4th Edition LANGUAGE! Overview

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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 Edition 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: LANGUAGE!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: LANGUAGE!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 LANGUAGE! Overview www.sopriswest.com/language
Printable homeworkpages make it possiblefor teachers to tailoradditional reinforcementfor students beyond theLANGUAGE! 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 LANGUAGE! Overview 39
Page 1 and 2: ®Fourth EditionOverview
Page 3 and 4: LANGUAGE! is thecomprehensive liter
Page 5: How does LANGUAGE! work?Cumulative
Page 14 and 15: LANGUAGE!Phonemic Awarenessand Phon
Page 16 and 17: LANGUAGE!Vocabularyand MorphologyEn
Page 18 and 19: LANGUAGE!Listening andReading Compr
Page 20 and 21: EnglishLanguageLearnersLANGUAGE!Cha
Page 22 and 23: Each level of text in LANGUAGE! is
Page 24 and 25: Reading and writing are reciprocal
Page 26 and 27: Focus on Academic LanguageThe LANGU
Page 28 and 29: LANGUAGE! accelerates reading achie
Page 30 and 31: The Scope and Sequence for LANGUAGE
Page 32 and 33: What are the unit objectives?At a G
Page 34 and 35: What are you going to teach in each
Page 36 and 37: How are you going to teach it?The L
Page 40 and 41: Scheduling OptionsSignificant liter
Page 42 and 43: Sopris West Implementation Services
Page 44 and 45: District 2At-Risk StudentsIn a midd
Page 46 and 47: National RecognitionAs a research-b
Page 48: 4093 Specialty PlaceLongmont, CO 80

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