Spotlight on English

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• Develops the four
language arts
domains—listening,
speaking, reading,
and writing
• Develops grade-level
academic vocabulary
THE CONTENT AREAS ARE USED AS THE VEHICLES
OF DIRECT INSTRUCTION!
Spotlight on Content develops academic language and vocabulary
through instruction and activities in each of the content areas in every unit.
S potlight o n
Conten t
LESSO N S 11– 18
Spotl ight on Content
Unit 5 Our Land 248
Key Vocabulary
adapt desert hot
climate dry sunny
Functions and Forms
Q Understanding expository text
The purpose of this paragraph is to inform
about the desert.
English Language Development Skills
Listening
+Listen attentively.
+Follow simpledirections.
Speaking
+Stay on topicwhen speaking.
+Answer simplequestions.
Reading
+Matchoralwords toprintedwords.
+Identify the title and author of a reading
selection.
+Identify letters,words, and sentences.
+Read common, irregular sightwords.
+Respond to what andhowquestions.
Writing
+Print legibly and space letters,words, and
sentences appropriately.
+Use knowledge of thebasic rules ofpunctuation
and capitalizationwhenwriting.
+Spell three-and four-letter short-vowelwords and
grade-level-appropriate sightwords correctly.
Access Prior Knowledge ORAL FLUENCY
Ask students if they know what an encyclopedia is, what it is used for, and
what kind of information it provides. Elicit from students such answers as
facts, information, research, explanations, and descriptions.
Lesson 11
Expository Writing
READINGCOMPREHENSION
Students Book page 146: Read the text to students. Then, read the
text again but, this time, have students read along. Discuss the text
and answer the questions.
Answer the
questions as a class.
Write students
responses on the
board in complete
sentences.Have
students copy the
questions and the
sentences from
theboard in their
notebooks.
Have students
answer thequestions
inwriting. Encourage
them to include
more information in
their answers than
what is askedof
them.
Have studentswork
in smallgroups to
write the answers
to thequestions in
theirnotebooks. Be
sure they answer in
complete sentences
and include the
question in their
answers.
Beginning Intermediate Advanced
Youmay assist students experiencingdifficultieswith finemotor skillsby
providing individual assistance and extended time towrite.
La
ngu age
Ar
ts
Materials
index cards
coffee can
Preparation
Q Write theDolch list ofgrade 1
sightwords on individual index
cards andplace them inside the
coffee can. Include five cards
with thewordKABOOMwritten
on them.Mix the cardsbefore
placing them into the can.
Our Land Unit5 249
Sound It Out WORD RECOGNITION
Tell students they will be playing a game called KABOOM! to practice reading
sight words. First grade sight words are: after, again, an, any, as, ask, by , could,
every , fly, from, give , giving, had, has, her, him , his, how , just, know, let,live,
may, of, old, once, open , over , put, round, some , stop, take , thank,them , then,
think, walk, were,when . Have students take turns coming to the front of the
room, choosing one card from the can, and reading it aloud to the class. If they
read the word correctly, they keep the card. If they do not, the card goes back
into the can for someone else to try. If a KABOOM! card is pulled, the student
reads it in a loud voice and has to put all of his or her cards back into the can.
Play continues until all of the cards are read. The student with the most cards in
hand at the end of the game is the winner.
Visual/Spatial
HabitatPoster
Have studentsmake an illustration of a
habitat. First, ask them tomake a list of
animals andplants that live in theirhabitats.
Youmaywant to allow extra time for research.
Then,have studentsdraw the animals and
the end of the activity, tell the
students that they justdrew ahabitat. Explain
what ahabitat is.Have students talk about the
habitats theydrew.Display thehabitatposters
on awall.
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6 Answer thequestions.
&# What is thisparagraphabout?
'# What is the title of thisparagraph?
(# Howmany factsanddetailsare
included in thisparagraph?
)# What is thepurpose of thisparagraph?
It is very dif¿cult to live
in the desert. It is hot and
sunny in the daytime. It is
cold at night.There is very
little rain.There are almost no
plants.There are some animals
and insects.They usually come
out at night. Desert plants
and animals have to adapt
to the dry climate.
The Desert
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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 .
English as a Second Language
Standard1:Communication Listening: Levels
2–4; Speaking: Levels 3 and4; Reading: Levels
3 and4.
Standard 2: LanguageArts Listening: Levels
1 and3; Speaking: Level3; Reading: Levels3
and4.
Unit 5 Our Land 250
Key Vocabulary
conclusion fact
detail topic
Functions and Forms
Q Writing an expository text
The ocean has ... It is ...
English Language Development Skills
Listening
+Listen attentively.
+Follow simpledirections.
Speaking
+Stay on topicwhen speaking.
+Answer simplequestions.
Reading
+Matchoralwords toprintedwords.
+Identify letters,words, and sentences.
+Follow one-stepwritten instructions.
Writing
+Select a focuswhenwriting.
+Writebrief expositorydescriptions of a realplace
using sensorydetails.
+Write in complete, coherent sentences.
+Print legibly and space letters,words, and
sentences appropriately.
+Use knowledge of thebasic rules ofpunctuation
and capitalizationwhenwriting.
Identify the Topic WORDRECOGNITION
Explain to students that the topic is the subject (i.e., person, place, or
thing) the author writes about, and that the details are the facts the author
provides about the topic. Then, read brief expository texts about familiar
topics, such as the zoo, the farm, or the circus. Pair students and have them
guess the topic for each text. Have them discuss with their partner details or
clues that helped them determine their responses. Reread selections several
times until students are able to point out clues or details that help them
determine the topic.
Materials
PracticeBook (page 67)
referencebooks
paper
markers
sentence strips
Preparation
Q On sentence strips,write sentences
that are fact and sentences that are
opinion about a topic.
Writing an Expository Paragraph
WRITING STRATEGIES
Student Book page 147: Read the information in the Spotlight box at
the top of the page. Copy and complete the graphic organizer. Have
students complete the writing activity.
Have the class
decide on a topic as
agroup. Then, ask
students to share
facts about that
topic andwrite them
on theboard.Have
each studentdraw
and label apicture
about the topic.
Complete the activity
as agroup. Then,
have students choose
their own topic and
repeat the activity
independently.
Have the class
decide on a topic
and complete the
graphic organizer
together. Then,
modelhow to
write an expository
paragraph.Have
studentswrite and
illustrate their own
paragraph.
Beginning Intermediate Advanced
Youmay simplify instruction and facilitate thewritingprocess for students
experiencingdifficultywith the concept of identifyingmain idea and
supportingdetailsbyproviding alternativegraphic organizers.
L
a
n
gu age A
r
t
s
Lesson 12
Our Land Unit5 251
Fact and Opinion READING COMPREHENSION
Review with students the difference between fact and opinion. Show students
the sentence strips. Tell students that you want to write an expository paragraph
using some of those sentences. Have volunteers read the sentences and decide
whether they are fact or opinion. Finally, ask students to help you organize
the sentences in the correct order: introduction, supporting details, and
conclusion.
Let’s Practice!
Have students open their Practice Books to page 67. 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.
Intrapersonal
HabitatHeaven
Materials: magazines, scissors
Display severalpictures ofhabitats such as:
ocean, jungle,mountains,desert, artic, and
forest.Have students think aboutwhich of
thoseplaces theywould like to visit andwhy.
Inpairs,have students talk aboutwhich items
theywouldneed for their trip andwhat kind
of transportationwouldhelp them to travel
there.
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6 Copyand complete the organizer
about one of theplaces in thephotos.
7 Writeaparagraphabout your topic.
8 Drawapicturetoillustrateit.
Topic:
Factsanddetails:
1.What is it like?
2.What lives there?
3.Whatcanyoudo there?
Ocean
Jungle
Expositorywriting gives information about a topic.
Remember to include:
•a sentence that introduces your topic.
• facts and details about your topic.
•a conclusion based on the information
you included.
Mountains
+,
Spotlight on English1© SantillanaUSA
Name: Date:
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Label thepartsof the textwith thewords from thebox.
details introduction conclusion
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It is verydifÞcult to live in
thedesert.
It ishotand sunny in the
daytime. It is coldatnight.
There is very little rain. There
arealmostnoplants. Thereare
someanimalsand insects. They
usually comeoutatnight.
Desertplants,andanimals
have toadapt to thedry
climate.
PracticeBook (page67)
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 .
English as a Second Language
Standard1:Communication Listening: Levels
3 and4; Speaking: Level4; Reading: Level4;
Writing: Levels3 and4.
Standard 2: LanguageArts Listening: Levels
3 and4; Speaking: Level4; Reading: Level4;
Writing: Levels3 and5.
Explicit grammar,
usage, and writing
instruction
L
a
n
g u a g e A
rts
Teacher’s Guide Level 1