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
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