Spotlight on English

11 / 24

99
• Develops oral
language and oral
fluency
• Develops grammar,
language
mechanics, and
writing skills
• Provides reading-
only, listening-only,
and dual processing
opportunities to
encourage the
development of
comprehension
skills
• Gives students
opportunities
to apply vocabulary
and skills
ORAL AND WRITTEN LANGUAGE AND FLUENCY
STRATEGIES FOR EFFECTIVE COMMUNICATION!
Spotlight on Language presents a variety of activities for
students to practice and use vocabulary and language forms
in context.
Spotli gh t o n
Lan guage
LESSONS 5–10
Key Vocabulary
beehive lake
deer mountain
duck river
forest squirrel
Functions and Forms
Q Using the verb tobe
There is a beehive in the tree.
There are ducks on the lake.
English Language Development Skills
Listening
+Listen attentively.
+Follow simpledirections.
Speaking
+Usedescriptivewordswhen speaking about
places and things.
+Make oneself understoodwhen speakingby
using Englishgrammatical forms and sounds.
+Identify and use subject-verb agreement.
Reading
+Matchoralwords toprintedwords.
+Read common, irregular sightwords.
+Follow one-stepwritten instructions.
Writing
+Print legibly and space letters andwords
appropriately.
+Write in complete, coherent sentences.
Unit 5 Our Land 236
Frontload Vocabulary WRITING STRATEGIES
Dictate the words in the Key Vocabulary. Then, write the words on the
board and have students self-correct their spelling.
Lesson 5
Materials
ClassCD (Track 29)
Let’s Connect!
LISTENING COMPREHENSION
Student Book page 140: Play Track 29.
Track 29 Laura: LookDad, there’s a squirrel
in the tree!
Dad: I see it too. There are also
lots ofbirds in themountains.
Can you find abird?
Laura :Oh yes! There is abird
flying over there.
Dad: Look at thebeehive in that
tree over there. Bees live in
beehives.
Laura: Ihope theydon’t sting us!
Dad: Theywon’t! Look over there.
There is a rabbit in thegrass.
Have studentspoint
to and identify items
in thepicture using
phrases or simple
sentences.
Have students
identify items in
thepicture using
detaileddescriptions.
Have studentspoint
to and identify items
in thepicture using
complete, complex
sentences.
Beginning Intermediate Advanced
Youmayprovidedualprocessing opportunities to studentswho are
experiencing comprehensiondifficultiesbyproviding awritten copy of
the script to follow alongwhile listening to the track.
Laura:He’s so cute! I like
rabbits! There’s adeer
looking at the rabbit.
Dad: Look on the lake.
There areducks
swimming in the lake.
There are also fish in the
lake,butwe can’t see
them. They are
swimming under the
water.Now, let’s keep
hiking andwe can
fish on thewayback.
SpotlightTG1U5.indd 236 11/4/07 6:10:28PM
Our Land Unit5 237
Visual/Spatial
VennDiagram
Use chartpaper todraw aVenndiagram
graphic organizer to compare and contrast
two animals. The objective ishelp the
students visualize the similarities and
differences in these two animals as they
review the vocabulary.Have them sharewith
apartner.
&)% Jc^i*
;XW\TQOP\ WV 4IVO]IOM
AZi’h8dccZXi
Listenandpoint.
beehive
bird
deer
ducks
Þsh
lake
mountains
rabbit
squirrel
KeyWords
&)& Jc^i*
AZi’h;dXjh
Copyand complete the sentences.
is are
&# There duckson the lake.
'# There trees in the forest.
(# There abeehive in the tree.
)# There snow on themountain.
AZi’h6eean
Lookat thepictures. Talk
aboutwhat is the sameand
what isdifferent.
Look,Dad,
there’sa squirrel
in the tree!
For adetaileddescription of these and other
national and state standards as they correlate to
this unit of Spotlight on English,please visit our
Web site .
Complete sentences
as a class.Write
them on theboard.
Have students
copy them in their
notebooks.
Have students
complete the activity
independently
including additional
sentences about
things they see.
Have studentswork
with apartner to
copy and complete
the sentences in
theirnoteboks.
Beginning Intermediate Advanced
Youmay simplify instruction for students experiencingdifficultieswith the
conjugation of the verbto be with sample sentences.
Let’s Focus!
WRITING STRATEGIES
Student Book page 141: Read the directions aloud. Tell students that
they must saythere is when they are pointing to one thing, and there
arewhen they are pointing to more than one thing.
English as a Second Language
Standard1:Communication Listening: Level
2; Speaking: Level3; Reading: Levels 1 and3;
Writing: Level2.
Standard 2: LanguageArts Listening: Levels
1 and2; Speaking: Level3; Reading: Level1;
Writing: Levels1 and3.
SpotlightTG1U5.indd 237 11/4/07 6:10:34PM
Key Vocabulary
autumn summer
spring winter
Functions and Forms
Q Describing theweather
It is hot in the summer.
English Language Development Skills
Listening
+ Listen attentively.
+ Follow simpledirections.
Speaking
+ Stay on topicwhen speaking.
+ Speak in complete, coherent sentences.
+ Usedescriptivewordswhen speaking about
people,places, things, and events.
+ Make oneself understoodwhen speakingby
using Englishgrammatical forms and sounds.
Reading
+ Classifygrade-appropriate categories ofwords.
+ Relateprior knowledge to textual information.
+ Retell the central ideas of simple expository or
narrativepassages.
Writing
+ Print legibly and space letters,words, and
sentences appropriately.
+ Write in complete, coherent sentences.
+ Use knowledge of thebasic rules ofpunctuation
and capitalizationwhenwriting.
+ Capitalize the firstword of a sentence,names of
people, and thepronoun I.
+ Spell three-and four-letter short-vowelwords and
grade-level-appropriate sightwords correctly.
Unit 5 Our Land 244
Frontload Vocabulary VOCABULARYDEVELOPMENT
DisplayEarth Photo Cards that show the seasons of the year. Then, have
students guess the season as you make sketches on chart paper or the
board. Clues to sketch may include: leaves falling from a tree and pumpkins
(fall); snow falling and a snowman (winter);Earth Photo Cards flowers and
a butterfly (spring); and kids swimming in the ocean (summer).
Lesson 9
Materials
Earth PhotoCards
chartpaper
Let’s Connect!
READING COMPREHENSION
Student Book page 144: Read the directions aloud. Read the text with
students. Then, have students discuss their local weather patterns.
Read instruction B with the class. Have students talk about the local
weather.
Workwith the class
towrite sentences
about theweather
where they live on
theboard. Then,
have students copy
the sentences in
theirnotebooks.
Have studentswork
independently to
write sentences
about theweather
where they live. Be
sure they include
thenames of all
four seasons and
descriptions of the
weather experienced
during each season.
Have studentswork
with apartner to
write sentences
about theweather
where they live. Be
sure theywrite in
complete sentences
and include the
name of the current
season.
Beginning Intermediate Advanced
Youmay assist students experiencingdifficultywriting about theweather
bypairing themwith other studentswhobetter understand the concept.
SpotlightTG1U5.indd 244 11/4/07 6:12:00PM
Our Land Unit 5 245
Intrapersonal
My Favorite Season
Have students think about the seasons. Tell
students towrite aparagraph about their
favorite season andwhy it is their favorite.
&)) Jc^i*
AZi’h8dccZXi
6 Lookatthepicturesandreadabouttheseasons.
7 Talkabouttheweatherwhereyoulive.
It is cold inwinter.
Some trees lose their leaves.
Sometimes it snows.
It is cool in fall.
Sometimes it iswindy.
Some leaves change color
and fall off the trees.
It ishot in summer.
There aremany sunnydays.
Sometimes it is cloudy.
It iswarm in spring.
There aremany flowers.
Sometimes it rains.
&)* Jc^i*
AZi’h;dXjh
Rewrite the sentenceswith the correctwords.
cold warm windy snow
cool hot cloudy rain
&# It is at thebeach. But sometimes it is .
'# It is today. There is on themountains.
(# I like days. I like toplay in the .
)#
It is and today.
AZi’h6eean
6 Answerthequestionsabouteach
of the seasonswhere you live.
&# What is theweather like?
'#
What outdooractivitiesdo
youdo?
(# What clothesdo youwear?
7 Drawapictureforeachseason.
8 Writeabouteachseason.
9Makeaseasonsbooklet.
Let’s Focus! VOCABULARYDEVELOPMENT
Student Book page 145: Read the directions aloud. Model the first
sentence for the class. Then, have students copy and complete the
sentences.
Complete the
activity together as
a class andwrite the
responses on the
board. Then,have
students copy the
responses in their
notebooks.
Have students
complete the activity
independently. Then,
ask students towrite
additional sentences
using thewords form
thewordbank.
Have studentswork
with apartner to
copy and complete
each of the
sentences in their
notebooks.
Beginning Intermediate Advanced
Youmay simplify instruction for students experiencingdifficultywith the
activitybydictating the sentence andhaving the students onlywrite the
words that aremissing.
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
Standard1:Communication Listening: Levels
2 and3; Speaking: Level3; Reading: Level3;
Writing: Level3.
Standard 2: LanguageArts Listening: Levels
2 and3; Speaking: Level3; Reading: Levels2
and3;Writing: Level 3.
SpotlightTG1U5.indd 245 11/4/07 6:12:04PM
Teacher’s Guide Level 1
Spotl ight on Language
GRAMMAR IN
FUNCTIONAL
SETTINGS
D
n