIn Step 1, students recognizethat words are composed ofphonemes, or sounds, and thatthose sounds map onto letters.Helps students learnthe building blocks ofthe English language,progressing from basic tomore complex across thecurriculum:/ j / / ă / / z /• Phoneme awareness• Syllable awareness• Morpheme awareness• Sound-spellingcorrespondence• Syllable types• Inflectional endings• Prefixes and suffixesjLanguage! Letter CardsaLanguage! Letter CardszLanguage! Letter CardsIn Unit 5, Lesson 1, students use tile manipulatives toidentify the number-sounds in a word. They then useletter cards to represent the sounds.Book A, Teacher <strong>Edition</strong>14 <strong>LANGUAGE</strong>! <strong>Overview</strong> www.sopriswest.com/language


In Step 2, students use thesound-to-letter correspondencesas the basis to build wordsto read and spell.<strong>LANGUAGE</strong>!Word Recognitionand SpellingEnglishLanguageLearnersLanguage-BasedLearningDisabilitiesCurriculumCasualtiestLanguage! Letter CardsaLanguage! Letter CardsoLanguage! Letter CardscLanguage! Letter Cards- ss - ll - ff - zzbass bill cliff jazzbrass hill stiff fizzclass kill staff frizzglassblisshisskissmissstillmLanguage!sLetter CardsjLanguage! Letter CardsLanguage! Letter CardslsLanguage! Letter CardsLanguage! Letter CardsaLanguage! Letter CardsiLanguage! Letter CardstLanguage! Letter CardslzLanguage! Letter CardsLanguage! Letter CardszlLanguage! Letter CardsLanguage! Letter CardsTeaches studentshow to fluently readand spell words:• Sound-spellingcorrespondences• Phonograms• Top 2,000 high-frequencywords that account for85% of the English wordsin print• Fluency: word recognition• Fluency: high-frequency words• Contractions• Spelling rulesIn Unit 5, Lesson 1, students use letter cards tobuild words, and learn the conditions for doublingfinal consonants such as zz in jazz.Book A, Teacher <strong>Edition</strong>(800) 547-6747 <strong>LANGUAGE</strong>! <strong>Overview</strong> 15


<strong>LANGUAGE</strong>!Vocabularyand MorphologyEnglishLanguageLearnersCurriculumCasualtiesLanguage-BasedLearningDisabilitiesIn Step 3, students link meaningto words they can read and spell.Develops the meanings ofwords students can readand spell across all stepsin the curriculum:• Word meanings and multiplemeanings• Latin and Greek roots, prefixes,and suffixes that open thewindow to the meanings ofmore than 60% of English words• Word relationships, antonyms,synonyms, and homophones• Structure for word knowledge;attributes and origins• Word forms• Use of words in sentences• Idioms and commonexpressions• Defining words in context• Bloom’s Taxonomy wordsto facilitate interpretingand answering questions• Vocabulary in writing• Transition words• Use of resources such as adictionary and thesaurusp01_TTU5L1MMM.indd 25 6/13/04, 7:32:38 AM© Jane Fell Greene. The purchaser may copy this page for use in the classroom.Multiple Meaning Map 25Multiple Meaning Map2. To play music inthe style of jazzThe musicians werejazzing duringrehearsal.jazz1. Type of musicThe concert willfeature jazz.3. StuffThe twins broughtall their favorite4. To make moreinterestingjazz on the trip.The students jazzedup their rooms withcolorful posters.jazz4. To make moreinterestingThe students jazzedup their rooms withcolorful posters.2. To play music inthe style of jazzThe musicians werejazzing duringrehearsal.3. StuffThe twins broughtall their favoritejazz on the trip.In Unit 5, Lesson 1, students use a graphicorganizer to map the multiple meanings ofdecodable words.Multiple Meaning MapThe concert will1. Type of musicfeature jazz.© Jane Fe l Greene. The purchaser may copy this page for use in the classroom.Multiple Meaning Map 25Transparencies16 <strong>LANGUAGE</strong>! <strong>Overview</strong> www.sopriswest.com/language


®<strong>LANGUAGE</strong>!Grammarand UsageIn Step 4, students learn thatword function and arrangementin a sentence create meaning,contributing to comprehensionand clear written communication.EnglishLanguageLearnersLanguage-BasedLearningDisabilitiesCurriculumCasualtiesWho did it?musiciansUnit 5 • Lesson 3Exercise 5 • Diagram It: Subject/Predicate/Direct Object Read the sentences. Then fill in the diagrams.1. Workers sang in the fields.Who did it? What did they do?workers sang2. People sang songs at work.Who did it? What did they do? Sang what?3. African Americans rewrote songs at church.Where did they sing?Where did they sing them?Who did it? What did they do? Rewrote what?inpeople sangatAmericans rewroteAfrican(continued) 4. Some musicians added ballads to jazz.Who did it? What did they do? Added what?musiciansSome5. Musicians played in dance halls.Who did it?musiciansWhat did they do?addedAdded what?balladsWhere did they add them?to jazzaddedtoWhat did they do?playedinballadsWhere did they add them?jazzWhere did they play?hallsdance 189atfieldsworkthesongsWhere did they rewrite them?churchsongs(continued)Increases understanding ofsentence parts and patternsto aid in comprehensionand writing:• Grammatical forms: nouns,pronouns, verbs, adverbs,prepositions, adjectives,conjunctions, participles• Grammatical functions:subject, predicate, directobject, object of a preposition,verb tense, subject/verbagreement• Sentence patterns: simple,compound, complex• Sentence combining• Sentence parts• Dependent clauses• Writing conventions• Edit/revise written work®Unit 5 • Lesson 3 189IT_U05L03.indd 189 6/11/04, 9:57:39 PMThe Comprehensive Literacy CurriculumInteractive TextBook AIn Unit 5, Lessons 1 and 3, students explore sentencestructure by building and diagramming sentences.BookABookAReadingWritingSpellingVocabularyGrammarSpeakingJane Fell Greene, Ed.D.Book A, Interactive Text(800) 547-6747 <strong>LANGUAGE</strong>! <strong>Overview</strong> 17


<strong>LANGUAGE</strong>!Listening andReading ComprehensionEnglishLanguageLearnersLanguage-BasedLearningDisabilitiesCurriculumCasualtiesIn Step 5, students read multipletext selections from differentgenres to develop fluency, buildbackground, learn vocabulary,and increase comprehension.Teaches comprehensionusing three different levelsof text, each with anincreasing level of difficulty:Content Area Topics:• Science, Social Studies,The HumanitiesGenres:• Expository• Fiction• Poetry• Drama• Adventure• Mystery• Sports• Science fiction• Historical fiction• Articles• Essays• Reviews• Plays• ScreenplaysSkills:• Types of text• Preview text• Build background• Text structure• Short-response questions• Open-ended questions• Multiple-choice questions• SummarizingMega-DialogBook A, Student TextWhat Is Jazz?Relax, kick back, and discover jazz. Jazz reminds usof our past, and jazz still lives today.TEACHER: Music is a language of its own. It has a written code andrecognized, meaningful symbols. Jazz is a kind of music. Whatis jazz?STUDENT: Jazz is a kind of music.TEACHER: Jazz is a type or kind of music. There are many kinds of music.You might be more familiar with rock or rap. What are jazz,rock, and rap?STUDENT: Jazz, rock, and rap are kinds of music.TEACHER: Many styles of music have their roots in classical music.Composers of classical music wrote very specific note sequencesfor musicians to play. Jazz differs from classical music. Thedifference has to do with how the musician uses written music.What is the difference?STUDENT: Musicians of classical music stick to the music. Jazzmusicians do not. They jam.TEACHER: When jazz musicians play their songs, they often add notes that114 Unit 5 • Jazz It Upare not written down. This is called improvising or “jamming.”A “jam session” is where musicians create new music or add toexisting music as they play. How do jazz musicians make theirmusic different?STUDENT: Jazz bands add notes that are not in the music. The notesthey add can have a fantastic impact!TEACHER: Some people like classical music for its style. Some peoplecriticize it because it is rigid. What do critics of classical musicthink of jazz?recipea list of stepsand parts neededto make food orsomething else118 Unit 5 • Jazz It UpHow did jazz begin? There was a “ recipe ” thathad many different ingredients. There were differentgroups of people, including Africans and Europeans.There were different kinds of music, including the5 blues and ragtime. All of these combined to makeAmerica’s own music, jazz. Here are some of theimportant ingredients.Workers sang songs as they worked together. Theysang in fields and on ships. They sang while working10 on the railroads. The work song was an important partof their day. With hammers or hoes in their hands,they worked to a steady beat. The songs made life alittle easier. There were many kinds of work songs, andthese songs played a part in jazz.15 Church music was important to jazz. AfricanAmericans made new kinds of church music. TheyIn Unit 5, Lessons 1, 2, and 3, students apply knowledgeof sound-spelling correspondences to read DecodableText. Then they read the Instructional Text selection andanswer comprehension questions based on that text.18 <strong>LANGUAGE</strong>! <strong>Overview</strong> www.sopriswest.com/language


®<strong>LANGUAGE</strong>!Speakingand WritingIn Step 6, students use ideas andcontent from the text selectionsas the basis for writing.EnglishLanguageLearnersLanguage-BasedLearningDisabilitiesCurriculumCasualtiesBookAThe Comprehensive Literacy CurriculumBookATopic: ingredients in jazz✰ dance music✰ church music✰ the bluesInteractive TextBook AReadingWritingSpellingVocabularyGrammarSpeakingIdentify three “ingredients,” or types of music, in thejazz recipe. Tell about them in a paragraph.®Jane Fell Greene, Ed.D.Book A, Interactive Text—combination of Africanand European music—played by slavesat plantation dances—new way of writingand playing old songs—African Americanscreated it in theirchurches Three ingredients in the jazz recipe are—slaves dance free music, church music, and the blues . Dance—life music still was hardone ingredient . It was a combination—made of African people feel and sad European music. It was played byslaves at plantation dances . Another ingredientwas church music . It was a new way of writingand playing old songs. African Americans createdit in their churches . A third ingredient was theblues . Slaves were free by the time the blueswere first played. But life was still hard. Thatmade people feel sad . Dance music, churchmusic, and the blues all helped create jazz .In Unit 5, Lessons 4 and 5, students writea paragraph after selecting and organizinginformation based on the Instructional Textselection in response to a prompt.Develops communicationskills through speakingand writing:Explicit instruction inthe following:• Structure of writing• Simple summaries• Expanded summaries• Sentence structure• Paragraph structure• Topic sentences• Concluding sentences• Paragraph writing• Report structure• Introductory paragraphs• Concluding paragraphs• Report writing• Responding to a prompt• Answering questions• Personal narratives• Compare and contrast• Narrative writing• Persuasive writing• The writing processAssessment based on:• Six Traits of Effective Writing(800) 547-6747 <strong>LANGUAGE</strong>! <strong>Overview</strong> 19


EnglishLanguageLearners<strong>LANGUAGE</strong>!Challenge Text forExtended LearningLanguage-BasedLearningDisabilitiesCurriculumCasualtiesChallenge Text selectionsexpand vocabulary and criticalthinking skills and further thedevelopment and application ofthe Step 5 content and skills.Continues to build higherordercomprehension skills.Develops listening strategies:• Ask questions for clarificationand understanding• Compare what is heard to priorknowledge and experiences• Identify fact and opinionin visual media• Create a map or informaloutline while listening• Determine the purpose forlistening (e.g., enjoyment,information, persuasion)Expands vocabulary development:• Gain exposure to written andoral language beyond students’skill level• Interpret and respond to higherorderthinking skills questionsthrough oral discussion• Develop listening andspeaking comprehension• Build background with morecomplex text selections• Develop literary terminologyEnriches background knowledge:• High-quality text selections• Motivational content• Multicultural perspectives• Age-appropriatereading selectionsMega-DialogWhat Is Jazz?Relax, kick back, and discover jazz. Jazz reminds usof our past, and jazz still lives today.TEACHER: Music is a language of its own. It has a written code andrecognized, meaningful symbols. Jazz is a kind of music. Whatis jazz?STUDENT: Jazz is a kind of music.TEACHER: Jazz is a type or kind of music. There are many kinds of music.You might be more familiar with rock or rap. What are jazz,rock, and rap?STUDENT: Jazz, rock, and rap are kinds of music.TEACHER: Many styles of music have their roots in classical music.Composers of classical music wrote very specific note sequencesfor musicians to play. Jazz differs from classical music. Thedifference has to do with how the musician uses written music.What is the difference?STUDENT: Musicians of classical music stick to the music. Jazzmusicians do not. They jam.TEACHER: When jazz musicians play their songs, they often add notes that114 Unit 5 • Jazz It Upare not written down. This is called improvising or “jamming.”A “jam session” is where musicians create new music or add toexisting music as they play. How do jazz musicians make theirmusic different?STUDENT: Jazz bands add notes that are not in the music. The notesthey add can have a fantastic impact!TEACHER: Some people like classical music for its style. Some peopleBook A,Student TextBook A, Student Textcriticize it because it is rigid. What do critics of classical musicthink of jazz?recipea list of stepsand parts neededto make food orsomething else118 Unit 5 • Jazz It UpBook A, Student TextHow did jazz begin? There was a “ recipe ” thathad many different ingredients. There were differentgroups of people, including Africans and Europeans.There were different kinds of music, including the5 blues and ragtime. All of these combined to makeAmerica’s own music, jazz. Here are some of theimportant ingredients.Workers sang songs as they worked together. Theysang in fields and on ships. They sang while working10 on the railroads. The work song was an important partof their day. With hammers or hoes in their hands,they worked to a steady beat. The songs made life alittle easier. There were many kinds of work songs, andthese songs played a part in jazz.15 Church music was important to jazz. AfricanAmericans made new kinds of church music. TheyIn Unit 5, Lesson 5, students listen to themore complex Challenge Text selectionsand answer critical-thinking questionsthrough group discussions.BookA20 <strong>LANGUAGE</strong>! <strong>Overview</strong> www.sopriswest.com/language


®The Comprehensive Literacy CurriculumBookAInteractive TextBook AAfter listening to an excerpt of a jazz recording, identify threethings you like or dislike about the piece of music. Write a paragraphexplaining three reasons why you like or dislike the music.ReadingWritingSpellingVocabularyGrammarSpeakingWriting Using the Challenge Textprovides additional opportunitiesfor applying skills and strategieslearned in Step 6 through writingand oral presentations based onthe Challenge Text selections.Ideas andContentBook A Writer’s ChecklistTrait Did I…? UnitOrganizationVoice andAudienceAwarenessWord ChoiceSentenceFluencyConventionsJane Fell Greene, Ed.D.Book A, Interactive Text®❏❏ Focus all sentences on the topic❏❏ Provide supporting details for my topic sentence❏❏ Include examples, evidence, and/or explanations to develop the supportingdetail sentences❏❏ Write a topic sentence❏❏ Tell things in an order that makes sense❏❏ Use transition words and/or phrases❏❏ Write a concluding sentence❏❏ Think about my audience and purpose for writing❏❏ Write in a clear and engaging way that makes my audience want to read mywork; can my reader “hear” me speaking❏❏ Try to find my own way to say things❏❏ Use words that are lively and specific to the content❏❏ Write complete sentences❏❏ Expand some of my sentences by painting the subject and/or predicateCapitalize words correctly:❑❑ Capitalize the first word of each sentence❑❑ Capitalize proper nouns, including people’s namesPunctuate correctly:❑❑ Put a period or question mark at the end of each sentence❑❑Put an apostrophe before the s for a singular possessive noun❑❑ Use a comma after a long adverb phrase at the beginning of a sentenceUse grammar correctly:❑❑ Use the correct verb tense❑❑ Make sure the verb agrees with the subject in numberSpell correctly:❑❑Spell all Essential Words correctlyApply spelling rules❑❑ The doubling rule (1-1-1) Pre-write Write Revise1151145662213, 6In Unit 5, Lesson 5, students write a paragraphin response to a prompt and apply the writingprocess—pre-write, write, and revise—using the<strong>LANGUAGE</strong>! Writer’s Checklist.131254416EnglishLanguageLearners<strong>LANGUAGE</strong>!Writing Using theChallenge TextLanguage-BasedLearningDisabilitiesCurriculumCasualtiesDevelops communicationskills through speakingand writing:Explicit instruction inthe following:• Oral language priming• Structure of writing• Simple summaries• Expanded summaries• Sentence structure• Paragraph structure• Topic sentences• Concluding sentences• Paragraph writing• Report structure• Introductory paragraphs• Concluding paragraphs• Report writing• Responding to a prompt• Answering questions• Personal narratives• Compare and contrast• Narrative writing• Persuasive writing• The writing processAssessment based on:• Six Traits of Effective Writing(800) 547-6747 <strong>LANGUAGE</strong>! <strong>Overview</strong> 21


Each level of text in <strong>LANGUAGE</strong>! is designed forspecific instructional purposes.Mini-Dialog 8Stage SettingDepending on where you live, different words havedifferent meanings for you. These people are from Boston,Massachusetts.Decodable Text—Independent ReadingThis ant can dig!What instinctsit has!This antdigs big, man.This is theants’ Big Dig!!!• Easiest readability; 75% decodable words based on thephonology Scope and Sequence in the curriculum• Used to practice application of decoding skills and build fluency• Preteaches vocabulary and background knowledge forInstructional Text; presents strategies for interpreting visualinformation and developing study and research skillsCritic’s Corner1. Does the fact that these two men are from Boston give youa clue as to what they mean by the Big Dig? (You will readabout the Big Dig later in this unit.)2. What are their perspectives on the ants’ Big Dig?Mini-Dialog 67Book A, Student TextInstructional Text—SharedReading and Supported Reading• Mid-range readability for the unit• Used to explicitly teach text structures• Develops vocabulary and contentknowledge to build comprehension• Used as the basis for writing in<strong>LANGUAGE</strong>! Step 6 Dr. Paul Sereno digs dinosaur bones. He gets athrill when he digs up the bones of dinosaurs wholived thousands of years ago. In 1997, Dr. Sereno led aNigerdig to Niger , Africa. He took 18 scientists with him.a country of west 5 The Touareg tribe helped his team look for bones. TheAfricaTouareg people live in Niger. They know their desertland best. They know where to look for bones.desertThe dig was a success. Dr. Sereno’s team hada dry place with a fantastic find. They found a new dinosaur. Thelittle rainfall10 Touareg told them a legend about a very big animal.They call it Jobar. The Touareg showed them where tolook for the bones. The scientists named the dinosaurJobaria. It means giant. How did they dig up theJobaria? Let’s follow the dig step by step.Step 1: Weʼve Got One!15 The Touareg lead the team to aspecial place. Bones stick out of desertrock. The Touareg tell the scientists theirlegend. These bones belong to the giantbeast, Jobar.Step 2: Digging In20 The dig begins. They use hammers,chisels, and drills. They work for 10emergesweeks. A huge skeleton emerges . It hascomes out of;been buried for 135 million years! Fifteenappearstons of rock cover it. The team carefully25 takes the bones from the rock.The Touareg tribehelped the team.76 Unit 3 • Dig It!Book A, Student TextThe Special Olympics Games are unique sportingevents. What’s different about them? All the athleteshave intellectual disabilities. The coaches, the trainers,volunteersand even the officials are volunteers . Special Olympicspeople who perform 5 achieves at least three goals. First, the games providea service for free experience. Second, they boost athletes’ self-confidence.Last, they give athletes the joy of competition. Everyachievesathlete benefits from the positive experience ofaccomplishes;competing in a sport. But winning is not the sole focus.completes10 In fact, the Special Olympics Athlete Oath reads: “Let mesuccessfullywin. But if I cannot win, let me be brave in the attempt.”Special Olympics has grown over the years. It beganinternational as a day camp and rapidly evolved into an internationalhaving to do with event. The first International Special Olympics Gamesmore than one 15 took place in 1968. Chicago was the first host forcountrythis hugely successful event. Later, many differentcommunities began to host the games. Today, the SpecialOlympics Games include 27 official sports. There areindividual events like gymnastics and swimming, and20 there are team sports, such as basketball and softball.More than two million athletes participate around theworld, and there are more than 700,000 volunteers.82 Unit 16 • Cheer an AthleteBook C, Student TextThe Study ofMummiesChallenge Text—Read Aloud• Highest readability text in the unitThe ancient Egyptians believed that withineveryone were spirits that lived on after death.They believed that the spirits needed to beable to recognize the body so they could use5 it as a dwelling place forever. For them, it wasimportant that a body be preserved afterdeath. To keep the body from decaying, theydeveloped the process of mummification.To start, the ancient Egyptians removed10 organs that would be hard to dry out. Thefirst was the brain. They believed the brainwas the “ marrow of the skull.” They threw awaythe brain. Then they took out the liver, stomach, lungs,and intestines, dried them separately, and placed them in15 protective containers called canopic jars.Next, the Egyptians removed all the moisture fromthe body. They packed it in a blend of salts called natron;these salts were sacred. At last, the body was completelydry, like leather. They added oil, spices, jewelry, and20 finally the linen wrappings.Last, the Egyptians protected the mummy and madeit waterproof. To do this, they spread layers of rubberytree gums or resins over layers of linen bandages. Theseresins turned black over time. They still can be seen on25 most mummies. In fact, the word “mummy” comes fromthe Arabic word mumia, meaning “tar” or “bitumen.”marrowthe soft tissue thatfills the hollowcenters of mostbonesPainted woodencanopic jar.expertisespecial skill indoing somethingFive hundred years ago, Spain was a world superpower,and the newly discovered continent we now call NorthAmerica lay unexplored by Europeans. Among earlyexplorers, the Spanish were heralded for their expertise5 and their successful voyages. For the Spanish explorers, anexpedition to the New World promised new knowledge,exotic adventures, land, riches, and power. In 1527, AlvarNuñez Cabeza de Vaca (c. 1490–c. 1557), a member of theSpanish nobility, left Spain as part of a royal expedition that10 intended to claim land in North America for Spain. WhenCabeza de Vaca departed, he could never have anticipatedthat before he returned home, his quest would take himthrough the lands we now call Florida, Texas, and Mexico.In his journal, titled Relación, which was first published15 in 1542, Cabeza de Vaca recounts his experiences. He tellsof the disastrous outcome of the expedition that left himand a few companions struggling to survive as they traveledfor eight years and over 6,000 miles, from Florida throughTexas and Mexico all the way to the Pacific Ocean. For20 Cabeza de Vaca, the journey was characterized not onlyby extreme suffering, but also by personal discovery andgrowth. His keen powers of observation of other people andhis environment, as well as his own thoughts and feelings,have kept Cabeza de Vaca’s journal a bestseller to this• Develops vocabulary andbackground knowledge• Provides exposure to variousliterary genres• Comprehension questions gearedtoward higher-order thinking skillsThe Study of Mummies 105182 Unit 34 • Seek KnowledgeBook C, Student TextBook F, Student Text22 <strong>LANGUAGE</strong>! <strong>Overview</strong> www.sopriswest.com/language


The Student Text provides twobuilt-in reference tools.Visual Vocabulary—A Vocabulary Reference Tool• Uses visual images to facilitate English learners’transfer of vocabulary knowledge from theirfirst language• Supplies student-friendly definitions and contextsentences with each vocabulary word, makingword meanings accessible to all learners• Provides visual images for highlightedInstructional Text, Challenge Text, andEssential Words in Books A and BCompound WordsWhat is a Compound Word? (Unit 3)A compound word is made up of two or moresmaller words.In a compound word, both words have to be realwords that can stand on their own.sand+ bag= sandbagSTEP 2For more aboutCompound Words, seeStep 3, page H19.Visual Vocabularythe(thә ) articlea certain thing178 Visual Vocabulary1. The owl flies. 2. The boy 3. The girlsmiles.waves.theoryThe scientists came up with a theory to help(thîr’ē) nounexplain how stars are formed.idea or explanationnot proven scientificallythere(thâr) adverbin or at afarther placeThere isa ruler.theseThese are(thēz) pronoun pens.used to show multiplethings that are closerthey(thā) pronounused to refer to agroup being spokenor written aboutthis(thĭs) pronounused to showsomething thatis closerThe owl The boy The girlThey are biking.This isa pen.Here isa ruler.Book A, Student TextTheseare pens.This isa pen.There isa ruler.Those arebooks.That isa book.Noun FunctionsCompound WordsUnit 3 catnip grandstand sandbaggranddad handbag sandblastUnit 4 backhand backtrack skinflintbackpack pigskin slapstickUnit 5 backdrop bobcat hotdog windmillbacklog cannot jackpotbackstop hilltop laptopNouns have several functions (jobs).Noun as a Subject (Unit 2)Nouns can serve as the subjects of sentences.The subject:< is one of two main parts of English sentences.< names the person, place, or thing that the sentence is about.< usually comes before the verb.< answers “Who (what) did it?”Ask yourself…Unit 6 hatbox quicksand hotbox sandboxBook A,Student TextTo find the subject in asentence, ask yourself“Who (what) did it?”Handbook H13Who did it?nounThe man made a map.subjectSTEP 4Student Handbook—A Content Reference Tool• Uses examples andillustrations to make abstractconcepts concrete• Provides a reference tool forthe step-by-step cumulativecontent in the curriculum• Used as a content referenceduring instructionWhat did it?nounThe map helped the man.subjectBook A, Student TextHandbook H27(800) 547-6747 <strong>LANGUAGE</strong>! <strong>Overview</strong> 23


Reading and writing are reciprocal in <strong>LANGUAGE</strong>!“Excellent instruction in writing not only emphasizes correctness of forms and conventions, butalso instills in writers the command of a wide variety of forms, genres, styles, and tones, and theability to adapt to different contexts and purposes.”Organizing Information (Unit 1)—Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools (2007)<strong>LANGUAGE</strong>! aligns with the criteria for effective adolescent writing instruction,as recommended by Writing Next. In particular, the curriculum addresses writingfor content learning and writing strategies, which involve teaching students toplan, revise, and edit their compositions.(Unit 1)Graphic organizers and outlines help organize information to plan to write.recipethe directions andingredients tomake something;a formula166 Unit 5 • Jazz It Up51015How did jazz begin? There was a recipe ! There weremany parts. There were different people. There wereAfricans. There were Europeans. There was differentmusic. There was the blues. There was ragtime. All ofthese combined. They made up the recipe. America’sown music was born. It was jazz.Workers sang. Where? They sang in fields. They sangon ships. They sang on railroads. The work song wasa part of their day. People worked together. They sangwork songs. They worked to a beat. The songs madeit easier. There were many kinds of work songs. Worksongs played a part in jazz.Church music was important to jazz. AfricanAmericans made new kinds of church music. Blackpeople formed churches. They rewrote old songs. Theychanged words. They changed the beat. They changed• <strong>LANGUAGE</strong>! students organize thoughts, writeincreasingly sophisticated text, and communicateeffectively through the writing process. They progressfrom writing expository paragraphs to literaryanalyses and reports.Using the Six Traits to Revise a Paragraph (Unit 6)Draft ParagraphBoth graphic organizers can organize the same information.Three ingredients in the jazz recipe aredance music, church music, and the blues .Dance music was one ingredient . It wasa combination of African and Europeanmusic. It was played by slaves at plantationdances . Another ingredient was churchmusic . It was a new way of writing andplaying old songs. African Americans createdit in their churches . A third ingredient wasthe blues . Slaves were free by the time theInformal (Two-Column) Outline (Unit 5)H54 Handbookblues were first played. But life was stillhard. That made people feel sad.PEditor’s Marksadd or change textdelete textmove textnew paragraphcapitalize/ lowercaseinsert periodcheck spelling or spell out wordDraft Paragraph with EditsThe Benefitsof ExerciseLet’s Work Out!Regular exercise helps people in twoimportant ways It improves people’shealth. It make the hart, lungs, bones,and muscles stronger. Workin’ out is alsogood for the mind. It makes people feelbetter about themselves. It calms themdown when they feel bad. People shouldget exercise.Let’s Work Out!Regular exercise helps people in twoFirst,important ways . It improves people’s health.sIt make the hart, lungs, bones, and musclesIt keeps people at a healthy weight. Exercisestronger. Workin’ out is also good for the mind.It makes people feel better about themselves.angry or stressedIt calms them down when they feel bad.When people getPeople should get exercise. exercise, they stay fit,healthy, and happy.H66 HandbookBook A, Student Text24 <strong>LANGUAGE</strong>! <strong>Overview</strong> www.sopriswest.com/language


® ®• <strong>LANGUAGE</strong>! students alternate between writingcompositions based on the text that they have readand writing from prompts that elicit their imaginationand their personal experiences.Writing exercises encompass:• Expository Paragraphs• Personal Narratives• Expository Opinion Essays• Literary Analysis Essays• Persuasive EssaysRevised ParagraphT h Benefits e of ExerciseRegular exercise helps people in two importantways. First, it improves people’s health. It makesthe h e a r , lungs, t bones, and muscles stro n g e r. Itkeeps people at a healthy weig ht. Exercise is alsogood for the mind. It makes people feel betterabout themselves. It calms them down when theyfeel a n g r yor stressed . W h e people n get exercise,t h e ystay fit, healthy, and happy.Idea s and Content : added another explanationOrganization : added a transitionVoice : used a more formal tone of voice for a school paperWord Choice : used more specific wordsSentence Fluency : wrote a longer sentenceConventions : corrected spelling, punctuation, and grammar errorsSTEP 6Needs correct spine size64 Unit 32 • Go For Gold“The Treasure of the Sierra Madre” LiteraryAnalysisI like a good action story that makes me think. “TheTreasure of the Sierra Madre” by B. Traven is that kind ofstory. Traven tells the story of three men who dig for goldin the Sierra Madre Mountains of Mexico. Dobbs andCurtin don’t know how to prospect for gold. They dependon Howard, a long time gold prospector, to lead them intothe mountains and teach them the process of panning andsifting for gold. The men find gold, but then the troublebegins. The author uses the character of Dobbs to show howthe greed for gold can change a good man into a bad one.Three scenes—the discussion of dividing the gold, the nightin the tent, and the gila monster incident—show how thehunt for gold turns Dobbs from a normal person to a possiblemurderer.At the beginning of the story, Dobbs seems to be a normalperson. He puts up money for the trip, and he is gratefulto Howard for showing him and Curtin how to prospectfor gold. “My hat’s off to you,” he tells Howard. “I’d hate tothink what would have happened to Curtin and me if we’dgone it alone.” As the gold starts rolling in, however, Dobbs’sgreed for it grows. He wants to go for seventy-five thousanddollars worth, much more than either of his partners wants.As his hunger for gold increases, so does Dobbs’s distrust in®5101520“I’ve dug in Alaska and in Canada and Colorado. I waswith the crowd in British Honduras where I made my fareback home and almost enough over to cure me of the [gold]fever I’d caught. I’ve dug in California and Australia, allover the world practically. Yeah, I know what gold does tomen’s souls. . . . Aw, as long as there’s no find, the noblebrotherhood will last, but when the piles of gold begin togrow, that’s when the trouble starts.”—Howard, the oldprospector from The Treasure of the Sierra MadreFor its dramatic portrayal of the pitfalls of human greed,The Treasure of the Sierra Madre endures as one of themost popular Hollywood movies ever made. The screenplay,written by John Huston, was based upon a 1936 novel byB. Traven, a mysterious and elusive individual who wrotenovels under an assumed name and who lived incognito inMexico in the 1920s. John Huston, a well-known Americanfilm director, actor, and screenwriter, won an AcademyAward in 1948 for his screenplay version of the novel.This classic film tells a gripping story of three men—Dobbs, Curtin, and Howard—who join forces to prospectfor gold in the mountain range known as the Sierra Madreof northeastern Mexico. Dobbs and Curtin have separatelytraveled to Mexico in search of an opportunity to make aThe Comprehensive Literacy CurriculumHandbook H67BookF BookFReadingWritingSpellingVocabularyGrammarSpeakingJane Fell Greene, Ed.D.Book F, Student Text(800) 547-6747 <strong>LANGUAGE</strong>! <strong>Overview</strong> 25


Focus on Academic LanguageThe <strong>LANGUAGE</strong>! Contrastive Analysis Charts assist teachers in understanding the difficultiesstudents may encounter when learning English. These charts highlight major differencesin phonology, orthography, morphology, and syntax between a student’s first languageand Academic English.Contrastive Analyses: Students’ First Languages With EnglishEach chart identifies predictable areas of difficulty for native speakers of a particular languagewho are learning English:• Chinese• Haitian Creole• Hmong• KhmerContrastive Analyses:American English Variations with Contrastive Academic Analyses: English• KoreanAmerican English Variations with Contrastive Academic Analyses: EnglishAmerican English Variations with Contrastive Academic Analyses: EnglishAfricanAmerican English Variations with Contrastive Academic Analyses: English• Pilipino (Tagalog)American English Variations with Contrastive Academic Analyses:AmericanEnglishPhonological Variations Morphological American Variations English Syntactic Variations Variations with Contrastive Academic Analyses: EnglishPhonological Vernacular Variations Morphological American Variations English Syntactic Variations Variations with Academic English• PortugueseVowelsPlural -sOvergeneralization of the singular pastPhonological Variations Morphological Variations Syntactic VariationsMerge Vowels of / ĭ / and / ĕ / before / m / and / Nouns Plural ending -s in voiceless consonants tense Overgeneralization was to both singular of the and singular plural pastPhonological Variations Morphological Variationsn /: pin (“pen”); him (“hem”). U7.L3.S1 are made plural by adding / ĭz / or by subjects: They Syntactic was (“they VariationsMerge Vowels of / ĭ / and / ĕ / before / m / and / Nouns Plural ending -s in voiceless consonants tense Overgeneralization was to both singular were”); of the and singular We plural pastPhonological Variationsdeleting the final Morphological consonant: desez Variations• Russiann /: pin (“pen”); him (“hem”). U7.L3.S1 are made plural by adding / ĭz / or by was subjects: (“we were”). They Syntactic U5.L8.S3; was (“they VariationsU8.L7.S4;Consonants Merge Vowels of / ĭ / and / ĕ / before / m / and / Nouns Plural ending -s in voiceless consonants tense Overgeneralization was to both singular were”); of the and singular We plural pastPhonological or des’ deleting (“desks”); the final tesez Morphological consonant: tes’ (“tests”) desez Variations U12.L4.S4n /: pin (“pen”); him (“hem”). U7.L3.S1 are made plural by adding / ĭz / or by was subjects: (“we were”). They Syntactic U5.L8.S3; was (“they U8.L7.S4;Stops Consonants Merge Vowels of / ĭ / and / ĕ / before / m / and / Nouns Plural ending -s in voiceless consonants tense Overgeneralization was to both singular were”); of the and singular We plural pastPhonological Variations Morphological Phonological U7.L5.S1 or des’ (“desks”); tesez tes’ (“tests”) Deletion U12.L4.S4n /: pin (“pen”); him Variations deleting the final Morphological(“hem”). U7.L3.S1 are made plural consonant: by adding desez / Syntactic Variations was of (“we a form were”). of be U5.L8.S3; in the present U8.L7.S4;Voiced Stops Consonantsstops in Merge stressed of / syllables ĭ / and / ĕ / before / m / and / Nouns ending in voiceless ĭz consonants / or by subjects: tense They was VariationsSyntactic was (“they VowelsPlural -sOvergeneralization to both singular were”); of the and singular We plural past• SpanishDeletion U7.L5.S1 or of des’ -s(“desks”); “nouns tesez of measure” or tes’ (“tests”) progressive occurs where Academicbecome voiceless: bak (“bag”). U2.L1.Deletion U12.L4.S4n /: deleting the final consonant: desez was of (“we a form were”). of be U5.L8.S3; in the present U8.L7.S4;Voiced Stops Consonantsstops in Merge pinstressed Vowels (“pen”); of / syllables ĭ him / and (“hem”). / ĕ / before U7.L3.S1 / m / and / are Nouns made Plural plural ending -sby in adding voiceless / ĭz consonants / or by subjects: tense Overgeneralization They was to was both (“they singular were”); of the and singular We plural pastTha’ cos’ five dolla’ (“That costs five English uses contractions: I startin’ theS1; become U3.L1.S1; voiceless: U4.L2.S1; bak U6.L3.S1Deletion U7.L5.S1 or of des’ -s(“desks”); “nouns tesez of measure” or tes’ (“tests”) progressive(“bag”). U2.L1.Deletion U12.L4.S4n /: deleting the final consonant: desez was occurs of (“we a form where were”). of be Academic U5.L8.S3; the present U8.L7.S4;Voiced Stops Consonantsstops in Merge pin (“pen”);stressed of / syllables ĭ him / and (“hem”). / ĕ / before U7.L3.S1 / m / and / are Nouns made plural ending by in adding voiceless / ĭz consonants / or by subjects: tense They was to was both (“they singular were”); and We pluraldollars.”). U9.L5.S3car. (“I’m starting the car.”); She eatin’VowelsPluralFricatives S1; -sTha’U3.L1.S1; U4.L2.S1; U6.L3.S1Deletion cos’ U7.L5.S1 five or of des’ dolla’ -s(“desks”); (“That “nouns costs tesez of measure” five or tes’ (“tests”) English progressive uses contractions: I startin’ thebecome voiceless: bak (“bag”). U2.L1.Deletion U12.L4.S4n /: pin (“pen”); him (“hem”). U7.L3.S1 deleting are made the final plural consonant: by Overgeneralization adding desez / ĭz / or by was occurs of (“we a form where were”). of be Academic U5.L8.S3; of the present U8.L7.S4; singular pastVoiced Stops Consonantsstops in stressed syllables dollars.”). U9.L5.S3rice car. (“She’s (“I’m eating starting rice.”). U5.L8.S3;• Vietnamesesubjects: the car.”); They She eatin’was (“they were”); WeThird Person Tha’ -s/ d / Fricatives replaces S1; U3.L1.S1; / th / U4.L2.S1; word-initial U6.L3.S1Deletion cos’ U7.L5.S1 five or of des’ dolla’ deleting -s(“desks”); (“That “nouns the final costs tesez of measure” consonant: five or tes’ (“tests”) desez English progressive uses contractions: I startin’ thebecome voiceless: bak (“bag”). U2.L1.Deletion U12.L4.S4 was occurs of (“we a form where were”). of be Academic U5.L8.S3; the present U8.L7.S4;Voiced Stops Consonantsstops stressed syllablesU9.L3.S4; rice (“She’s U12.L4.S4dollars.”). eating rice.”). U5.L8.S3;position: dis (“this”); dat (“that”). -s in Third third Person Tha’ U9.L5.S3car. (“I’m starting the car.”); She eatin’person singular -s may be/ d / Fricatives replaces S1; U3.L1.S1; / / in U4.L2.S1; word-initial U6.L3.S1Deletion cos’ U7.L5.S1 five or of des’ dolla’ -s(“desks”); in (“That “nouns costs tesez of measure” five or tes’ (“tests”) English progressive uses contractions: I startin’ thebecome voiceless: bak (“bag”). U2.L1.Deletion U12.L4.S4Merge of / ĭ / and / ĕ / before / m / and / Nouns endingoccurs where AcademicVoicedin of a form of be the presentStopsstops stressed syllablesconsonants tense was to both singular and pluralU8.L4.S1; U12.L3.S1deleted from regular verbs or added toBeen U9.L3.S4; used to mark U12.L4.S4dollars.”). rice (“She’s eating action rice.”). that took U5.L8.S3;position: dis (“this”); dat (“that”). -s in Third third Person Tha’ U9.L5.S3car. (“I’m starting the car.”); She eatin’person singular -s may be/ d / Fricatives replaces S1; U3.L1.S1; / / in U4.L2.S1; word-initial U6.L3.S1Deletion cos’ U7.L5.S1 five of dolla’ -s in (“That “nouns costs of measure” five English progressive uses contractions: I startin’ thebecome voiceless: bak (“bag”). U2.L1.Deletion occurs of a form where of be Academicthe presentVoiced stops stressed syllablesirregular verbs: He run. (“He runs.”); Weplace earlier in time yet is still pertinent/ v / U8.L4.S1; replaces U12.L3.S1deleted from regular verbs or added toBeen U9.L3.S4; used to mark U12.L4.S4dollars.”). U9.L5.S3rice car. (“She’s (“I’m eating action starting rice.”). that the took U5.L8.S3; car.”); She eatin’n /: pin (“pen”); him (“hem”). U7.L3.S1 are madeposition:pluralth dis / in (“this”); word-medial dat (“that”). -s in Third third Person Tha’ person cos’ singular -s five dolla’ may (“That be costs five English uses contractions: I startin’ the/ d / Fricatives replaces S1; become U3.L1.S1; by adding/ / in voiceless: U4.L2.S1; word-initial and bak U6.L3.S1 (“bag”)./ ĭzU2.L1./ or by Deletion of -s in subjects: “nouns of measure” They progressive was occurs (“they where Academic were”); Wegoes there (“We go there.”). U4.L4.S3(present perfect): I been know youirregular verbs: He run. (“He runs.”); Weplace earlier in time yet is still pertinentContrastive Analyses:word-final / v / U8.L4.S1; replaces U12.L3.S1deleted from regular verbs or added toBeen U9.L3.S4; used to mark U12.L4.S4dollars.”). rice (“She’s eating action rice.”). that took U5.L8.S3;position: th dis mover / (“this”); word-medial (“mother”); dat (“that”). -s in Third third Person Tha’ person cos’ U9.L5.S3singular -s five dolla’ may (“That be costs five car. English (“I’m starting uses contractions: the car.”); She I startin’ eatin’ the/ d / Fricatives replaces S1; U3.L1.S1; / / in U4.L2.S1; word-initial and U6.L3.S1forever (“I have known you forever.”).goes there (“We go there.”). U4.L4.S3(present perfect): I been know youbave word-final (“bathe”). U8.L6.S1; mover U12.L5.S1 (“mother”);Possession irregular verbs: He run. (“He runs.”); Weplace earlier in time yet is still pertinent/ v / U8.L4.S1; replaces U12.L3.S1deleted from regular verbs or added toBeen U9.L3.S4; used rice to (“She’s mark U12.L4.S4 eating action rice.”). that tookdeleting the final consonant: desez dollars.”). U9.L5.S3 was (“we were”). U5.L8.S3; U8.L7.S4;position: th dis / in (“this”); word-medial dat (“that”). -s in Third third Person person singular -s may beandVariations forever of (“I the have verb known car. (“I’m Be used you to forever.”).starting the car.”); She eatin’/ d / Fricatives replaces / / in word-initial goes there (“We go there.”). U4.L4.S3(present perfect): I been know youPossessive ’s is in nouns. TheAmerican English Variations/ f / bave replaces word-final (“bathe”). / / in U8.L6.S1; word-medial mover U12.L5.S1 (“mother”);Possession irregular verbs: He run. (“He runs.”); Weplace earlier in time yet is still pertinent/ v / U8.L4.S1; replaces U12.L3.S1deleted from regular verbs or added toBeen U9.L3.S4; used rice to (“She’s mark U12.L4.S4 eating action rice.”). that took U5.L8.S3;Consonantsposition: th dis / in (“this”); word-medial dat (“that”). -s in Third third Person person singular -s mayandindicate be/ d / replaces / / in word-initialVariations forever habitual of (“I the action. have verb known He Be always used you to forever.”). bepossessive goes relies there more (“We on position go there.”). than U4.L4.S3(present perfect): I been know youand / word-final f / bave replaces word-final (“bathe”). position: / / in U8.L6.S1; word-medialanyfing mover U12.L5.S1 (“mother”);Possessive Possession irregular ’s is verbs: in nouns. He run. The (“He runs.”); Weplace earlier in time yet is still pertinent/ v / U8.L4.S1; replaces / U12.L3.S1deleted from regular verbs doing or addedindicate this toBeen U9.L3.S4; used to mark U12.L4.S4or des’ (“desks”); tesez or tes’ (“tests”) U12.L4.S4action that tookposition: th dis / in (“this”); word-medial dat (“that”). -s in third person singular may be (“He habitual is always action. doing He this.”). always beinflection:andThe man car (“The man’sVariations forever of (“I the have verb known Be used you to forever.”).(“anything”); and word-final baff (“bath”). position: U8.L5.S1;possessive goes relies there more (“We on position go there.”). than U4.L4.S3(present perfect): I been know youanyfingPossessive ’s is in nouns. The U9.L7.S4/ f / bave replaces (“bathe”). / / in U8.L6.S1; word-medial U12.L5.S1 Possession irregular verbs: He run. (“He runs.”); Weplace earlier in time yet is still pertinentword-final / v / U8.L4.S1; replaces position: / U12.L3.S1deleted from regular verbs doing or added this toBeen used to mark action that tookStopsmover (“mother”);(“He is always doing this.”).car.”). U3.L8.S3; U6.L5.S3; U7.L2.S4;indicate habitual action. He always beThese charts examineU12.L5.S1inflection: The man car (“The man’sVariations forever of (“I the have verb known Be used you to forever.”).U7.L5.S1th / in word-medial and(“anything”); and word-final baff (“bath”). position: U8.L5.S1;possessive goes relies there more (“We on position go there.”). than U4.L4.S3(present perfect): I been know youanyfingPossessive ’s is deleted in nouns. TheU7.L7.S4 car.”). U3.L8.S3; U6.L5.S3; U7.L2.S4;Use U9.L7.S4/ f / bave replaces (“bathe”). / / in U8.L6.S1; word-medial U12.L5.S1 Possession irregular verbs: He run. (“He runs.”); Weplace earlier in time yet is still pertinentword-final / v / replaces position: / th mover / in word-medial (“mother”);of had doing indicate to this indicate (“He habitual is past always tense: action. doing He He this.”). always beNasals U12.L5.S1inflection:andDeletion ofThe man car (“The man’sVariations forever aof (“I the have verb known Be used you to forever.”).(“anything”); and word-final baff (“bath”). position: U8.L5.S1;possessive goes relies there more (“We on position go there.”).anyfinghadthan U4.L4.S3(present form perfect): of I been in know the you presentVoiced stops in stressed syllablestold me that (“He told me that.”).Possessive U7.L7.S4 car.”).Use U9.L7.S4/ f / bave replaces word-final (“bathe”). / / position: in U8.L6.S1; word-medial mover U12.L5.S1 (“mother”);Possessive Possession ’s is deleted in nouns. Theof had doing to this indicate (“He is past always tense: doing He this.”).’s may U3.L8.S3; be added U6.L5.S3; to mine: U7.L2.S4;indicateReduction Nasals U12.L5.S1inflection: The man car (“The man’sVariations forever habitual of (“I the action. have verb known He Be always used you to forever.”). be(“anything”); of / and ng word-final to / n baff / (“bath”). word-final position: U8.L5.S1; anyfingcontrasts betweenDeletion of -spossessive relies more on positionThis Possessive is U7.L7.S4 mine’s (“This ’s may is be mine.”) added to mine:Variations hadthanUse told U9.L7.S4/ in f / replaces “nouns / / word-medial of measure”bave (“bathe”). U8.L6.S1; U12.L5.S1 Possessive Possession ’s is deleted progressive in nouns. Thein of me subject-verb had doing that to (“He indicate told agreement past that.”).car.”). U3.L8.S3; U6.L5.S3; U7.L2.S4;indicateoccurs this (“He habitual is always wheretense: action. doing He He this.”). alwaysAcademicposition: Reduction Nasals runnin’ U12.L5.S1inflection: The man car (“The man’sVariations of the verb Be used to bebecome voiceless: bak (“bag”). U2.L1.(“anything”); of /(“running”). ng to / n baff / U5.L3.S6;(“bath”). word-final U8.L5.S1;possessiveand word-final position: anyfingPossessive relies ’s is more deleted on position inusingnouns.do and have. She do that. (“SheU8.L9.S1 position: runnin’ (“running”). U5.L3.S6;The This possessive Possessive is U7.L7.S4 mine’s form (“This ’s may whose is be mine.”)Variations hadthan TheUse told U9.L7.S4/ f / replaces / / word-medialin of me subject-verb had doing that to (“He indicate told agreement past that.”).car.”). U3.L8.S3;tense: Hereplaced added U6.L5.S3; to by mine: U7.L2.S4;indicate this (“He habitual is always action. doing He this.”). always beTha’ cos’ five Reduction Nasals U12.L5.S1 dolla’inflection: The man car (“The man’s(“anything”); of / and ng / word-final to /(“That n baff / (“bath”). word-final position: U8.L5.S1; costs anyfing five possessive relies English more ondoesposition usesusing that.”); do You and has have. to She go (“You do that. have (“She towho: I don’t know who car that isAcademic English and:-ing U8.L9.S1The This possessive Possessive is U7.L7.S4 mine’s form (“This ’s may whose is be mine.”)Variations hadthanUse told U9.L7.S4 contractions: I startin’ thein of me subject-verb had doing that to this (“He indicate (“He told agreement is past always that.”). tense: doing He this.”).S1; U3.L1.S1; U4.L2.S1; U6.L3.S1car.”). replaced added to by mine:replaced position: Reduction by Nasals runnin’ -ang U12.L5.S1inflection: U3.L8.S3; The U6.L5.S3; man U7.L2.S4;of /(“running”). single-syllable/ to / n / U5.L3.S6; in word-finalgo.”).(“Thedoes U15.L5.S4;man’s(“anything”); baff (“bath”). U8.L5.S1;that.”); You U17.L9.S4 has to go (“You have to(“I don’t who: know I don’t whose know who that car is.”).using do and have. She do that. (“Shethat iswords: -ing U8.L9.S1 thang replaced position: (“thing”); by runnin’ -ang rang (“running”). single-syllable(“ring”). U5.L3.S6;The This possessive Possessive is U7.L7.S4 mine’s form (“This ’s may whose be mine.”)Variations had Use told U9.L7.S4of me subject-verb had that to (“He indicate told agreement past that.”). tense: Hedollars.”). U9.L5.S3car.”). U3.L8.S3; replaced added U6.L5.S3; car. to by mine: (“I’m U7.L2.S4; starting the car.”); She eatin’Reduction Nasals U12.L5.S1 of / / to / n / in word-final(“I don’t know whose car that is.”).Use go.”). of nonstandard does U15.L5.S4; using that.”); do You and irregular U17.L9.S4 has have. to verbs She go (“You do that. have (“She toU10.L1.S1who: I don’t know who car that iswords: -ing U8.L9.S1 thang replaced position: (“thing”); by runnin’ -ang rang (“running”). single-syllable(“ring”). U5.L3.S6;The This possessive Possessive is U7.L7.S4 mine’s form (“This ’s may whose be mine.”)Variations had Use told of me subject-verb had that to (“He indicate told agreement past that.”). tense: Hereplaced added topastby mine:Reduction of / / to / n / in word-finalUse and go.”). of past nonstandard does U15.L5.S4; perfect that.”); tenses: You irregular U17.L9.S4FricativesNasalshas We to seen(“I don’t know whose car that is.”).using do and have. verbs She go (“You do in that. have (“She to• African AmericanLateral U10.L1.S1who: I don’t know who car that iswords: -ing U8.L9.S1 thang replaced position: (“thing”); by runnin’ -ang rang (“running”). single-syllable(“ring”). U5.L3.S6;The This possessive Possessive is mine’s form (“This ’s may ricewhose be mine.”)Variations subject-verb agreementreplaced added (“She’sthattopast (“We by mine: eatinghad told merice.”).that (“He toldU5.L8.S3;that.”).Reduction of / / to / n / in word-finalUse and saw go.”). of past nonstandard does that.”). U15.L5.S4; perfect that.”); tenses: You irregular U17.L9.S4 has We to seen(“I don’t know whose car that is.”).using do and have. verbs She go (“You do in that. have (“She to/ l / Lateral may U10.L1.S1who: I don’t know who car that isbe words: produced -ing U8.L9.S1 thang replaced as (“thing”); a separate by -ang rang single-syllable(“ring”).The This possessive is mine’s form (“Thisposition: runnin’ (“running”). U5.L3.S6;whose mine.”)Variations in subject-verb agreementThird Person -sreplaced that past (“We byUse and saw go.”). of past nonstandard does that.”). U15.L5.S4; perfect that.”); tenses: You irregular U17.L9.S4 has We to seen(“I don’t know whose car that is.”).verbs go (“You in have to/ d / replaces / th / in word-initialU9.L3.S4; U12.L4.S4using do and have. She do that. (“Shesyllable / l / Lateral may the U10.L1.S1who: I don’t know who car that isbe words: end produced -ing of words U8.L9.S1 thang replaced as (“thing”); like a separate by cool/ -ang rang single-syllable(“ring”).The possessive form whose replaced that past (“We byUse and saw go.”). of past nonstandard does that.”). U15.L5.S4; perfect that.”); tenses: You irregular U17.L9.S4 has We to seen verbs go (“You in have toVernacular English (AAVE)(“I don’t know whose car that is.”).coal. syllable U11.L8.S1 / l / Lateral may the U10.L1.S1who: I don’t know who car that isbe words: end produced -ing of words thang replaced as (“thing”); like a separate by cool/ -ang rang in single-syllable(“ring”).that past (“We Use and saw go.”). of past nonstandard that.”). U15.L5.S4; perfect tenses: irregular U17.L9.S4position: dis (“this”); dat (“that”). -s in third person singular may beWe seen(“I don’t know whose car that is.”).verbs in/ l / coal. may syllable U11.L8.S1 be / reduced l / Lateral may the U10.L1.S1 be words: end produced deleted of words thang in as wordmedial/ l / coal. or may word-final syllable U11.L8.S1 be / reduced l / Lateral may the U10.L1.S1 position: be or end produced deleted of he’p words in as word-like a separate cool/that (“We saw that.”).(“thing”); like a separate cool/ rang (“ring”).that past (“We Use and saw of past nonstandard that.”). perfect tenses: irregular We seen verbs inU8.L4.S1; • Appalachian U12.L3.S1deleted from regular verbs or added toBeen used to mark action that tookpast and past perfect tenses: We seenEnglish(“help”); medial / l feә / coal. or may (“feel”); word-final syllable U11.L8.S1 be / reduced l metuh / Lateral may the position: be (“metal”) or end produced deleted of he’p words in as wordmedial/ l feә / coal. or may (“feel”); word-final syllable U11.L8.S1 be / reduced l metuh / may at the position: be (“metal”) or end produced deleted of he’p words in as word-like a separate cool/like a separate cool/that (“We saw that.”).irregularU11.L8.S1verbs: He run. (“He runs.”); Weplace earlier in time yet is still pertinent(“help”);/ v / replaces / th / in word-medial andU11.L8.S1 (“help”); medial / l feә / coal. or may (“feel”); word-final syllable U11.L8.S1 be reduced metuh at position: (“metal”) or end deleted of he’p words in wordmedial/ l feә / coal. or may (“feel”); word-final U11.L8.S1 be reduced metuh position: (“metal”) or deleted he’p in word-like cool/• Hispanic American English goes there (“We go there.”). U4.L4.S3(present perfect): I been know youU11.L8.S1 (“help”);word-final position: mover (“mother”);U11.L8.S1forever (“I have known you forever.”).(“help”); medial / l feә / or may (“feel”); word-final be reduced metuh position: (“metal”) or deleted he’p in wordmedialfeә or (“feel”); word-final metuh position: (“metal”) he’pU11.L8.S1 (“help”);bave • Native (“bathe”). American U8.L6.S1; U12.L5.S1 PossessionArea of difficultyEnglishU11.L8.S1 (“help”); feә (“feel”); metuh (“metal”)Variations of theU11.L8.S1Possessive ’s is deleted in nouns.ContrastiveThekeyedverbtoBetheusedlessonstoAnalysis: American English Variations with Academic English A45/ f / replaces / th / in word-medialindicate habitual action. He always be• Southern Americanand word-final position: anyfing(“anything”); English baff (“bath”). U8.L5.S1;U12.L5.S1Contrastive Analyses:American English Variations with Academic Englishpossessive relies more on position thaninflection: The man car (“The man’scar.”). U3.L8.S3; U6.L5.S3; U7.L2.S4;U7.L7.S4Contrastive Analysis: American English Variations with Academic English A45Contrastive Analysis: American English Variations with Academic English A45Contrastive Analysis: American English Variations with Academic English A45Contrastive Analysis: U9.L7.S4American English Variations with Academic English A45Contrastive Analysis: American English Variations with Academic English A45Contrastive Analysis: American English Variations with Academic English A45doing this (“He is always doing this.”).Use of had to indicate past tense: Hehad told me that (“He told me that.”).NasalsPossessive ’s may be added to mine:Reduction of / ng / to / n / in word-finalThis is mine’s (“This is mine.”)Variations in subject-verb agreementposition: runnin’ (“running”). U5.L3.S6;using do and have. She do that. (“SheU8.L9.S1The possessive form whose replaced bydoes that.”); You has to go (“You have to26 <strong>LANGUAGE</strong>! <strong>Overview</strong> who: I don’t know who car that iswww.sopriswest.com/language-ing replaced by -ang in single-syllablego.”). U15.L5.S4; U17.L9.S4


Focus on AcademicLanguage lessonsprovide instructionand practice in areasof potential difficultiesidentified in theContrastive Analyses.Review & Acceleration activities designated with aDifferentiated Instructionin this Teacher Guide includfluency and assessment tasks, and activities related to the Instructional Text in Steps 5 and 6. These activitof this program’s comprehensive curriculum. In the following two scenarios, use only the starred activities.assessment measures will help you determine whether students fit one of these scenarios.Review & Acceleration activities designated with a in this Teacher Guide include new concepts,1. To address weaknesses in student performance. Students whose performance falls below the cutoffscores can repeat these activities to practice basic skills that need strengthening.2. To accelerate instruction for students who are demonstrating strong growth. Students demonstratstrong performance can accelerate progress by focusing on the designated activities.fluency and assessment tasks, and activities related to the Instructional Text in Steps 5 and 6. These activities form the coreof this program’s comprehensive curriculum. In the following two scenarios, use only the starred activities. Data from theassessment measures will help you determine whether students fit one of these scenarios.1. To address weaknesses in student performance. Students whose performance falls below the cutoff testscores can repeat these activities to practice basic skills that need strengthening.2. To accelerate instruction for students who are demonstrating strong growth. Students demonstratingstrong performance can accelerate progress by focusing on the designated activities.Focus on Academic Language activities expand on and enhance unit-specificFocus on Academic Language lessons are identified on the Planning andPacing activitiesFocus Guide appearon at atAcademic the the beginning point of useLanguage of throughout each activities unit. the unit.expand on and enhance unit-specific content. Theseactivities appear at the point of use throughout the unit.Lesson 1 Lesson 2 Lesson 3 Lesson 4Lesson 1 LessonStep24: Using a andLessonan3Step 6: ListeningLessonfor4Step 1:LessonPhonemic5Step 4: Using with a and Nouns an Step 6: Listening for -ing in Step Rapid 1: Phonemic Connected Production Step 4: Using of there / r /with Nouns-ing in Rapid Connected Production of / r / is and there are inSpeechand / l /Speechand / l /SentencesLesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10Step Step 1: Pronouncing 1: Pronouncing Step 1: Phonemic Step 1: Phonemic Step 3: Practice Using Step 3: Practice UsingWords Ending a Production of / z / the Verb Be withWords Ending in a Production of / z / the Verb Be withConsonant SoundProgressive VerbsConsonant SoundProgressive VerbsSpecial Instructional Support activities customize teaching materials and provideopportunities for individualized instruction.Lesson opportunities 1 for Lesson individualized 2 instruction. Lesson 3 Lesson 4 Lesson 5Step 1: Sortegories CD: Step 1: FolderStep 2: Folder Activity: Step 2: Folder Activity: Step 2: Words forPractice UsingSoundtheCountVerb Lesson Be 1 Activity:withPhonemeProgressive Lesson Alphabetize 2 EssentialVerbs Lesson Tic-Tac-Toe with 3 Teachers Lesson CD: Word 4Step 2: Words for Discrimination—Short Words Units 3–5 Essential Words Card Generator—SortTeachers Step CD: 1: Word Sortegories / a / CD: vs. / o / Step 1: Folder Sortegories CD: Build Step It 2: Step Folder 3: Sortegories Activity: CD: Step Present 2: and Folder Present Activity:Refer to to the Contrastive Analysis Chart for:u Card Charts Generator Sound for:Read the uCount Step 2: Sortegories Activity: phrases Read CD: the Phoneme displayed phrases in the displayed pocket chart andStep 5: <strong>LANGUAGE</strong>! Alphabetize Morph in the It Essential pocket chart Tic-Tac-Toe Progressive and Verb with FormsAfrican p. xxx. Words for Teachers CD: Sort remind It students that eReader am, is, CD: and “Jazz: are are all presentStep 3: Sortegories CD:African American Vernacular English, p. A45; Step Haitian 2: Words Creole, for Discrimination—Shortremind students that Words am, is, Units and 3–5 are are all present Essential WordsWord Study Guide Words tense for Teachers forms of CD: the same The Recipe” verb, the verb be.Categorize Itp. A30; Portuguese, p. A37.Teachers CD: Word / a tense / vs. / forms o / of the sameWhen some speakers form sentences using the present Fluency Builder GridSortegories verb, the CD: verb Build be. It Step 3: Sortegories CD:uCard Generator Follow the Step procedure below to give students practiceprogressive tense, the verb be may be deleted from theuLesson 6 using Lesson be verbs Follow2: Sortegories7 in sentences. the procedureCD:Lesson 8Step below 5: <strong>LANGUAGE</strong>! to Lesson give studentsMorph9 practiceItWhen some speakers form sentences using Lesson 10verb phrase. These speakers need explicit instruction Words the for presentand Teachers CD: Sort ItStep 2: Words for Step upractice using the verb be in the present progressive tense.Select 2: Wordsusingone forbeof the picture Stepverbs4: cards Wordsin sentences. eReader CD: “Jazz:progressive tense, the verb be may be deleted depicting for and Step action, 3: Sortegories CD:Word Study from Guide the Words for Teachers CD: The Recipe”Teachers CD: Word Teachers CD: Word Teachers CD: Word Analogy Buildingfor example: driving.UnscrambleSearch Fluencyuverb phrase. These speakers need explicit instruction and Select Builder oneCardofGenerator—BuildGrid the picture cards depicting and action,Why Do: Provides focused practice producing the verbStep 4: Folder Activity:upractice using the verb be in the present Step 3: progressive Sortegories CD: tense. Step Place 4: Sortegories the for picture example: CD: card Sentences, in the driving. pocket Move chart Sentence next to the Unscramblebe in the present progressive tense.Relate ItGrammar first phrase, Sort I am. Adverbial Information with AdverbsuHow To:Place theStep 4: Sortegories CD:Step picture 5: <strong>LANGUAGE</strong>! card in the pocket chart next to theWhy Do: Provides focused practice producing Step 2: Words the verb for u Say the Step sentence 2: Words created by the words and the picture:u Pull the following picture cards from Phrase the Teacher BuildingeReader for CD: “Looking Step 4: Words for Step 3: Sortegories CD:first phrase, I am.be in the present progressive tense. Teachers CD: Word I am driving. Teachers Have CD: at students: Word Jazz” Teachers CD: Word Analogy BuildingResource Kit:Unscramble •drivingsingingListen Search u Say and the repeat. sentence created Card by Generator—Buildthe words and the Step picture:How To:4: Folder Activity:eatingsittingStep 3: Sortegories Example: CD: Step I I am 4: Sortegories driving. Response Have CD: students: Sentences, MoveI am driving.Sentence Unscrambleu Use the following picture cards:emptyingsleeping Relate ItGrammar SortAdverbial Information with Adverbsudriving singingMove the picture • Listen card and down repeat. to the next phrase andlookingstanding Step 4: Sortegories repeat CD:Step 5: <strong>LANGUAGE</strong>!eating sittingthe process.runningtalkingPhrase BuildingExample: I am driving. eReader Response CD: “Looking I am driving.uemptying sleepingContinue with all forms of be. at Jazz”u Create this chart using cards in the pocket chart:u Move the picture card down to the next phrase andulooking 532 standing Unit 5 • Planning and Pacing GuidesCall on a student to:SingularPluralrepeat the process.running talking• Select an action from the picture cards.I amWe areuu •Create this chart using cards in the pocket chart: Place Continue the card next with to a all phrase. forms of be.You areYou are• Say u the Call sentence on a student created by to: the phrase and theHe is Singular They are Pluralpicture card.• Select an action from the picture cards.I am She isWe are• Call on another student to continue the processIt iswith a different • Place action the card verb. next to a phrase. You areuu Explain that sometimes532You arethe wayUnitwe5say•sentencesPlanninginand Pacing Provide Guides additional • Say modeling the sentence and support created whenever by the phrase and theHe informal is conversation is different They than are the way we say necessary. picture card.She the isame sentences in Academic English, the Englishspoken in school.• Call on another student to continue the processIt iswith a different action verb.u Explain that in Academic English, it is importantu Explain to say the that appropriate sometimes be verb the before way we the say main sentences verb inu Provide additional modeling and support wheneverin the sentence.u Explain that in Academic English, it is importantto say the appropriate be verb before the main verbin the sentence.(800) 547-6747 <strong>LANGUAGE</strong>! <strong>Overview</strong> 27Step 4is andSenteLesson 6 Lesson 7 Lesson 8 Lesson 9 LSpecial Instructional Support activities customize teaching materials and proPractice Using the Verb Be with Progressive Verbsinformal conversation is different than the way we say necessary.the same sentences in Academic English, the Englishspoken in school.Picture cards provide visual support for word meaning.Step 2TeachCard GPreseProgreStep 3CategLesson 6 Lesson 7 Lesson 8 Lesson 9 L


<strong>LANGUAGE</strong>! accelerates reading achievementfor students in grades 3–12.• <strong>LANGUAGE</strong>! helps students learn the skillsand concepts necessary to progress fromreading significantly below grade level toreading at a 10th grade level.1098• Students can make two years’ worth ofgrowth in reading in one school year.• Students build a solid foundation ofconcepts and skills upon which literacydevelopment thrives.Grade-Level Readability Range7654Challenge TextInstructionalTextIndependentTextUpon successfulcompletion of thiscurriculum, studentsare able to read textat the high schoolinstructional level.321DecodableTextKA B C D E F<strong>LANGUAGE</strong>! Book LevelsThe readability level for each text selection, based on the Lexile readabilityscale, increases incrementally within and across book levels.<strong>LANGUAGE</strong>! Readability Levels for Text SelectionsLexile Ranges and Corresponding Grade RangesBook Decodable Instructional ChallengeABCDEF200–400(1)300–700(2–3)500–850(3–4)300–700(2–3)500–850(3–4)650–950(4–5)650–850(4)750–950(5)850–1075(6–7)Independent Instructional Challenge650–950(4–5)750–950(5)850–1050(6)750–1050(5–6)850–1100(6–7)950–1150(7–9)950–1100(7–8)1000–1150(8–9)1100–1200(10)28 <strong>LANGUAGE</strong>! <strong>Overview</strong> www.sopriswest.com/language


The six-step lesson structure incorporatesBloom’s Taxonomy and brain research thatsupports student learning.The <strong>LANGUAGE</strong>! Six-Step LessonWord Level SkillsComprehension SkillsPhonemicAwarenessand PhonicsWord Recognitionand SpellingVocabulary andMorphologyGrammarand UsageListeningand ReadingComprehensionSpeakingand WritingAt the very foundational level of reading difficulties, students may not have thephonological skills to read fluently. Unremediated problems with fluent and accurateword reading, in turn, erode comprehension.(Archer, Gleason & Vachon, 2003; Shaywitz, 2004)Becoming a good reader requires rapid, fluent, and automatic decoding ofisolated words.(Chard, Vaughn & Tyler, 2002)Unit Words selected from:• First 1000 (Edward Fry)• Core Vocabulary (Andrew Biemiller)• Academic Word List (Averil Coxhead)• Second 1000 Words of the General Service List (Paul Nation)There is direct evidence of the strong relationship between vocabulary comprehensionand the ability to read at higher readability levels; thus, to a considerable degree,vocabulary knowledge determines language comprehension and literacy.(Biemiller, 1999)Poor readers often lack experience with complex syntax in text and are unskilled inmanipulation of sentence structure in writing, and consequently miscomprehendcomplex sentences.(Nippold, 1998)Students are able to learn higher-order reasoning skills when teachers model, discuss,and connect what students already know with what they need to know through carefulquestioning that leads to both factual and inferential interpretations of text.(Pressley & Wharton-McDonald, 1997; Williams, 1998)“Researchers know that reading and writing often draw from the same pool ofbackground knowledge—for example, a general understanding of the attributes oftexts. At the same time, however, writing differs from reading. While readers forma mental representation of thoughts written by someone else, writers formulatetheir own thoughts, organize them, and create a written record of them using theconventions of spelling and grammar.”“…writing is a means of extending and deepening students’ knowledge; it acts as atool for learning subject matter…”From Writing Next, pages 8–9.(800) 547-6747 <strong>LANGUAGE</strong>! <strong>Overview</strong> 29


The Scope and Sequence for <strong>LANGUAGE</strong>!Entry Point Book AEntry Point Book CStep Book A (Units 1–6) Book B (Units 7–12) Book C (Units 13–18)PhonemicAwarenessand Phonics• Phoneme and syllable awareness• Sound-spelling conventions for commonphoneme/grapheme relationships:• Short vowels / ă /, / ĭ /, / ŏ /• Stable consonants• Closed syllables• Fluency: Letter-sound; letter-name• Phoneme and syllable awareness• Sound-spelling conventions for commonphoneme/grapheme relationships:• Short vowels / ĕ /, / ŭ /• Long vowels—final silent e pattern• Consonant digraphs, blends, clusters• Syllable types: closed; final silent e• Phonemes for y, (/ ĕ /, / ĭ /, / ī /, based onposition in word• Syllable awareness in multisyllable words• Schwa (con’ vict vs. con vict’)• Syllable types: closed; r-controlled; open;final silent eWord Recognitionand Spelling• Read/spell: new sound-spelling correspondences• Read/spell: 36 new high frequency words• Fluency: word recognition• Spelling: Doubling Rule• Syllabication patterns• Read/spell: words based on new soundspellingcorrespondences• Read/spell 36 new high frequency words• Fluency: word recognition• Contractions with not, would, and will• Spelling: Drop “e” Rule• Syllabication patterns• Common abbreviations• Read/spell: words based on new sound-spellingcorrespondences• Read/spell 36 new high frequency words• Fluency: word recognition• Syllabication process for multisyllable words• Contractions with be and have• Spelling: Change “y” RuleVocabulary andMorphology• Antonyms, synonyms, and attributes• Multiple meanings, multiple uses• Definition development using categoriesand attributes• Compound words• Inflectional forms: noun endings: number (-s),singular possessions (‘s); verb endings: presenttense (-s), progressive form (-ing)• Idiomatic expressions• Antonyms, synonyms, attributes, andhomophones• Definition development using categoriesand attributes• Inflectional forms: noun endings: plural (-es);plural possession (s’); verb endings: present(-es); past (-ed)• Idiomatic and common expressions• Antonyms, synonyms, attributes, homophones,and analogies• Number: plural nouns• Prefixes: most common for meaning expansionof base words• Adjective endings: comparative (-er) andsuperlative (-est)• Idiomatic and common expressionsGrammar and Usage• Grammatical forms: nouns, pronouns (subject(nominative, object), verbs (action, tense, be,present progressive form), adverbs,adjectives, prepositions• Grammatical functions: subject; predicate; directobject; object of preposition• Noun/verb agreement• Sentence pattern: simple• Mechanics: capitals and end punctuation;apostrophe• Grammatical forms: pronouns (possessive),conjunctions, verbs (irregular)• Verb tense: present; past; future;progressive forms• Grammatical functions: complete subject;complete predicate; direct object; compoundsentence parts: subject, verb, direct object• Sentence patterns: simple, compound(and, but)• Subject/verb agreement• Mechanics: commas• Grammatical forms: verbs (helping, main),adjectives (comparative/superlative, present andpast participles), adverbs (-ly)• Grammatical functions: complete subject; directobject, object of preposition, indirect object,appositive; complete predicate• Sentence patterns: compound sentences (or);compound sentence parts: subject, adjectives,adverbs, prepositional phrases, predicates• Text-based analysis and application ofgrammatical forms and functions• Mechanics: commas with appositives, in dates,in addressesListening and ReadingComprehension• Fluency: sentences• Vocabulary: context-based strategies• Text features for content preview• Fluency: sentences• Activate and build knowledge• Text structure: main ideas and supportingdetails in informational text• Read (and listen to) varied genre selections• Comprehension: interpretation and responsequestions to open-ended questions: who, what,when, where, why, how; multiplechoice questions• Fluency: passages• Vocabulary: context-based strategies• Text features for content preview• Activate and build knowledge• Text structure: informational• Read (and listen to) varied genre selections• Higher-order thinking: retrieve and recall(remember); construct meaning (understand)• Summarization of main ideas from text selection• Fluency: passages• Vocabulary: context-based strategies• Text features for content preview• Activate and build knowledge• Higher-order thinking: use information (apply);break down information (analyze)• Read (and listen to) varied genre selections• Literary terms and devices in text• Text structure: informational• Summarization of main ideas from text selectionSpeaking and Writing• Oral and written responses to who, what, when,where, why, and how questions• Fluency: sentence development• Pre-write: set purpose, content selection;organization using graphic organizers• Write: summary paragraph; expository paragraphincluding topic sentence, supporting details,elaborations• Edit and revise skills for coherence and content• Oral presentation• Written responses based on higher-orderthinking skills: remember; understand• Fluency: sentence development• Pre-write: set purpose, content selection; graphicorganizers for reports, personal narratives,compare/contrast report• Write multi-paragraph expository report;personal narrative; compare/contrast report• Edit and revise skills for coherence and content• Oral presentation• Written responses based on higher-orderthinking skills: apply; analyze• Pre-write: set purpose, content selection;organization using informal outlines• Write: multi-paragraph report; expository(opinion) essay; expository (explanatory) essay;business letter• Edit and revise skills for coherence and content• Oral presentation30 <strong>LANGUAGE</strong>! <strong>Overview</strong> www.sopriswest.com/language


Entry Point Book EBook D (Units 19–24) Book E (Units 25–30) Book F (Units 31–36)• Syllable types: closed, r-controlled, final silent e;vowel digraph (long and short); consonant + le;diphthong• Conditions for schwa• Syllabication process in multisyllable words• Multiple spellings for long vowels• Expansion of conditions governing schwa• Read/spell: words based on new syllable patterns• Read/spell new high frequency words• Fluency: word recognition• Spelling: Advanced Doubling Rule• Sentence patterns for c and g• Alternate spellings for consonant sounds:/ j / = j, g, dge; / f / = ph, gh; / s / = sc;/ k / = ch• Common phonograms• English loan words, Romance languages:i = / ĕ /, a = / o˘ /, e = / ā /; African; Asian;Native American• Suffixation: pronunciation; spelling; wordfunction impact• Read/spell: words based on new sound-spellingsand phonograms• Read/spell new high frequency words• Fluency: word recognition• Spelling: review and apply all rules• Common phonograms• r-controlled vowel sounds• Spelling patterns for / air /, / zh /, / sh …r /, / sh /• Silent letters: mb, kn, wr, mn, gn, lm, rh, ps• Read/spell: words based on new sound-spellingsand phonograms• Read/spell new high frequency words• Fluency: word recognition• Spelling: review and apply all rules• Latin and Greek number prefixes• Antonyms, synonyms, attributes, homophones,and analogies• Vocabulary expansion through Latin roots, prefixes,and suffixes• Prefix assimilation• Suffix impact on part of speech• Use of dictionary and thesaurus• Degrees of word meaning• Idiomatic and common expressions• Antonyms, synonyms, attributes, homophones,and analogies• Vocabulary expansion through Latin roots, prefixes,and suffixes• Suffix impact on part of speech; spelling rules• Multiple meanings: using context• Use of dictionary and thesaurus• Degrees of word meaning• Idiomatic and common expressions• Antonyms, synonyms, attributes, homophones,and analogies• Vocabulary expansion through Latin roots, prefixes,and suffixes; Greek combining forms• Suffix impact on part of speech; spelling rules• Multiple meanings: using context• Use of dictionary and thesaurus• Degrees of word meaning• Idiomatic and common expressions• Grammatical forms: verbs (helping, linking, irregular);phrasal verbs; participles (present, past); indefinitepronouns• Grammatical functions: subject/verb agreement;indirect object; compound indirect objects• Sentence patterns: predicate nominative, predicateadjective• Text-based analysis and application of grammaticalforms and functions• Mechanics: commas in series, in dates, in addresses;quotation marks; colons, semicolons• Grammatical forms: relative pronouns; subordinatingconjunctions; irregular verbs; past participles;perfect tense• Grammatical functions: subject/verb agreement• Clauses: independent; adjectival clauses (relativepronouns) and adverbial clauses (subordinatingconjunctions)• Sentence pattern: complex• Sentence types: declarative, interrogative,imperative, exclamatory• Usage: confusing word pairs• Mechanics: colon• Grammatical forms: irregular verbs;participial phrases• Grammatical functions: order of adjectives;pronoun antecedents• Sentence patterns: simple; compound; complex;compound/complex• Text coherence with transitional wordsandphrases• Usage: confusing word pairs• Fluency: passages• Vocabulary: content-based strategies• Interpet text features (charts, graphics) forinformation and comprehension• Activate and build knowledge• Read (and listen to) varied genre selections• Higher-order thinking: judge information againstcriteria (evaluate); put information together in a newway (create)• Literary terms and devices in context• Text structure: plot• Summarization of main ideas from text selection• Written responses based on higher-order thinkingskills: evaluate; create• Pre-write: set purpose, content selection (note-taking)organization using graphic organizers for reasons;persuasion; personal narrative; and outlining• Write: expository (explanatory) paragraph, essay:expository (descriptive) paragraph: literaryanalysis essay, narrative (short story)• Edit and revise skills for coherence and content• Debates, speeches, interviews• Fluency passages• Vocabulary: context-based strategies• Interpet text features (charts, graphics) forinformation and comprehension• Activate and build knowledge• Read (and listen to) varied genre selections• Higher-order thinking: application of all levels• Literary terms and devices in context• Text structure: informational, fiction,persuasive essay• Elements of poetry• Written responses based on higher-order thinkingskills: all levels• Pre-write: set purpose, content selection (notetaking)organization using graphic organizers(comparison-contrast, narrative) and outlining• Write: personal narrative; descriptive essay;persuasive essay; autobiographical essay• Edit and revise skills for coherence and content• Multimedia presentation• Poetry recitations, debates• Fluency: passages• Vocabulary: context-based strategies• Interpet text features (charts, graphics) forinformation and comprehension• Activate and build knowledge• Read (and listen to) varied genre selections• Higher-order thinking: application of all levels• Literary terms and devices in context• Text structure: narrative, report, play• Elements of poetry• Metacognition and comprehension: sampling,predicting; confirming in challenging text• Written responses based on higher-order thinkingskills: all levels• Pre-write: set purpose, content selection (notetaking),organization using graphic organizers(narrative) and outlining (report); organizeinformation across sources• Write: literary analysis essay; informational report;persuasive essay; personal essay• Edit and revise skills for coherence and content• Multimedia presentation(800) 547-6747 <strong>LANGUAGE</strong>! <strong>Overview</strong> 31


What are the unit objectives?At a Glance forTeachers providesthe unit objectivesthat identify thecontent and skillscovered inthe unit.The objectivesare closelyaligned withareas monitoredby assessmentand fluencytasks. The gridshows thelesson-by-lessondesignation ofinstruction foreach objective.Theicon designateslessons in which ContentMastery assessments occur.Timedfluency tasksare designatedwith an “ F .”Instruction relatedto an objective isdesignated with a “•.”This includesintroductory,reinforcement, andassessment activities.ComprehensionProficiencyindicates whencomprehension isassessed during the unit.32 <strong>LANGUAGE</strong>! <strong>Overview</strong> www.sopriswest.com/language


The Unit Conceptscolumn provides teacherswith a brief overview ofcontent covered in the unit.Essential Wordsare high-frequencywords neededto read and spellapproximately 85percent of wordsfound in print.Unit Wordsare composed ofthe sound-spellingcorrespondencesfrom the current andprevious units.Two SpellingLists per unitassess students’knowledge of theunit’s sound-spellingcorrespondences,Essential Words, andspelling rules.Bonus Wordsprovide additionalwords basedon cumulativesound-spellingcorrespondences.These words are usedfor additional practice.(800) 547-6747 <strong>LANGUAGE</strong>! <strong>Overview</strong> 33


What are you going to teach in each lesson?The ContentMap providesan overviewof the specificcontentaddressedthroughout theunit. This mapidentifies thecontent focus ineach lesson.The ContentMap providesthe specificcontent coveredin each step ofthe lesson.A pattern ofreading andwriting activitiesis signaled throughthe use of icons. Theprogression of activitiesis predictable across theten-lesson sequence.Icons signal when content isassessed throughout the unit.34 <strong>LANGUAGE</strong>! <strong>Overview</strong> www.sopriswest.com/language


Fluency is emphasizedthroughout the curriculum.The type of fluency is relatedto the content of the step.The icon highlightslocations across thelessons and stepsfocusing specificallyon vocabularydevelopment.Comprehensionproficiency ischecked periodicallyacross the units. Theicon indicates whenthese checks occur.(800) 547-6747 <strong>LANGUAGE</strong>! <strong>Overview</strong> 35


How are you going to teach it?The LessonPlanner mapsout instruction,activities, andassessmentnecessary todevelop theconcepts andskills within andacross steps.The sequence ofinstruction, activities,and assessment isoutlined in each lesson.Introduce:Identifies when newcontent is introduced.Theiconidentifies a pathfor review oracceleration.These activities,which are part ofthe comprehensivecurriculum, areessential to addressthe unit objectives.36 <strong>LANGUAGE</strong>! <strong>Overview</strong> www.sopriswest.com/language


Theicon identifies wherethe Focus on AcademicLanguage activities occur.These activities target contentoften difficult for English learnersand provide additional instructionand practice.The InstructionalPlanning ToolsCD-ROM makesit possible forteachers to tailorand print theLesson Planner.The CD-ROM allowsteachers to incorporateparts of the Planningand Pacing Guides intotheir Lesson Planner,according to theirstudents’ needs.AssessmentMaterials: ContentMastery tasks,Summative Tests, andProgress Indicators aredistributed throughoutthe units.Review: Indicateswhen to review content.(800) 547-6747 <strong>LANGUAGE</strong>! <strong>Overview</strong> 37


How can you differentiate instruction?Three Planningand PacingGuides provideways to tailorthe curriculumto addressspecificinstructionalneeds.Theicon identifiesactivities for Review& Accelerationin the curriculum. Useof these preselectedactivities depends onstudent performance.The Focus onAcademic Languageactivities are based on thecontent of the unit. Theyprovide instruction andpractice in areas identifiedin the Contrastive Analysesthat can be of difficultywhen learning AcademicEnglish. This chart displaysall of the AcademicLanguage lessons in theunit at a glance.Planning and Pacing GuidesDifferentiated Instruction532 Unit 5 • Planning and Pacing GuidesReview & Acceleration activities designated with ain this Teacher <strong>Edition</strong> include new concepts,fluency and assessment tasks, and activities related to the Instructional Text in Steps 5 and 6. These activities form the coreof this program’s comprehensive curriculum. In the following two scenarios, use only the starred activities. Data from theassessment measures will help you determine whether students fit one of these scenarios.1. To address weaknesses in student performance. Students whose performance falls below the cutoff testscores can repeat these activities to practice basic skills that need strengthening.2. To accelerate instruction for students who are demonstrating strong growth. Students demonstratingstrong performance can accelerate progress by focusing on the designated activities.Focus on Academic Language activities expand on and enhance unit-specific content. Theseactivities appear at the point of use throughout the unit.Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5Step 4: Using a and anwith NounsStep 6: Listening for-ing in Rapid ConnectedSpeechStep 1: PhonemicProduction of / r /and / l /Step 4: Using thereis and there are inSentencesLesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10Step 1: PronouncingWords Ending in aConsonant SoundStep 1: PhonemicProduction of / z /Step 3: Practice Usingthe Verb Be withProgressive VerbsSpecial Instructional Support activities customize teaching materials and provideopportunities for individualized instruction.Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5Step 1: Sortegories CD:Sound CountStep 2: Words forTeachers CD: WordCard GeneratorWords for Teachers CD:Word Study GuideStep 1: FolderActivity: PhonemeDiscrimination—Short/ a / vs. / o /Step 2: Sortegories CD:Sort ItWords for Teachers CD:Fluency Builder GridStep 2: Folder Activity:Alphabetize EssentialWords Units 3–5Sortegories CD: Build ItStep 5: <strong>LANGUAGE</strong>!eReader CD: “Jazz:The Recipe”Step 2: Folder Activity:Tic-Tac-Toe withEssential WordsStep 3: Sortegories CD:Morph ItStep 2: Words forTeachers CD: WordCard Generator—SortPresent and PresentProgressive Verb FormsStep 3: Sortegories CD:Categorize ItLesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10Step 2: Words forTeachers CD: WordUnscrambleStep 3: Sortegories CD:Relate ItStep 4: Sortegories CD:Phrase BuildingStep 2: Words forTeachers CD: WordSearchStep 4: Sortegories CD:Grammar SortStep 4: Words forTeachers CD: WordCard Generator—BuildSentences, MoveAdverbial InformationStep 5: <strong>LANGUAGE</strong>!eReader CD: “LookingStep 3: Sortegories CD:Analogy BuildingStep 4: Folder Activity:Sentence Unscramblewith AdverbsThe activities at Jazz” for Special InstructionalSupport feature the use of technologyto provide reinforcement. The technologyallows students to practice content andskills in a variety of formats, withteacher support or independently.• Sortegories CD-ROM• eReader CD-ROM• Words for Teachers CD-ROM38 <strong>LANGUAGE</strong>! <strong>Overview</strong> www.sopriswest.com/language


Printable homeworkpages make it possiblefor teachers to tailoradditional reinforcementfor students beyond the<strong>LANGUAGE</strong>! classroom.Homework OptionsAt the end of each lesson, select from the following Homework Options and assign to students ashomework. The student worksheets, including directions, can be found on the Instructional PlanningTools CD and can be printed out for students.Lesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 6Lesson 7Lesson 8Lesson 9Lesson 10Step 3: Multiple Meaning MapStudents think of multiple definitionsfor the words glass and rap and writesentences to show understanding of eachmeaning.Step 4: Write It: Noun or VerbStudents write sentences using thenoun and verb forms of words to showcomprehension of the forms’ usage.Step 3: More Word Relationships:AttributesStudents fill in a chart for selected wordsto practice identifying attributes.Step 3: Identify It: Present or PresentProgressiveStudents identify whether words are thepresent or present progressive form.Step 6: Masterpiece Sentences:Stages 1 and 2Students write sentences to reinforceStages 1 and 2 of the MasterpieceSentences process.Step 6: The E’s: Examples,Explanations, and EvidenceStudents write examples for supportingdetails to practice providing the E’s fora topic.Step 5: Instructional Text: “Jazz:The Recipe”Students write sentences to show recallof “Jazz: The Recipe.”Step 5: Write It: Jazz IngredientTo practice writing sentences, studentspick a jazz ingredient and write why itinterests them.Encourage students to continue reading in their independent reading selections.Step 4: Masterpiece Sentences:Stage 3Students write sentences to reinforceStage 3 of the Masterpiece Sentencesprocess.Step 3: Rewrite It: From Present toPresent ProgressiveStudents rewrite sentences in thepresent progressive form to showunderstanding of the difference betweenpresent tense and present progressive.Step 3: Write It: Forms of the Verb BeStudents complete sentence frames withpresent progressive verbs to practicecorrect usage of forms of be.Step 6: Masterpiece Sentences:Stages 1, 2, and 3Students write sentences to reinforceStages 1, 2, and 3 of the MasterpieceSentences process.Step 6: More Concluding SentencesTo practice generating concludingsentences, students write concludingsentences based upon topic sentences.Step 6: Making Connections:Instructional Text: “Looking at Jazz”To build connections with “Lookingat Jazz,” students draw a picture torepresent a favorite song or type of music,and write a sentence about their picture.Step 3: Multiple Meaning MapStep 6: Write It: Jazz ArtStudents think of multiple definitions To show recall of what they have learnedfor the words drop and lot and write about jazz art, students write sentences.sentences to show understanding of eachmeaning.Encourage students to continue reading in their independent reading selections.Homework Optionsare designed to providepractice and application ofcontent and skills from theunit lessons.Unit 5 • Homework Options 533(800) 547-6747 <strong>LANGUAGE</strong>! <strong>Overview</strong> 39


Scheduling OptionsSignificant literacy delays require intensive instruction to accelerate learning. <strong>LANGUAGE</strong>!lessons are designed for 90-minute instructional blocks each day and 15 days per unit.InstructionalDays1 2 3 4 5 6 7 8 9 10 11 12 13 14 15Pacing fora typical<strong>LANGUAGE</strong>!unit;90 minutesper lessonLessons 1–5DLessons 6–10DChallenge Text Challenge Writing “Differentiation”D<strong>LANGUAGE</strong>! adjusts to fit different schedules. Different schedules (minutes per day)require flexibility and provide options. In each schedule, time is distributed across theSix Steps From Sound to Text.Minutes per Day90Step 1 10Step 2 10Step 3 15Step 4 15Step 5 20Step 6 20Challenge Text,Writing Using theChallenge Text,and DifferentiationdaysIn a typical 90-minutelesson, time is distributedstrategically across thesix steps.Step 1 10Step 2 10Step 3 10Step 4 15Minutes per Day45Day 1 Day 2Step 5 20Step 6 25Challenge Text,Writing Using theChallenge Text, andDifferentiation daysWhen less time isavailable, instructioncan be distributed acrossseveral days.Minutes per Day120 180(90 + 30) (90 + 90)Step 1 10 10Step 2 10 10Differentiation time 15 20Step 3 15 15Step 4 15 15Differentiation time 15 30Step 5 20 20Step 6 20 20Challenge Text,Writing Using theChallenge Text, andDifferentiation timeWhen more time is available,additional options are possible.The potential to accelerate learningincreases.4040 <strong>LANGUAGE</strong>! <strong>Overview</strong> www.sopriswest.com/language


4 Underline the signal word and answer each question.4 Then underline the part of the answer that replaces the signal word.1. Whatdopicturesofjazzshow?2. When was the Jazz Age?3. WhydidyoungpeoplelikejazzduringtheJazzAge?4. Whydidartistsusedifferentlinesandboldcolors?5. Whywerephotographersfinallyabletotakepicturesatjazzshows?shocked some old folks. Flappers loved dancing to jazz.They did the Charleston, the most popular jazz dance.15 Artists loved to paint the flappers dancing. Artistssketched shocked some pictures old of folks. young Flappers people loved crowding dancing the to jazz jazz.clubs They did to dance. the Charleston, They didn’t the always most draw popular or paint jazz dance.15 exactly Artists what loved they to saw. paint They the would flappers use dancing. different Artists typesboldof sketched lines and pictures bold of colors young to people create moods. crowding Curved the jazz lineseasily seen, flashy 20 are clubs restful. to dance. Zigzag They lines didn’t are always nervous. draw Black or is paint powerful.Red exactly is exciting. what they Artists saw. They changed would the use scene different to capture typesboldthe of lines feeling and ofboldexcitement colors to when create people moods. were Curved dancing. lineseasily seen, flashy 20 They are restful. painted Zigzag jazz. lines are nervous. Black is powerful.inspiresRed Music is exciting. inspires Artists art. changed You can the see scene that in to the capturecauses a person to 25 the paintings. feeling They of excitement look like jazz. when With people their were wild dancing. colorsdo somethingThey and crazy painted lines, jazz. they have a rhythm . They look likeinspiresthe Music music.inspires art. You can see that in therhythm causes a person to 25 paintings. They look like jazz. With their wild colorsa do regular something pattern, and crazy lines, they have a rhythm . They look likesuch as beats in the music.Hot Still Scaperhythm musicWith Six Colors—a regular pattern,Seventh Avenuesuch as beats inStyle Hot Still is a Scape jazzymusictitle. With Six Colors—Seventh AvenueIt Style is anis a jazzyabstractiontitle.abstraction byart that doesn’tStuart Davis, anlook like a realIt American is artist.abstractionobjectStuartabstractionoften said byart that Everyone doesn’tknows that we can listen to jazz, butthat Stuart the Davis, spirit an ofdo look you like know a realthat we can Hot Still see Scape it as With well? Six From Colors—theobjectjazz American inspired artist. allSeventh Avenue Stylebeginning of jazz, artists and photographers have tried of Stuart his art. often saidto capture its spirit in art. Some artists show musicians that the spirit ofHot Still Scape With Six Colors—5performing. Others show people dancing to the music. mood jazz inspired allSeventh Avenue StyleOthers create abstract pictures the feeling createdMany thatphotographers try to capturecaptured the of his art.jazz by something too. Some ofmood and the feelingthe of jazz.moodfirst photographs of jazz musicians were made byThe 1920s were called30 an African the JazzAmerican Age. Jazz wasphotographer, so the feeling createdArthur Bedou,popular it was like rockwho today. Many lived In photographers in theNew 1920s,Orleans. there captured wasBy the a1940s, jazz by something too. photography Some of10new spirit. Young peoplehad the loved first improved. jazz. photographs ItFilm madewas of them jazz faster, feel musicians and the flash were made became by125alive and free. They 30wantedportable. African to havePhotographers American fun. Flappers photographer, could werecapture Arthur the moment Bedou, at126young women with short who hair lived and in short New skirts. Orleans. They By the 1940s, photographyhad improved. Film was faster, and the flash becameportable. Photographers could capture the moment at4 Underline the signal word and answer each question.4 Then underline the part of the answer that replaces the signal word.1. Is a bat a mammal?How is daily instruction supported?The lesson pages in the <strong>LANGUAGE</strong>! Teacher <strong>Edition</strong>s bring the objectives, content,activities, and instructional directions together to guide and support teachers.The TransitionStatementidentifies the focus forthe step and provideslinks from step to stepand from lesson tolesson within a unit.Theicon indicatesthat this activity ispart of the Review& Accelerationpath through thelesson.Materials for eachactivity are listed atpoint of use.The level ofscaffolding issignaled by icons.Explicitguidance isprovided to delivercontent.MaterialsInteractive Textp. 211,Exercise 5Student Textpp. 125–127ModelStudents use the Answer It process to formulate answers to comprehensionquestions.Answer It: Using Signal WordsUse the Interactive Text and the Student Text to guide students to answercomprehension questions in complete sentences.Demonstrate Comprehensionu Have students:• Turn to Exercise 5, Answer It: Using Signal Words, in the Interactive Text,page 211.u Review the process to answer the Answer It questions from “Looking at Jazz.” Thesignal words used in the questions are listed in the following chart.If the question asks…whywhatwhenModel ItWhen a newactivity appears,a Why Do/How Tointroductoryexplanation isprovided.u Use question 1 beginning with whatto review the Answer It process withstudents. Identify and underline thesignal word. Remind students thatquestions beginning with whatrequire an action or a name of a thingin their answers.u Guide students to use the readingselection (Student Text, pages 125–127) to find information to answer thequestion.u Guide students to formulate theanswer.u Underline the part of the answer thatspecifically addresses the question tocheck the answer.The answer must include…a reason or explanationan action or a name of a thinga specific time, date, or event1. What do pictures of jazz show?1. What do pictures of jazz show?Pictures of jazz show musiciansperforming, people dancing, mood,and feeling.Students learn the Answer It process to formulate answers tocomprehension questions.u Have students:• Copy the answer Answer to question 1 It: into Using the Interactive Signal Text. WordsExercise 5 • Answer It: Using Signal WordsUnit 5 • Lesson 8Interactive Textp. 211, Exercise 5Student TextWhy Do: Students become more successful at answering questions after theyhave received direct instruction in how to formulate a response that specificallyaddresses a particular question.How To: This activity uses the following process to help students formulateappropriate oral and written responses to questions:Unit 5 • Lesson 8 631 Explain the meaning of each of the signal words in the unit. Using the board or overhead transparency, model the process of using a signalword to formulate a response to an Answer It question.1. Determine what the question is asking: Read the question. Identify andunderline the signal word. Review the type of information required torespond to the question. [Note: A complete listing of signal words and theinformation required for each is provided in the Teacher Resource Guideand in the Student Text, page H48.]2. Find information to answer the question: Demonstrate using textheadings or other text features to locate the content needed to answer thequestion. Reread the section to retrieve exact information, if needed.3. Formulate the answer: Use the signal word and the question to formulatea response. Have students answer the question orally or in writing.4. Check the answer: Identify the part of the response that replaces thequestion word.The activitypurpose isstated in a “use”statement at thebeginning of theactivity.Thumbnailsof InteractiveText and StudentText pages guideteachers to thecorrect materials.Key contentis provided atpoint of use inthe lesson.Answers areprovided for allactivities.MaterialsStudent Textp. H48,pp. 24–26Use the Handbook section of the Student Text to introduce students to a process toanswer comprehension questions in complete sentences.(800) 547-6747 Interactive Text Demonstrate ComprehensionUnit 1 • Lesson 3<strong>LANGUAGE</strong>! <strong>Overview</strong> 41Exercise 5 • Answer Itp. 14, Exercise 5u Have students turn to Exercise 5, Answer It, in the Interactive Text, page 14, and


Sopris West Implementation ServicesFor 30 years, Sopris West has been helping struggling learners achieve by supportingeducators and administrators in effective implementation.Ongoing professional development promotes student achievement by providingteachers with the support and instruction they need to implement <strong>LANGUAGE</strong>!successfully in the classroom. Regular follow-up, feedback, and help with problemsolving ensure that teachers sustain the program’s effectiveness and can fully focustheir attention on students.Sopris West professional training, delivered bycertified professionals, extends far beyond initialimplementation training. Our offerings include:• Ongoing coaching and support• Regional follow-ups• Classroom site visits to demonstratemodel teaching• Guidelines and consultation to realizelong-term success• Consultation to assist districts withonline data management and usingdata to drive instruction• College credit and/or continuing educationunits for professional developmentWe can help all your teachersbecome more effective andefficient, and help yourdistrict build local capacityfor continued growth.Professional developmentlevels include:• Long-Range Planning• Administrators’ Training• Coaches’ Clinics• Training of Trainers (TOT)For more information,visit www.bettereducator.com42 <strong>LANGUAGE</strong>! <strong>Overview</strong> www.sopriswest.com/language


Research and Efficacy Data<strong>LANGUAGE</strong>! implementations throughout the country have been shown to close thereading achievement gap for at-risk students from diverse backgrounds, those in specialeducation, and English language learners (ELLs). The positive results span elementary,middle, and high school grade levels, making <strong>LANGUAGE</strong>! the right curriculum for anyschool or district striving to increase literacy performance. Following is a sample of threedistricts’ successes.District 1Elementary, Middle, and High SchoolIn a pilot implementation of <strong>LANGUAGE</strong>!with students in grades 4–12, participantsat all grade levels—elementary, middle, andhigh school—showed, on average, gradeequivalency gains of 1.0, or 10 months, on theTest of Silent Word Reading Fluency (TOSWRF).Key DetailsTotal Participants: 284Schools: 7Grade Levels: 4–12• 4–6 Elementary School (n=53)• 7–8 Middle School (n=145)• 9–12 High School (n=86)Instructional Period: 2004–2005 school year8 months of implementationInstructional Time: 90 minutes per dayDemographics:• 64% Free/Reduced Lunch (FRL)• 47% Eligible for special education services• 29% English language learner (ELL)Measure: Test of Silent Word Reading Fluency(TOSWRF)Grade Equivalent4.54.03.53.02.52.04.54.0TOSWRF Grade Equivalent GainsAfter Eight Months of <strong>LANGUAGE</strong>! Instruction*3.43.22.7Fall 20044.24.0Spring 2005* Sample was reduced due to incomplete data.TOSWRF Grade Equivalent Gains After Eight Monthsof <strong>LANGUAGE</strong>! Instruction*Fall 2004Spring 20054.0ElementarySchool(n=16)MiddleSchool(n=48)HighSchool(n=15)District 1English Language LearnersIn the same pilot implementation, asubgroup of ELLs showed the most progresson the TOSWRF, achieving an average gradeequivalency gain of 0.8, or 8 months.Grade Equivalent3.53.02.52.03.2ELL (n=23)(800) 547-6747 <strong>LANGUAGE</strong>! <strong>Overview</strong> 43


District 2At-Risk StudentsIn a middle school pilot implementationof <strong>LANGUAGE</strong>! involving at-risk specialeducation students from diversesocioeconomic and ethnic backgrounds,all students, on average, achieved a6-point national percentile gain fromTOSWRF pretest to posttest.Key DetailsTotal Participants: 134Instructional Period:2005–2006 school yearGrade Levels: 6–8Demographics:• 87% Non-white ethnic• 23% English language learner(ELL)• 81% Free/Reduced Lunch(FRL)• 100% of students in datasample received specialeducation services• 79% of students had eithera learning disability or aspeech-language disorderMeasures:• Test of Silent Word ReadingFluency (TOSWRF)• Scholastic ReadingInventory (SRI)• Colorado Student AssessmentProgram (CSAP), Reading• Colorado Student AssessmentProgram (CSAP), WritingTOSWRF GrowthGrade 6–8 Students Enrolled in <strong>LANGUAGE</strong>!*12%Fall 2005 Spring 2006National Percentile Rank10%8%6%4%2%3%9%3%9%3%10%0%All Students(n=47)Free/Reduced Lunch(n=38)Non-White(n=30)* Sample was reduced due to incomplete data.44 <strong>LANGUAGE</strong>! <strong>Overview</strong> www.sopriswest.com/language


District 3Special EducationIn a <strong>LANGUAGE</strong>! implementation involvingmiddle school students in both generaland special education, TOSWRF gainsdemonstrated accelerated growth at allgrade levels. Students receiving specialeducation services averaged 8 and 13months of growth after just 5 months.Key DetailsTotal Participants: 454Grade Levels: 6–8Instructional Period:2005–2006 school yearDemographics:• 48% Free/Reduced Lunch(FRL)• 18% Native American*• 31% Eligible for specialeducation servicesMeasures:• Test of Silent Word ReadingFluency (TOSWRF)• Degrees of Reading Power ®(DRP)*Numbers of students in other ethnicminority groups were too small tomake valid comparisons.TOSWRF Grade Equivalent Gains for Students Receiving SpecialEducation Services After Five Months*Grade Equivalent6.56.05.55.04.54.05.2Book A(n=29)Book C(n=21)6.05.7 (Expected)4.73.9 (Expected)3.53.43.0Pretest(Sept. 2005)Posttest(Feb. 2006)* Sample was reduced due to incomplete data.(800) 547-6747 <strong>LANGUAGE</strong>! <strong>Overview</strong> 45


National RecognitionAs a research-based, data-driven curriculum, <strong>LANGUAGE</strong>! has earned praise from leadingliteracy scholars and research centers such as the Florida Center for Reading Research(FCRR), whose reviews are widely followed in the industry because of the high standards thecenter sets for educational products. <strong>LANGUAGE</strong>! has also been endorsed by researchersand organizations in the field of special education for its ability to differentiate instruction andempower students with special needs to achieve literacy success.Evaluated by Educational Research CentersThe Florida Center for Reading Research’s mission is“to conduct basic research on reading, reading growth,reading assessment, and reading instruction that willcontribute to the scientific knowledge of reading andbenefit students ... throughout the nation.”<strong>LANGUAGE</strong>! earned top honors!According to the FCRR report:“<strong>LANGUAGE</strong>! is an extremely thorough presentationof numerous reading, writing, and language artsstrands, taught systematically in parallel fashionto children of all ages with delays in reading,writing, and/or language.”“I cannot say enough positive things aboutthe phonics components of the <strong>LANGUAGE</strong>!Third <strong>Edition</strong> within the EL classroom. Mystudents have made great strides with clarityof speech, decoding, and word recognition.I find the pre-writing strategies, especiallythe Blueprint”for Writing, easy to scaffold forthe beginners.—Micaela Dimos, TeacherSheldon High SchoolElk Grove Unified School DistrictSacramento, California46 <strong>LANGUAGE</strong>! <strong>Overview</strong> www.sopriswest.com/language


Endorsed by Special Education OrganizationsThe Council of Administrators of Special Education (CASE) is “an international professionaleducational organization, which is affiliated with the Council for Exceptional Children,whose members are dedicated to the enhancement of the worth, dignity, potential, anduniqueness of each individual in society.”<strong>LANGUAGE</strong>! received an overall score of 3.53 on a 4-point scalein the following categories:• Product Marketability and Feasability• Company Longevity and Reputation• Address Member Identified Needs• Evidence Documentation ofCustomer Satisfaction• Enhance Professional Practice• Field Tested• Research BaseCited by Scientific Researchers“We were impressed by the program’ssuccess with children in the upperelementary and middle school gradesand its comprehensive nature. Readingis taught as part of an enriched totallanguage experience that integratesreading, writing, spelling, grammar,language use, and vocabulary anddevotes substantial time to readingaloud as well as to reading independently.”—Sally ShaywitzOvercoming Dyslexia: A New and Complete Science-BasedProgram for Reading Problems at Any Level (2003)(800) 547-6747 <strong>LANGUAGE</strong>! <strong>Overview</strong> 47


4093 Specialty PlaceLongmont, CO 80504(800) 547-6747www.sopriswest.comZ324PO/172241/2-08/DBH/20M/.57

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