Spotlight on English

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Key Vocabulary
leaf sprout
plant stem
soil
Functions and Forms
Q Identifying the season
It is spring.
Q Describing theweather
It is sunny andwarm.
English Language Development Skills
Listening
+Listen attentively.
+Follow simpledirections.
Speaking
+Usedescriptivewordswhen speaking about
places and things.
+Answer simplequestions.
Reading
+Matchoralwords toprintedwords.
+Identify the title of a reading selection.
+Respond to what,when , where, and how
questions.
Writing
+Print legibly and space letters andwords.
Brainstorm ORAL LANGUAGEDEVELOPMENT
Have students gather on the carpet. Ask students to think about and share
what they already know about plants and record their responses. Create
a list on chart paper and title it WhatWeKnowAboutPlants. Encourage
students to think about all the aspects of a plant’s life: where it grows, what
it needs, what it looks like, what kind of plant it is, etc.
Frontload Vocabulary WRITING STRATEGIES
Display the EarthPhoto Cards that show plants. Elicit from students the
names of the parts of plants that are listed in the Key Vocabulary list at
left. Dictate the words to students, and have them write the words in their
notebooks. Then, write the words on the board, and have students self-
correct their spelling.
Let’s Predict! ORAL FLUENCY
Student Book pages 128–129: Divide the class into pairs. Ask the questions
and allow students to think about their answers. Have students discuss their
answers with their partners. Then, invite pairs to share their answers with
the class.
Unit 5 Our Land 224
Lesson 1
Materials
EarthPhotoCards
chartpaper
blackmarkers
Preparation
Q Write WhatWe Know About
Plants at the top of apiece of
chartpaper.
Encourage students to
respondwith simple
sentences.
Encourage students to
respond in complete
sentences and to
support their answers
with examples.
Encourage students to
answer in complete,
complex sentences.
Beginning Intermediate Advanced
Youmay assist studentswho are experiencingdifficultywith this activityby
pairing themwith studentswhobetter understand the concept ofprediction.
SpotlightTG1U5.indd 224 11/4/07 6:01:28PM
Our Land Unit5 225
Picture Read the Story VOCABULARY DEVELOPMENT
Have students look through the pages of the story with you. Hold up your copy
of the book and point to each page. Make sure students are following along.
Help students point to and name:Theseareflowers. They bloomduring spring.
Thesearemountains.
Predictions ORAL FLUENCY
Compare students’ predictions from the Let’s Predict! with information from the
PictureRead. Ask: Do you think “PlantsGrow” isa good title for this story?Can
you think ofadifferent title? Then, have students talk about some of the things
they think they will learn from the story.
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plant
soil
sprout
stem
leaf
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Answerthequestions.
&# What season is it in thispicture?
'# What cluesdoes thepicturegive
youaboutwhat the storymight
beabout?
(# Whatdoes the title tell you the
storymightbeabout?
)# Whatdo the keywords tell you
the storymightbeabout?
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It is spring!
It is sunnyandwarm.
Sometimes it rains.
by Sarah Fash
illustratedbyWally Rodr’guez Bodily/Kinesthetic
ThePlant andMe
Have students imagine that they areplants.
Use totalphysical response to illustrate the
process of a seedgrowing. First, use thebody,
hands, and facialgestures to show a seed
in the soil. Then,mimic theplant spouting
out of theground, enjoying the rain and the
sunshine, andbecoming a fully-grownplant.
For adetaileddescription of these and other
national and state standards as they correlate to
this unit ofSpotlight on English,please visit our
Web site
English as a Second Language
Standard 1:Communication Listening:
Level2; Speaking; Levels 1–3; Reading: Level1;
Writing: Level2.
Standard 2: LanguageArts Listening: Levels
1–3; Speaking: Levels 1–3; Reading: Level1;
Writing: Level3.
SpotlightTG1U5.indd 225 11/4/07 6:01:30PM
Spotl ight on Reading
• Frontloads key
vocabulary of the
reading selection
• Includes activities
to target three
proficiency levels
• Includes activities for
different modalities
of learning
• Involves student in
literary response
activities
• Develops oral
fluency and reading
comprehension
• Aligns lessons to ESL/
ELD standards
• Develops phonemic
awareness/phonics
skills throughout
the unit in the Sound
It Out sections and
through Spotlight
Online
Key Vocabulary
flower seed
leaf sprout
root stem
Functions and Forms
Q Describing stages ofplantgrowth
Roots grow out of the seed.
English Language Development Skills
Listening
+Listen attentively.
+Follow simpledirections.
Speaking
+Speak in complete, coherent sentences.
+Retell stories usingbasic storygrammar and
relating the sequence of story events.
+Answer simplequestions.
Reading
+Matchoralwords toprintedwords.
+Follow one-stepwritten instructions.
+Read rootwords, inflectional forms, and irregular
verbs.
Writing
+Print legibly and space letters andwords
appropriately.
Unit 5 Our Land 232
Echo Read the Story CONCEPTS ABOUT PRINT
Student Book page 129: Play Track 28 or read the story line by line,
and have students follow the words with their fingers as they echo each
line.
Lesson 3
Materials
PracticeBook (page 62)
ClassCD (Track 28)
Let’s Check!
READING COMPREHENSION
Student Book page 138: Have students point to each of the questions
as you read them aloud. Ask students to answer the questions. Allow
them time to think about their answers and have them share their
answers with the class.
Have students
work as agroup to
describehow aplant
grows.Write student
responses on the
board in complete
sentences.Have
students copy the
sentences in their
notebooks.
Have studentswork
independently to
describehow a
plantgrows.Have
each studentwrite a
complete sentence
about eachpicture
with specificdetails
and examples from
the story.
Have studentswork
with apartner to
describehow a
plantgrows.Have
each studentwrite a
complete sentence
about eachpicture
in sequential order.
Beginning Intermediate Advanced
Youmay simplify instruction for students experiencingdifficulty
describinghow aplantgrowsbyhaving them identify anddescribe each
picture individuallybeforedescribing the entireprocess.
Act It Out LITERARY RESPONSE
Divide the class into groups. Choose a page or section from the story for
each group to act out in front of the class. Have the class guess which page
or section each group is acting out.
SpotlightTG1U5.indd 232 11/4/07 6:09:52PM
Our Land Unit5 233
Sound It Out WORD RECOGNITION
Teach students about the inflectional forms of an irregular verb. Write the word
grow on the board, and tell them thatgrow is a root word. A root word carries
meaning that changes when suffixes are added. Ask students to use the word in
a sentence: for example, Plantsand people grow.Ask them what happens to the
word grow when the subject of the sentence is changed to only one plant: the
plant grows. Write the wordgrows on the board. Then, write the word growing
on the board. Ask students to tell you how the meaning of the sentence changes
when –ing is added to the end of the word: The plant is growing.Then, write
grew on the board, and explain how irregular verbs change spelling in the past
tense. Ask students to explain the meaning of the word grewin the sentence: the
plant grew.Remind students that the root word is grow.
Let’s Practice!
Have students open their Practice Books to page 62. Read the directions
aloud and have students read along with you. Explain and model the directions.
Then, have students complete the page independently in class or as homework.
Logical/Mathematical
MeasuringPlants
Materials:Ruler,whitepaper,markers
Walkwith students to the schoolgarden or
thepark.Divide students into smallgroups.
Ask students to choose threeplants that they
like.Have themmeasure the length of a leaf
for each of theplants.Ask students todraw
the leaves andwritedown themeasurements
next to each leave. Invite students to compare
and contrast their findings.
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Usethepicturestodescribehowaplantgrows.
+'
Spotlighton English1© SantillanaUSA
Name: Date:
&#The seed isplanted in the soil.
'#The seedneeds candyand soda.
(#Rootsgrowout of the seed.
)#Plantsgrowall over theworld.
6WriteI after the sentences if theyare trueand;if theyare false.
7Label the thingsplantsneed togrowwithwords from thebox.
water sunlight soil air
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PracticeBook (page62)
For adetaileddescription of these and other
national and state standards as they correlate to
this unit ofSpotlight on English,please visit our
Web site
English as a Second Language
Standard 1:Communication Listening: Levels
2 and3; Speaking: Level3; Reading: Levels 2
and3;Writing: Level1.
Standard2: LanguageArtsListening: Levels
1–3; Speaking: Level3; Reading: Levels 1 and3;
Writing: Level1.
SpotlightTG1U5.indd 233 11/4/07 6:10:00PM
LEARN MORE BY VISITING r CALLING TOLL FREE 1-800-245-8584
Teacher’s Guide Level 1
Spotlight on
Readin g
LESSONS 1–4
CONTINUOUS
VOCABULARY
DEVELOPMENT
PRACTICE
BALANCED LITERACY FOR SUCCESS IN
READING AND WRITING!
SPOTLIGHT ON READING focuses on systematically developing literacy skills
through fiction and non-fiction reading selections and comprehension activities.