Glencoe

Contents in

CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

PROGRAM OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix

SECTION 1 English Language Learner Fundamentals . . . . . . . . . . . . . . . . . 1–1

SECTION 2 Strategy Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2–1
SECTION 3 Content-Area Model Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . 3–1
SECTION 4 On-the-Go Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4–1
SECTION 5 TELPAS™ Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5–1

Acknowledgments
xviii The McGraw-Hill Companies; All illustrations by Judy Love.
The Interactive Question-Response approach is based on the research of Dr. Diane August, educational researcher and consultant for ELLevate.

Copyright © 2011 The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act, no part of this
publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior permission of
the publisher.
For pages including a copyright line, permission is granted to reproduce the material contained on said page on the condition that such materials
be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the
program. Any other reproduction, for sale or other use, is expressly prohibited.
Send all inquiries to:
Glencoe/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027

ISBN: 978-0-07-893449-0
MHID: 0-07-893449-4

Printed in the United States of America.

3 4 5 6 7 8 9 10 WDQ 14 13 12 11 10

ELV912_TX_TOC_893449.indd 2 2/17/10 3:24:18 PM

CONTENTS
SECTION
English Language Learner
Fundamentals 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1–1

THE ENGLISH LANGUAGE LEARNER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1–4

Characteristics of English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1–4
Accommodating Activities for English Language Learners . . . . . . . . . . . . . . . . . . . . . . 1–7

ENGLISH LANGUAGE LEARNERS IN TEXAS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1–10

Texas Proficiency Level Descriptors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1–10
Addressing the English Language Proficiency Standards in Your Classroom . . . . . .1–17

TEACHING ENGLISH LANGUAGE LEARNERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1–26

Developing Academic Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1–26
Developing Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1–29
Interactive Question-Response Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1–31
Scaffolded Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1–33
Best Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1–34
Classroom Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1–38

CONTENT-AREA CONSIDERATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1–40

Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1–41
Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1–43
Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1–45
Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1–47
Fine and Applied Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1–49

CORRELATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1–50
ELLevate Correlated to the English Language Proficiency Standards . . . . . . . . . . . . . .1–50

Contents Section  iii

CONTENTS
2
SECTION

ELPS Strategy Models

............................................. 2–1

In Section 2, you will find lessons that model

instructional strategies across content areas, with
specific examples. The columns below at the right Science Social Language Mathematics Fine and
Studies Arts Applied Arts
show you where each content area begins.
Check out where
your content area
starts below:

ELPS VOCABULARY STRATEGIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2–4

LESSON INTRO STRATEGY APPLIED IN THESE
STRATEGY
NUMBER PAGE CONTENT-AREA PAGES

2.1 Sight Vocabulary/High-Frequency Words 2–4 2–5 2–6 2–7 2–8

2.2 Applying Phonics Skills to New Vocabulary 2–10 2–11 2–12 2–13 2–14

2.3 Using Word Analysis With New Vocabulary 2–16 2–17 2–18 2–19 2–20

2.4 Identifying Word Families 2–22 2–23 2–24 2–25 2–26

2.5 Using Prior Knowledge With Vocabulary 2–28 2–29 2–30 2–31 2–32

2.6 Using Context Clues 2–34 2–35 2–36 2–37 2–38

2.7 Focusing on Key Words 2–40 2–41 2–42 2–43 2–44

2.8 Using Multiple-Meaning Words 2–46 2–47 2–48 2–49 2–50

2.9 Recognizing Cognates 2–52 2–53 2–54 2–55 2–56

2.10 Identifying Idioms and Expressions 2–58 2–59 2–60 2–61 2–62

2.11 Using Vocabulary to Retell 2–64 2–65 2–66 2–67 2–68

2.12 Reviewing and Memorizing Vocabulary 2–70 2–71 2–72 2–73 2–74

iv Contents Section 
ELPS COMPREHENSION STRATEGIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2–76
LESSON INTRO STRATEGY APPLIED IN THESE
STRATEGY
NUMBER PAGE CONTENT-AREA PAGES

2.13 Using Prior Knowledge and Experiences 2–76 2–77 2–79 2–81 2–83
2.14 Making Connections 2–86 2–87 2–89 2–91 2–93
2.15 Making Predictions 2–96 2–97 2–99 2–101 2–103
2.16 Using Visual and Contextual Support 2–106 2–107 2–109 2–111 2–113
2.17 Monitoring and Clarifying Comprehension 2–116 2–117 2–119 2–121 2–123
2.18 Sequencing Information 2–126 2–127 2–129 2–131 2–133
2.19 Distinguishing Main Idea from Details 2–136 2–137 2–139 2–141 2–143
2.20 Comparing and Contrasting 2–146 2–147 2–149 2–151 2–153
2.21 Identifying Cause and Effect 2–156 2–157 2–159 2–161 2–163
2.22 Finding Supporting Evidence in Text 2–166 2–167 2–169 2–171 2–173
2.23 Generating Questions 2–176 2–177 2–179 2–181 2–183
2.24 Retelling and Summarizing 2–186 2–187 2–189 2–191 2–193
2.25 Differentiating Fact from Opinion 2–196 2–197 2–199 2–201 2–203
2.26 Drawing Inferences 2–206 2–207 2–209 2–211 2–213
2.27 Using Inductive Reasoning 2–216 2–217 2–219 2–221 2–223
2.28 Using Deductive Reasoning 2–226 2–227 2–229 2–231 2–233
2.29 Analyzing and Evaluating Text 2–236 2–237 2–239 2–241 2–243

ELPS WRITING STRATEGIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2–246

LESSON INTRO STRATEGY APPLIED IN THESE
STRATEGY
NUMBER PAGE CONTENT-AREA PAGES

2.30 Applying Grammar to Writing 2–246 2–247 2–249 2–251 2–253

2.31 Using Possessives, Negatives, and Contractions 2–256 2–257 2–259 2–261 2–263
2.32 Using Connecting Words in Writing 2–266 2–267 2–269 2–271 2–273
2.33 Sentence Patterns and Lengths 2–276 2–277 2–279 2–281 2–283
2.34 Taking Notes 2–286 2–287 2–289 2–291 2–293
2.35 Using the Writing Process 2–296 2–297
2.36 Writing a Narrative Paragraph 2–306 2–307
2.37 Writing a Descriptive Paragraph 2–316 2–317
2.38 Writing an Expository Paragraph 2–326 2–327
2.39 Writing a Persuasive Paragraph 2–336 2–337

Contents Section  v
 CONTENTS
SECTION
Content-Area
Model Lessons 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3–1

CONTENT-AREA MODEL LESSON PAGE CONTENT-AREA MODEL LESSON PAGE

3.1 Earth Science: Earth’s Systems 3.3 Chemistry: Changes of State

Using Multiple-Meaning Words 3–4 Using Context Clues 3–22
Using Visual and Contextual Support 3–6 Making Connections 3–24
SCIENCE

Applying Grammar to Writing 3–10 Using Active Listening 3–28

3.2 Biology: Ecosystems 3.4 Biology: Food Webs and Chains
Applying Phonics Skills to New Vocabulary 3–12 Sight Vocabulary/High-Frequency Words 3–30
Distinguishing Main Idea from Details 3–14 Comparing and Contrasting 3–32
Writing an Expository Paragraph 3–18 Retelling Spoken Messages 3–36

CONTENT-AREA MODEL LESSON PAGE CONTENT-AREA MODEL LESSON PAGE

3.5 World History: Early Humans 3.7 American History: Reconstruction

Using Word Analysis With New Vocabulary 3–38 Focusing on Key Words 3–56
Using Deductive Reasoning 3–40 Making Predictions 3–58
STUDIES
SOCIAL

Using Connecting Words in Writing 3–44 Asking Questions in Academic and Social Situations 3–62
3.6 World Geography: Japan 3.8 World Geography: U.S. and Canada
Using Prior Knowledge With Vocabulary 3–46 Identifying Word Families 3–64
Monitoring and Clarifying Comprehension 3–48 Generating Questions 3–66
Writing a Persuasive Paragraph 3–52 Using Formal and Informal English 3–70

CONTENT-AREA MODEL LESSON PAGE CONTENT-AREA MODEL LESSON PAGE

3.9 Literature: After Twenty Years 3.11 Literature: My Bondage and My Freedom
Identifying Idioms and Expressions 3–72 Using Context Clues 3–90
Retelling and Summarizing 3–74 Distinguishing Main Idea from Details 3–92
LANGUAGE

Using Possessives, Negatives, and Contractions 3–78 Using Classroom Communication 3–96
ARTS

3.10 Literature: The Necklace 3.12 Literature: FDR’s Address to Congress

Reviewing and Memorizing Vocabulary 3–80 Applying Phonics Skills to New Vocabulary 3–98
Using Prior Knowledge and Experiences 3–82 Differentiating Fact from Opinion 3–100
Writing a Narrative Paragraph 3–86 Expressing Opinions in Social Situations 3–104

vi Contents Section 
 CONTENT-AREA MODEL LESSON PAGE CONTENT-AREA MODEL LESSON PAGE

3.13 Geometry: Inductive Reasoning 3.15 Algebra: Solving Multi-Step Equations

Focusing on Key Words 3–106 Using Prior Knowledge With Vocabulary 3-124

MATHEMATICS
Using Inductive Reasoning 3–108 Sequencing Information 3–126
Taking Notes 3–112 Following Spoken Directions 3–130
3.14 Geometry: Three-Dimensional Figures 3.16 Algebra: Variables and Expressions
Recognizing Cognates 3–114 Reviewing and Memorizing Vocabulary 3-132
Using Visual and Contextual Support 3–116 Drawing Inferences 3–134
Writing a Descriptive Paragraph 3–120 Giving Information in Social Situations 3–138

CONTENT-AREA MODEL LESSON PAGE CONTENT-AREA MODEL LESSON PAGE

3.17 Music: Musical Instruments 3.19 Art History: Early Medieval Period
Using Multiple-Meaning Words 3–140 Using Word Analysis With New Vocabulary 3–158

FINE ARTS
Comparing and Contrasting 3–142 Finding Supporting Evidence in Text 3–160
Sentence Patterns and Lengths 3–146 Using Social Expressions 3–164
3.18 Theater: Elements of Theater
Using Vocabulary to Retell 3–148
Analyzing and Evaluating Text 3–150
Writing a Descriptive Paragraph 3–154

CONTENT-AREA MODEL LESSON PAGE CONTENT-AREA MODEL LESSON PAGE

3.20 Carpentry: Job Site Safety 3.21 Manufacturing: Work Flow

Identifying Word Families 3–166 Using Vocabulary to Retell 3–176
APPLIED
ARTS

Using Prior Knowledge and Experiences 3–168 Identifying Cause and Effect 3–178
Writing an Expository Paragraph 3–172 Expressing Ideas and Suggestions 3–182

Contents Section  vii

CONTENTS
4
SECTION

On-the-Go Resources
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4–1

LANGUAGE RESOURCES . . . . . . . . . . . . . . . . . . 4–4 VOCABULARY RESOURCES . . . . . . . . . . . . . . . 4–40

Article on Language . . . . . . . . . . . . . . . . . . . . . . . . 4–4
Phonics Transfers . . . . . . . . . . . . . . . . . . . . . . . . . . . 4–5
Grammar Transfers . . . . . . . . . . . . . . . . . . . . . . . . .4–10
Word Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4–16
High-Frequency Words . . . . . . . . . . . . . . . . . . . . .4–18
Signal Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4–20
Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . .4–21
Using Word Cards . . . . . . . . . . . . . . . . . . . . . . . . . .4–25
Multiple-Meaning Words . . . . . . . . . . . . . . . . . . .4–26

INSTRUCTIONAL RESOURCES . . . . . . . . . . . .4–18 GRAPHIC ORGANIZERS . . . . . . . . . . . . . . . . . . 4–62

Observational Checklist . . . . . . . . . . . . . . . . . . . .4–40
Teaching Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4–41
Strategies at a Glance . . . . . . . . . . . . . . . . . . . . . .4–45
Cultural Considerations . . . . . . . . . . . . . . . . . . . .4–47
Activity Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4–53
Graphic Organizer Contents . . . . . . . . . . . . . . . .4–62
Vocabulary and Comprehension . . . . . . . . . . . .4–63
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4–85

PROFESSIONAL DEVELOPMENT VIDEOS . . . . . . . 4–90

Using Videos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4–90
Video Log. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4–91

5
SECTION

TELPAS™ Guide
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5–1

ASSESSMENT WITH TELPAS™. . . . . . . . . . . . . . 5–4 SAMPLE READING TEST ITEMS . . . . . . . . . . .5–18

An Overview of TELPAS™ . . . . . . . . . . . . . . . . . . . . 5–4
Assessing Listening . . . . . . . . . . . . . . . . . . . . . . . . . 5–6
Assessing Speaking . . . . . . . . . . . . . . . . . . . . . . . . . 5–8
Assessing Writing . . . . . . . . . . . . . . . . . . . . . . . . . .5–10
Assessing Reading . . . . . . . . . . . . . . . . . . . . . . . . .5–13
Beginning Level . . . . . . . . . . . . . . . . . . . . . . . . . . . .5–18
Intermediate Level . . . . . . . . . . . . . . . . . . . . . . . . .5–21
Advanced Level . . . . . . . . . . . . . . . . . . . . . . . . . . . .5–24
Advanced High Level . . . . . . . . . . . . . . . . . . . . . . .5–31

viii Contents Sections  and 

 OVERVIEW
One Easy-to-Use Teacher’s Guide

The Interactive Question-Response

approach is a research-proven, scripted
method that helps teachers coach English
Language Learners.
Throughout ELLevate, you’ll find IQR
routines applied to a variety of language-
acquisition strategies.

F I V E Smart Sections

SECTION SECTION SECTION SECTION SECTION

1 2 3 4 5
ELL Strategy Content-Area On-the-Go TELPAS™
Fundamentals Models Model Lessons Resources Guide

S I X Content Areas

Language Mathematics Science Social Fine Arts Applied Arts

Arts Studies

ix
OVERVIEW

FIVE SECTIONS
One Whole ELL Instructional Plan!

SECTION SECTION

1 2
ELL FUNDAMENTALS
Provides instructional support in
various areas including:
• An overview of the English
Language Learner
• A focus on ELLs in Texas
regarding Proficiency Levels
and ELPS
• Ideas for teaching all ELLs
STRATEGY MODELS
Provides instructional strategies
using the IQR approach applied
across the content areas.
SECTION
Lessons demonstrate how to apply
learning strategies* in the following
areas:
• Vocabulary
• Comprehension
• Writing
*Strategies have been culled from the
Texas English Language Proficiency
Standards.
Language Arts topics include
American Literature and World

• Considerations for ELLs in
language arts, mathematics,
science, social studies, fine arts,
and applied arts
• A correlation of ELLevate to the
Texas ELPS
3
Literature.
Mathematics topics include
Algebra and Geometry.
Science topics include Biology,
Chemistry, Earth Science.
CONTENT-AREA Social Studies topics include
MODEL LESSONS World History, World Geography,
Presents model lessons and American History.
demonstrating scaffolded Fine Arts topics include Music,
Theater, and Art History.
instruction in six on-level
content areas. Applied Arts topics include
Carpentry and Manufacturing.

x
 OVERVIEW

Find everything you need In addition to

for ELL instruction in these this Guide . . .
five sections.

SECTION SECTION

45
ON-THE-GO RESOURCES
Provides a collection of resources for
TELPAS™ GUIDE
Provides an overview of TELPAS™
teachers and reproducible blackline with details on:
masters for students. Materials
• Listening Assessment . . . go to Online
cover:
• Speaking Assessment Resources for
• Language resources such as
Phonics Transfers and Word • Writing Assessment
more support.
Analysis • Reading Assessment Teacher Resources
• Vocabulary resources including • Beginning Level
Online

High-Frequency Words and Go to ellevate.glencoe.com

Academic Vocabulary
• Instructional resources such as an
Observational Checklist, Cultural
Considerations, and Activity Banks
• Intermediate Level
to access an interactive PDF
• Advanced Level of this guide and a video
library featuring experts in ELL
• Advanced High Level
instruction and their methods.

• Graphic Organizers
• List of Professional Development Use Word Cards for
Videos available online
extra vocabulary
support with
Spanish translations.
Word Card

Analyze Analizar

DEFINITION DEFINICION
To study something closely Estudiar algo detenidamente
Word Card

Cell Célula
EXAMPLE SENTENCE
DEFINITION
The scientist will DEFINICION
analyze the cells to learn more about them.
The basic unit of all living La unidad básica de todos los
things seres vivos
Word Card 1
Copyright © by the McGraw-Hill Companies, Inc.

Algebra Álgebra
EXAMPLE SENTENCE
DEFINITION I examined a singleDEFINICION
cell under the microscope.
Mathematics using letters as Matemáticas que usan letras
symbols como símbolos
19
Copyright © by the McGraw-Hill Companies, Inc.

EXAMPLE SENTENCE
She used algebra to solve the problem 2x + 5 = 9.

105
Copyright © by the McGraw-Hill Companies, Inc.

xi
OVERVIEW

Teaching Strategies
in Four Domains
LISTENING SPEAKING

Listening Strategies throughout the program Speaking Strategies throughout the program
help ELLs improve comprehension in all content help ELLs improve fluency and accuracy in all
areas. content areas.

routine AFTER READING routine AFTER READING

Using Active Listening
Step 1 Define active listening and
explain why it is important.
Step 2 Provide examples of active
listening behavior.
xii
Step 3 Ask students to use active
listening while you read the text
aloud. Have students identify
the topic and a supporting
detail.
Step 4 Reread the sample text and
work with students to take
notes about the content in their
Table Notes.
Step 5 Use the notes to summarize the
main points of the text.
Academic Language
active listening a focused way of listening
and responding in order to improve
understanding
write a note in your Table Notes about what I said. Label the first column
Table Notes
Important Idea What I Learned
removes moisture
freeze drying
Listening Strategies include:
• Using Active Listening
• Distinguishing Between Formal and Informal
English
• Following Spoken Directions
• Using Classroom Communication
• . . . and more
Listening and Speaking Strategy
Using Active Listening
The passage below is from a chemistry lesson on the process and
advantages of freeze drying. See how the Using Active Listening routine
is modeled in the Interactive Question-Response that follows.
Freeze Drying
Freeze drying is a process used to dehydrate, or remove moisture
from, a material. During the freeze-drying process, material is frozen
and placed inside a vacuum to remove the moisture. There are several
advantages to freeze drying a material. Freeze-dried materials can be
kept at room temperature for years without spoiling. The process also
preserves the flavor, smells, and vitamin content of food. Freeze-dried
products can be used right away simply by adding water.
Interactive Question-Response
Step 1 We are going to learn about a strategy called active listening. Active
listening can help us understand what someone is saying. What does
the word active mean? doing something That’s right. When you are active,
you are participating in or doing something. What do you think “active
listening” might be? paying attention and focusing on what someone says Yes,
active listening is paying attention and participating when you listen.
Step 2 What are some things we can do when we are paying attention
to someone who is talking? make eye contact, think about what the person is
saying, take notes That’s right. When we are active listeners, we make eye
contact with the speaker. We focus on what the person is saying, and we
take notes about important ideas.
Step 3 Listen while I read the passage. Use active listening to think about
what I am saying. Read aloud the passage. What is this passage about? freeze
drying Yes. This passage is about freeze drying. What do people use freeze
drying for? to save materials like food
Step 4 Reread the passage one sentence at a time. After I read each sentence,
“Important Idea” and the second column “What I
Learned.” What is the first sentence about? freeze drying
Yes. Write this in the first column. Now what idea did
you learn from the first sentence? It removes moisture
from material. Good. Write this in the second column.
Continue the process for the remaining sentences.
Step 5 U t d k ith t t t ll
Using Social Expressions
Step 1 Describe social expressions
and occasions when they are
commonly used.
Step 2 Provide examples of social
language structures and
expressions and review their
meanings.
Step 3 Define idioms and figurative
language and model their use.
Use the Flash Cards to support
understanding.
Step 4 Describe differences between
formal and informal social
expressions.
Step 5 Model asking others about their
opinions, ideas, and feelings,
and generating responses.
Academic Language
idiom an expression in which words mean
something different from their literal
meaning
figurative language use of language such
as similes and metaphors that gives words
a meaning beyond their usual and everyday
definitions
Speaking Strategies include:
• Using Social Expressions
• Asking Questions in Academic and Social
Situations
• Expressing Opinions in Social Situations
• Retelling Spoken Messages
• . . . and more
Listening and Speaking Strategy
Using Social Expressions
In this lesson, students will practice using social language structures
and expressions to respond to cinema. Students will practice using
formal and informal language and ask others for their opinions, ideas,
and feelings about a movie. See how the Using Social Expressions
routine is modeled in the Interactive Question-Response that follows.
Interactive Question-Response
Step 1 You probably already know many social expressions. For example,
what would you say about a movie you really like? I loved that movie. That
movie was awesome. Good. These are social expressions. We use social
expressions to talk about opinions, ideas, and feelings.
Step 2 Listen to this social expression: I loved that movie! How do you think
I felt about it? You liked it a lot. Yes, when you say you loved something, it
means you really liked it. What other verbs could we put in this sentence to
tell different ways we felt about a movie? liked, hated, disliked, enjoyed Good.
What if I said, “That movie is boring”? How would I feel about the movie?
The movie was not very good. Right, boring means that something is not very
interesting. What other words can we put in the sentence “That movie is
_______”? exciting, terrible, confusing, amazing You can use many adjectives
in this sentence to show what you think.
Step 3 Sometimes people use figurative language to talk about things.
For example, “That movie is out of this world!” is figurative language. How
do you think I feel about a movie that is “out of this world”? You like it.
Yes. How can you tell? You sound very excited. Do you think I really mean
that the movie was not on planet Earth? No. What does that expression
probably mean? The movie was very good. You can use clues to figure out
what figurative language means. Listen to these examples: “The story was
really good. I couldn’t take my eyes off the screen.” “I loved the action in that
movie I was on the edge of my seat!”Write one of these expressions on one

xii
 OVERVIEW

Apply strategies that address all

domains of language acquisition.

READING WRITING

Reading Strategies throughout the program Writing Strategies throughout the program
help ELLs improve vocabulary use and help ELLs improve accuracy and expression in all
comprehension in all content areas. content areas.

APPLYING THE STRATEGIES IN THE CONTENT AREAS

LESSON 2.19 COMPREHENSION STRATEGIES
2 Distinguishing Main Idea from Details
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to identify the
main idea and supporting details in an
informational text.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
main idea the most important idea of a
paragraph, a section, or an entire piece
of text
supporting details details that describe
or explain the main idea of a paragraph, a
section, or an entire piece of text
DEFINING the Strategy
• Since most informational articles are organized into main ideas
with supporting information or details, this strategy is critical to
English Language Learners for understanding content.
• Distinguishing between main ideas and details requires students
to determine what information is most important and what
supports or explains it.
• Differentiating between main ideas and details helps students
comprehend the author’s purpose.
USING the Strategy
• Students preview the text for key words and ideas, looking at
headings, topic sentences, and boldface vocabulary.
• Clarify the topic for students to help guide them to the main idea
about that topic and the details that support it.
• Paraphrase the information in the text to help students
comprehend content and differentiate between a main idea and a
supporting detail.
• Use a graphic organizer to help students organize information
visually to clearly see the relationship between a main idea and
the details that support it.
CHECKING the Strategy
SCIENCE Revising Interactive Question-Response
Revising is the third stage in the writing process. At this stage, students routine
read through their paragraphs to ensure they have met all the elements
Revising
of the prompt. Students will also adjust their writing for sophistication
and tone. See how the Revising routine is modeled in the Interactive Step 1 Review the prompt with
Question-Response below. students.
Step 1 Have students recall the writing prompt. What did the prompt ask us
to do? to explain the similarities and differences between reptiles and birds and
Step 2 Review the writing checklist with
to give examples students and compare it to the
completed writing frame to see if
Step 2 Review the writing checklist with students. Then read aloud the
all parts of the prompt are met.
completed writing frame. As we go through the writing checklist, place
a check mark next to the tasks we have completed. Did the paragraph
Step 3 Read the paragraph and identify
explain the similarities and differences between reptiles and birds? yes
writing that is unclear, or that
What examples did the paragraph give to show similarities between sounds awkward or choppy. 2
reptiles and birds? clawed toes and molting
Step 4 Work with connecting words
What examples did the paragraph give to show differences between
to adjust sentence lengths and
reptiles and birds? feathers/scaly skin and teeth/no teeth
patterns.
Step 3 I’m going to read the paragraph aloud again. Sometimes you can
find problems with your writing when you hear it read aloud. Listen for Step 5 Work with transition words to
places where the language sounds awkward, or not smooth. Read the adjust sentence lengths and
paragraph on p. 2–300 aloud. Where does the language sound short or patterns.
unclear? the sentences about different kinds of skin seem too short Good. Even
though these sentences are correct, they can be revised, or changed to Step 6 Guide students in determining
improve the flow of ideas. where synonyms might be used
Step 4 One way to make writing smoother is to combine short sentences to strengthen language.
using a connecting word and a comma. For example, we could use the
word and or the word but to connect ideas.
Let’s combine these two sentences. Display the sentences.

After strategy instruction, use a variety of activities to check for

Go To
Section 3 for Content Area Lessons that
use the Distinguishing Main Idea from
Details strategy
Vocabulary Strategies include:
• Identifying Word Families
• Recognizing Cognates
• Using Context Clues
• Using Multiple-Meaning Words
Comprehension Strategies include:
• Distinguishing Main Idea from Details
• Drawing Inferences
• Identifying Cause and Effect
• Making Predictions
• . . . and more
students’ understanding of the strategy.
• Ask a multiple-choice question that requires students to identify
the main idea from a list of four choices Three of the choices Writing Strategies include:
• Using the Writing Process
• Applying Grammar to Writing
• Using Connecting Words in Writing
• Using Possessives, Negatives, and Contractions
• Working with Sentence Patterns and Lengths
• . . . and more
Genre Models include:
• Writing a Descriptive Paragraph
• Writing a Narrative Paragraph
• Writing a Persuasive Paragraph
• Writing an Expository Paragraph

xiii
OVERVIEW

Models Across
the Content Areas
Use the icons to find models in your content area.
In Section 2, a wide variety of strategies are presented
in multiple content areas.

LANGUAGE ARTS MATHEMATICS

For example, reviewing and memorizing For example, using prior knowledge
vocabulary in language arts and vocabulary in mathematics

APPLYING THE STRATEGIES IN THE CONTENT AREAS APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response MATHEMATICS Interactive Question-Response

The passage below is from the novel Little Women by Louisa May routine routine The passage below is from a mathematics lesson on the Pythagorean
Alcott. See how the Reviewing and Memorizing Vocabulary routine is Theorem. See how the Prior Knowledge and Vocabulary routine is
Reviewing and Memorizing Prior Knowledge and
modeled in the Interactive Question-Response that follows. Before modeled in the Interactive Question-Response that follows. Before
implementing the strategy instruction, begin with the Preparing Vocabulary Vocabulary implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32. BEFORE READING BEFORE READING Students for Learning routine in Section 1, p. 1–32.
Step 1 Preview the text and identify Step 1 Introduce the new vocabulary
from Little Women by Louisa May Alcott unfamiliar words. word. Activate student’s prior The Pythagorean Theorem
Nobody spoke for a minute; then Meg said in an altered tone, “You knowledge. The Pythagorean Theorem can be used to calculate the length
Step 2 Write one vocabulary word in the
know the reason Mother proposed not having any presents this of a leg or hypotenuse of a right triangle. It can also be used to
center of the Four Square. Step 2 In pairs, have students
Christmas was because it is going to be a hard winter for everyone; DURING READING determine whether a triangle is a right triangle. The formula is
brainstorm ideas related to the
and she thinks we ought not to spend money for pleasure, when Step 3 Write the definition in the upper a2 + b2 = c2, where a and b are the lengths of the legs and c is the
new word. Have students add
our men are suffering so in the army. We can’t do much, but we can left corner of the graphic organizer. length of the hypotenuse.
these ideas to their
make our little sacrifices, and ought to do it gladly. But I am afraid
Step 4 Work with students to identify
2 Concept Web. Step 1 I see the word calculate in this mathematics lesson. I’m going to use
I don’t.” And Meg shook her head, as she thought regretfully of all
DURING READING
the pretty things she wanted. and add characteristics, what I already know to help make sure I understand what calculate means.
nonexamples, and examples
Step 3 Read aloud. Model the strategy Does anybody know what calculate means? to find an answer using math
Step 1 Before we read this paragraph, let’s preview it to find new words of identifying prior knowledge That’s right. Can you name something you have calculated this week? a
to the appropriate boxes of the
about the topic. Look for boldface words. What unfamiliar word do you for students. Guide students to budget, how much something costs, a distance
graphic organizer.
see? regretfully AFTER READING
make notes on their web. Step 2 Write calculate in the center circle of your Concept Web. What does
AFTER READING the word calculate make you think of? numbers, finding answers Based on
Step 2 Write the word regretfully in the center of your Four Square. Step 5 Have students list additional
characteristics, examples, and
Step 4 Have students make adjustments what you know, what are some different ways you can calculate an answer?
Step 3 Read the passage aloud. I don’t see the definition of the word, but
to their web. use a calculator, use pen and paper, in your head With a partner, talk about the
I see hints. Who can tell what regretfully means? sadly Good. Write the nonexamples.
definition in the top left box. Play a recording of the definition. word calculate. Write what you already know about the word in the
Step 6 Create a mnemonic device for one Step 5 Have students discuss their final smaller circles.
Step 4 I am going to read the paragraph again. Please listen for hints that web with a partner.
section of the graphic organizer. Step 3 Now I’ll read the text aloud. As I read, I’ll think about what I already
tell us regretfully means “sadly.” suffering, not gladly Add these to the top
right box. know about the word calculate. Read aloud, pausing as needed. I know that I
Step 7 Have partners use the graphic
use formulas in math to calculate different values. I will add this to my web.
Let’s see if we can find examples of things that caused Meg to think organizer to review and
Does anyone else have a new connection to something
regretfully. hard winter, no money, sacrifices Good. Write these names in the memorize each word. MATHEMATICS
we can calculate in triangles? We can also calculate the
bottom left box. perimeter of a right triangle if we know the lengths of the
Concept Web
Now let’s see if we can see any words that are the opposite

SCIENCE SOCIAL FINE AND

STUDIES APPLIED ARTS
For example, using For example, For example, sentence
context clues focusing on key words patterns and lengths

APPLYING THE STRATEGIES IN THE CONTENT AREAS

in science SECTION
in social studies
APPLYING THE STRATEGIES IN THE CONTENT AREAS
2 in fine arts
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response SOCIAL STUDIES Interactive Question-Response FINE ARTS Interactive Question-Response
The passage below is from a science lesson about a theory of dinosaur routine routine The paragraph below is from a social studies chapter that covers the The student paragraph below is from a lesson on the American artist routine
extinction. See how the Using Context Clues routine is modeled in the four main types of economic systems. See how the Focusing on Key Andrew Wyeth. See how the Sentence Patterns and Lengths routine is
Using Context Clues Focusing on Key Words Sentence Patterns
Interactive Question-Response that follows. Before implementing the Words routine is modeled in the Interactive Question-Response that modeled in the Interactive Question-Response that follows.
BEFORE READING
strategy instruction, begin with the Preparing Students for Learning
BEFORE READING
follows. Before implementing the strategy instruction, begin with the and Lengths
routine in Section 1, p. 1–32. Step 1 Preview the text with students Step 1 Present and pronounce the key The Art of Andrew Wyeth
Preparing Students for Learning routine in Section 1, p. 1–32.
to prepare them for reading vocabulary words. Have students Step 1 Review the concept of combining
Andrew Wyeth was a famous American artist. He is famous for his
Death of the Dinosaurs the content. Guide them to repeat. Elicit definitions or have Command Economy words and ideas with connecting
realistic style. He is famous for his painting Christina’s World. This
Scientists have different ideas and explanations for what caused identify unfamiliar content area students use dictionaries. Explain After the family economy and the market economy, the third type words.
picture depicts a woman named Christina Olson sitting in a field. He
the extinction of dinosaurs on Earth. One scientific theory is that vocabulary. definitions if necessary. of economic system is the command economy. In the command
DURING READING
liked the way Christina gazed at her house. As an artist, he focused Step 2 Use a Think Aloud to demonstrate
dinosaurs died as a result of a giant meteorite. A meteorite is a kind Step 2 Use the key vocabulary to make economy, all resources are centrally controlled by the government, on details. As an artist, he saw things other people missed. Wyeth’s
Step 2 Read the text aloud. Pause to how to mark short sentences
of rock that falls from space and hits Earth’s surface. According to predictions about the text. and the government makes all decisions regarding supply, price, subjects often included familiar people. They included familiar
model identifying a context that can be combined to vary
the theory, the meteorite collided with Earth at a very high speed. DURING READING goods, and services. Because resources are controlled by a single, places. They also included familiar objects.
clue and using it to find a word’s sentence length and structure.
When it hit the planet, it caused a huge cloud of dust that blocked 2 Step 3 Read aloud the text together. central entity (the government), the command economy can be a
out the sun for years. As a result, plants could not grow and animals meaning.
Have students stop and very stable economic system. Examples of countries with a command Step 1 Before we read a passage from a student essay, let’s talk about Step 3 Instruct students to mark places 2
starved to death. Step 3 Guide students to fill in the paraphrase the key vocabulary economy include Cuba, China, and the former Soviet Union. different levels of writing. More sophisticated writing combines ideas and where introductory clauses and
first two columns of their in context. words instead of repeating them. Using connecting words such as and, or, phrases can be combined to vary
Step 1 Before we read this paragraph, let’s preview it to find words that are Step 1 Remember that this week we have been talking about economic for, and but to blend sentences help us do this. What are some other ways sentence structure.
Three-Column Chart. AFTER READING
unfamiliar. Then we can look for clues that help us understand the boldface systems. Show students a word card. This is our key vocabulary for the next to vary sentence structure and length? creating compound subjects, verbs,
Step 4 Help students complete a
words. What are the words? extinction, theory, meteorite, collided Step 4 Work with students to determine section. Repeat after me: command economy. command economy Does objects Good. How does knowing the structure of a sentence help you Step 4 Instruct students to mark places
Definition Map.
Step 2 Listen while I read the first two sentences aloud. If I don’t know and write the meaning of the anybody know the meaning of command economy? a type of economic determine if you can make combinations? If the subject is the same, you can where parallelism can be used
what the word extinction means, I can look at the context, or nearby words, unfamiliar word in the last Step 5 Use cooperative learning system where somebody is in command Right. make a compound predicate. to vary sentence length and
for clues. What words in the first sentence give a clue about extinction? column on their chart. activities to help students Step 2 Let’s use what we already know to make a prediction. We talked This passage is about Andrew Wyeth, a painter with a realistic style. What structure.
It’s something that happened to dinosaurs. That’s right. What words in the AFTER READING internalize the key words. about small groups like families or communities making choices in root word do you see in the word realistic? real Good. Painters with a
second sentence also provide a clue? dinosaurs died family economies. We talked about consumers making choices in market Step 5 Have students finish revising
Step 5 Reread the sentence to confirm realistic style try to depict or show the world exactly as it looks.
Step 3 Let’s use a Three-Column Chart to help us understand the clues economies. Who do you think is in command in a command economy? their paragraph. Then have them
the word’s meaning. Step 2 Listen as I read the passage. Read the first three sentences.
and the meaning of extinction. Write the word extinction in the first column. the government That’s right. review their revised paragraph.
In the second column, let’s write the clues. What clues did we find about Step 3 Read aloud with me. After the first sentence, we will stop and see if
Andrew Wyeth was a famous American artist. He is famous for his realistic
the word’s meaning? It’s something that happened to dinosaurs; dinosaurs SOCIAL STUDIES we can remember the meaning of the key term command
died. Good. Now write them in your chart. economy. Read the first sentence and then see if students style. He is famous for his painting Christina’s World.
Step 4 Now let’s use the clues to figure out the meaning SCIENCE Definition Map can paraphrase the meaning of the key term. Provide help
of the word extinction and write it in the third column of if necessary. Finish reading the paragraph using choral These sentences are correct but are very short and repetitive. FINE ARTS
an economic system in which all decisions regarding reading.
our chart. What do you think extinction means? dying out, Three-Column Chart pricing and supply are made by the government
The second and third sentences have the same subject. What is
no longer existing Good. Now write them in your chart. Step 4 Everybody find a partner. One member in each pair the subject? he These sentences also have the same verb. What The Art of Andrew Wyeth
Word in Context Clues Word Meaning
Explain any challenging words in the definition. will fill in the Characteristics boxes on the Definition Map. is the verb? is What is similar about the end of both sentences?
the canteen Andrew Wyeth was a famous American artist. He
Step 5 Let’s check our understanding of the word at camp The other member of each pair will fill in the Examples They explain why he’s famous. Let’s eliminate repetition by
• extinction • “It’s something • dying out; no longer combining the end of the sentences using the connecting word
extinction. Let’s read the first sentence again. Does boxes. I will walk around the room and help you. is famous for his realistic style. He is famous and
• theory that happened to existing
extinction make sense here? yes What happened to dinosaurs; dinosaurs Step 5 Now let’s share what we’ve learned. (See Definition and. What will the new sentence be? He is famous for his realistic
• an idea or explanation a store in prison
dinosaurs? They all died. The context clues helped us • meteorite died.” style and for his painting Christina’s World. Using the connecting for his painting Christina’s World. This picture
based on evidence Map example.)
understand an unfamiliar word. Continue reading. • collided • “ideas, explanations, command
word and helps us write one long, smooth sentence instead of
• a rock that falls from synonym: planned depicts a woman named Christina Olson sitting
Repeat the routine for each boldface word. scientific” economy two short ones. Write this change on your passage. Then we will
space to the surface economy
• “kind of rock, falls of Earth look at other ways to combine sentences in the passage. in a field. He liked the way Christina gazed at

xiv
 OVERVIEW

Section 2 Lesson
APPLYING THE STRATEGIES IN THE CONTENT AREAS
In Section 3, model lessons apply
routine
MATHEMATICS Interactive Question-Response
The passage below is from a mathematics lesson on the Pythagorean
strategies from Section 2 to
Theorem. See how the Prior Knowledge and Vocabulary routine is
Prior Knowledge and

BEFORE READING
Vocabulary
modeled in the Interactive Question-Response that follows. Before
implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
content from actual textbooks.
Step 1 Introduce the new vocabulary
word. Activate student’s prior The Pythagorean Theorem
knowledge. The Pythagorean Theorem can be used to calculate the length
of a leg or hypotenuse of a right triangle. It can also be used to
Step 2 In pairs, have students
determine whether a triangle is a right triangle. The formula is
brainstorm ideas related to the
a2 + b2 = c2, where a and b are the lengths of the legs and c is the
new word. Have students add
length of the hypotenuse.
these ideas to their
Concept Web. Step 1 I see the word calculate in this mathematics lesson. I’m going to use
DURING READING
Step 3 Read aloud. Model the strategy
of identifying prior knowledge
for students. Guide students to
what I already know to help make sure I understand what calculate means.
Does anybody know what calculate means? to find an answer using math
That’s right. Can you name something you have calculated this week? a
budget, how much something costs, a distance
3 LESSON 3.
15 MATHEM
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▲

Review and Memorize
Step 1 Preview the text and
identify unfamiliar words.
The following pages are adapted from a typical married by a man both prosperous and famous, she She grieved incessantly, feeling that she had been
literature student text. was finally married to a minor clerk in the Ministry born for all the little niceties and luxuries of living.
See how the strategies and routines described in Section 2 are of Education. She grieved over the shabbiness of her apartment,
She dressed plainly because she could not afford the dinginess of the walls, the worn-out MODEL LESSON IN SOCIAL STUDIES
appearance
modeled in the accompanying Interactive Question-Responses. See
fine clothes, but was as unhappy as a woman who has of the chairs, the ugliness of the draperies. All these
corresponding letters, such as LESSON A , on student3.7

3
Step 2 Write one vocabulary word in
the center of the Four Square.
Step 3 Write the definition in the
left corner of the four square.
pagesSOCIAL for related STUDIES
text or MODEL LESSONS come down in the world; for women have no family things, which another woman of her class would
images.
American History | Reconstruction rank or social class. With them, beauty, grace, and
charm take the place of birth and breeding. Their
not even have noticed, gnawed at her and made her
furious.
-ILITARYß2ECONSTRUCTIONß"EGINS In March Command of the Army Act required all orders from
1867, Congress passed the Military Reconstruction the president to go through the headquarters of the
6OCABULARY
BEFORE READING 1. A dowry is money or property that Act, which brings
a woman essentially
to nullified Johnson’s programs. General of the Army. This was the headquarters of
incessantlyexcept
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her husband at the start of a marriage. (in ses' nt lē) adv.General
e endlessly; constantly
Grant, whom the Republicans trusted. The
routine
▲

The following pages have been adapted from a

Step 4 Work with students to identify
and add characteristics,
Focusing on Key Words
nonexamples, and examples
to the appropriate boxes of the Step 1 BeforePresent and pronounce the key
four square.
Step 5 Have students list additional
characteristics, examples, and
nonexamples.
Step 2 Use the key vocabulary to make
Vocabulary Strategy
typical American history student text.
for Tennessee—which had ratified the Fourteenth
Amendment in 1866—into five military districts. A
Tenure of Office Act required the Senate to approve
the removal of any official whose appointment had
Reviewing and Memorizing Vocabulary See how the strategies and routines described in Section 2 are modeled Union general was placed in charge of each district required the Senate’s consent.
beginning strategy instruction, use the Preparing
in the accompanying Students
Interactive for
Question-Responses. See corresponding
with orders to maintain peace and “protect the rights
In order to challenge the Tenure of Office Act,MODEL LESSON IN SCIENCE
vocabulary words. Have students “The Necklace” by Guy de Maupassant of persons and property.” In the adapted meantime,from each Glencoe
former Literature, Course 4 © 2010
LESSON 3.3
3
Learning routine in Section 1, letters,
repeat. Elicit definitions or
p. 1–32.such as A , on student pages for related text orSCIENCE
images. MODEL LESSONS Confederate state had to hold another constitutional
Johnson fired Secretary of War Edwin M. Stanton,
who supported the Radical Republicans. Three days
Draw
student
students’
have students
page. Use
Explain definitions
attention to the vocabulary word A prosperous on the
use dictionaries.
the Review and Memorize routine to introduce the
if necessary.
Chemistry | Changes of State Interactive Question-Response,the
convention to design a constitution acceptable to
Congress. The new state constitutions had to give
right to vote to all adult male citizens, regardless
continued
later, the House of Representatives voted to impeach
Johnson,
routine
meaning that they charged him with “high
word to students. crimes and misdemeanors” in office. They accused
BEFORE READING of race. Each state also had to ratify the ß&IGUREßßß4HEßVOLUMEßOFßWATERßINßß
Fourteenth continued
Step 4 Another word I can think of that means the same thing as prosperous Johnson
THEßCUPßANDßPUDDLEßAREßTHEßSAMEßANDßTHEYß of breaking the law by3 refusing to uphold the
(continued) Amendment before it would be allowed to elect people
AREßATßTHEßSAMEßTEMPERATUREß)NßTHEßPUDDLEß
predictions about
Interactive the text.
Question-Response Vocabulary Strategy
routine
is thriving. Can you think of any othertowords that
Congress.
might mean the same Tenure
Step 6 Create a mnemonic
AßLARGERßSURFACEßAREAßALLOWSßMOREßMOLECULESß
of OfficedeviceAct.for
▲

entitled “The Necklace” by Guy The de following pages are adapted from thing?a typical
wealthy Yes. Write those words in the upper-right Acorner. How about TOßESCAPE
Step 3 StepHave1students
We will
stopbe andreading a storyFocusing As provided
one section of the four in the Constitution, the Senate then
square.
Maupassant. Using Context on Key
Clues Words chemistry student text. words that mean the opposite of prosperous? poor; struggling
*OHNSON´Sß)MPEACHMENTß Write those
Republicans knew that B put the president on trial. If two-thirds of the senators
paraphrase theThe story is about a woman who lived in France and had little
key vocabulary
Go To Section 2 for more information on the money. Before we begin, let’s identify Before beginning
a word that may thebe strategy instruction,
unfamiliar us. theuse the Preparing words in the lower-right box.
Students they had the votes to override presidential vetoes,Step but 7 Havefound partners
theuse the four guilty of the charges, he would be
president
in context. Seetohow strategies and routines described in Section 2 are modeled
lesson strategies. Find the word prosperousStep 1 first
in the Preview the textroutine
for Learning
paragraph. with
Saystudents
theinword.Sectionin 1,the
p. 1–32. Step 5 Let’s add otherSee ideas we have they also the
about knew thatprosperous.
word President JohnsonI’ve could still refuse square to review
removed andoffice.
from memorize In May 1868, the Senate voted
accompanying Interactive Question-Responses. corresponding
Reviewing and Memorizing Vocabulary,Step 4 Step Help2students complete a to prepare them for reading heard successful businesses describedto enforce
as the laws they
prosperous. I’ll passed.
write that Toinrestrict
the Johnson, each35word.
to 19 that Johnson was guilty of high crimes and
We will now use our FourDraw Square to explore
students’ and study
attention to thethis word.suchwords
letters,
vocabulary as Aon , on
thestudent
studentpages
page.for related text or images. Congress passedthetwo new laws: the Command of misdemeanors. This was just one vote short of the
pp. 2–70 to 2–75 Definition
Write Map.
the vocabulary the content.
word prosperous theGuide themoftothe four square. four square. Write an example sentence that uses
Using Prior Knowledge and Experiences, A Binunfamiliar
Use center
the Focusing on Key Words routine to introduce the words word prosperous. What would be something the Army that
Act and
is notthe Tenure of Office Act. The votes needed for conviction.
Step 5 Notice
Use cooperative word has an -ous identify
that thelearning ending.
to Usually,content
students. this ending means a Four Square
pp. 2–76 to 2–85 word is an adjective. area vocabulary. prosperous? a farm during a year with no rain
activities to help studentsWhat does an adjective do? It describes someone or
Writing a Narrative Paragraph, something. So what might the word Interactive
prosperous Question-Response
do in this passage, BEFORE READING
since it Step 6 Draw a picture to help you remember the word
internalize the key words. Step 2 Read the text aloud. Pause to #HANGESßOFß3TATE 3
pp. 2–306 to 2–315 features characters? describe someone by the definition in the four square. Ask several students:
rich, successful, adjective thriving,
Step 1identifying
model Point outa context
Vocabulary Strategy
the word impeachment A and pronounce it. Has anyone
What did you draw? adapted from Glencoe: Thewealthy
You areAmerican
very familiarVision
with theModern states of ©
changing Times 2008
water, from vapor to liquid water to ice. What
Continue the strategy instruction heard
clue during
andthis and
it to after
usingword a reading.
or seen
find it before? When? I’ve heard it used before to talk environmental conditions are related to these changes of matter? When you remove ice from your
Go To Section 4 for Blackline Masters. Stepa7 Work with a partner to remember the word. freezer, it soon melts to water. When you boil vegetables in water, water vapor rises from the pot.
Four Square, p. 4–73
Step 3 I am going to read aloud. Raise aboutyour
word’s the president.
hand when
meaning. Theyou word hear Using
is the wordContext
impeachment. Clues
Repeat after me. Let’s use
Describe the word. Read your sentence. Explain how you From these observations, it is clear that temperature plays an important role in the changing of state
prosperous. Think about what I justdictionary read. The to look up
woman in the story
word wasimpeachment.
born To impeach means “to charge of water, and indeed, of all matter.
KWL Chart, p. 4–74 into a family with no money, Stepand,
3 Guide
aashighstudents
government
a result, theto fill
storyin the
saysfirstshe
official ofcould
Before beginning strategy instruction,
wrongdoing
not or illegal activities.”
use the Preparing
will remember it. Demonstrate Interactive
Students
with Question-Response, continued
fora volunteer.
Learning routine in Section 1, p. 1–32. %VAPORATION You have likely experienced evaporation after a tough workout on a hot, summer day.
Story Map, p. 4–78 marry a man who was prosperous.two Whatcolumns
do you of their
think Three-
prosperous take place? the Senate And what must happen to
Point out the word trial B andmeans?
pronounce rich it. What does this word mean?
find the president guilty? two-thirds must vote guilty prosperous
As your perspiration evaporates, your body cools as a result. You might have noticed that wet laundry
Yes. Prosperous means “rich” and “successful. ” Write hung on a clothesline dries Mapfaster on a hot day and slower on a cold day. Evaporation is the process A
Column
a case inChart.
court; thethe courtdefinition
decides if“rich
Draw andstudents’
someone attention
is guilty Trial meansto legalvocabulary word evaporation. A Point
“a the Definition
successful” in the upper-left cornerproceeding of the fourto square. Yes. Can you describe the trial of Johnson? Johnson by which particles of a liquid form a gas by escaping from the surface. The area of the surface, as well
Teacher Resources proveWhat kind ofout
if someone word
did theis definition
something wrong.that
” follows the word. Use the Using Context Clues as the temperature and the humidity, affects the rate of evaporation, as shown in &IGUREß
Step 4 Work with students to
prosperous? an adjective Write that in the upper-left box with the definition. was put on trial in the Senate, but a two-thirds vote was Definition
0OMJOF
Step 2 We are going to read about routine
President to introduce the word
Andrew Johnson. evaporation
Let’s use and other new wordsneeded to to find him guilty. Yes. Characteristics
Go To Section 2 for information on the lesson determine and write the (What is it?)
these words to make a prediction. students.
If the word impeachment is in the text, A successful business is (What is it like?)
meaning of the unfamiliar word Step 4 We will complete a Definition Map for each a high government official
strategies. what do you think we are going to learn about President Johnson? Johnson
in the last column on their chart. word. Let’s start with impeachment. prosperous.
Write theAword farm during poor, struggling charged with wrongdoing House of Representatives 3
To watch a video related to this lesson, Focusing
go on Key Words, pp. 2–40 to 2–45 was accused of doing something wrong. Interactive
If the textQuestion-Response
includes the word trial, a year withWhat no rain is not votes
to ellevate.glencoe.com and click on Making Predictions, pp. 2–96 to 2–105Step 5 Reread in the Word box. Next, write the definition. is adapted from Glencoe Chemistry: Concepts and Applications © 2009
what else do youtothink we mightStep learn? 1 that
Let’sthe government
look at the text tried
andtotheprove
picture before we read. The title
the sentence confirm theisdefinition? a high government official prosperous. charged with happens before the president
Word or Idea

Section 3 then Lesson 10. whether

the word’she did something wrong Changes of State. So we know that it will explain something about change.
meaning. is put on trial
Go To Section 4 for Blackline Masters. (continued) wrongdoing Now let’s list three characteristics. How
impeachment
Continue the strategy instruction Now point during to andand sayafter reading.word. evaporation We may not know
the boldface the
is a president impeached? House of Representatives
Definition Map, p. 4–68
3–80 Section 3 Content-Area ModelThree-Column Lessons
Chart, p. 4–80
meaning of this vocabulary word. votes. What are some other characteristics? Interactivehappens Question-Response,
Lesson 3.10 Literature • The continued
Necklace 3–81
can be impeached for not
upholding the law
Step 3 I’m now going to read the selection. As I read, think about your
predictions. Read the passage aloud, As we read, after
stopping we willtheuse
thirdcontext
paragraph.cluesWhat before the president has a trial; canStep
in the passage to help us understand 3 Look atforyour Three-Column Chart. Label the first column Words,
be impeached
do we now know about what happens this word.
whenUsing contextis clues
a president means using information from the sentences
impeached? not upholding the law Yes. Now inthe thesecond
bottomcolumnof Context Clues, and the third column Meanings. Fill in
Teacher Resources Go To Section 2 for information on the lesson theCan firstyou
column
The House of Representatives votesaround to decide. theWhat
wordwrongdoing
to figure out wasits meaning. the diagram, write some examples. thinkwith the unfamiliar word we learned, evaporation. Now fill
0OMJOF strategies.
President Johnson accused of? failing Continue
to uphold thethestrategy
laws Can instruction short and after reading. of any? impeachment of Johnson; impeachment
you give a during in the secondofcolumn by writing down the context clues we used. The first
Using Context Clues, pp. 2–34 to 2–39
description of the impeachment?Step The 2House of Representatives Clinton Repeat this step, completing was laundry
a definition drying on a clothesline. What was the other clue? Particles of
To watch a video related to this lesson, Makinggo Follow along as I readvoted aloudtothe second paragraph. We will look
Connections,
impeach the pp.president.
2–86 to 2–95 He was accused of failingclues
to uphold map for the word trial. liquid form a gas and escape from a surface.
to ellevate.glencoe.com and click on for context that the
willlaws
helpthey
us passed.
find out what evaporation means. Stop
As I continue reading, think aboutafter what theyou predicted
sentence about
before the the word trial.
boldface word evaporation. The text Step 5 Use your map and work with
mentions Stepa4partner
Now we towill use theimpeachment
contextof Johnson
clues in your chart to workimpeachment together to
of Clinton
Section 3 then Lesson 7.Go To Section 4 for Blackline
Read aloudMasters.
the next paragraph. Where does a trial to impeach a president practice saying and defining thedefine key terms.the unfamiliar word. We will write the meaning in
wet laundry drying on a clothesline. So evaporation could have something
Three-Column Chart, p. 4–80 the third column of your chart. During evaporation, what
to do with something drying out.(continued) Now let’s read on. Read aloud the next
3–56 Section 3 Content-Area Model Concept Web, p. 4–66
Lessons sentence. The text says that evaporation happens when particles of liquid
happens? something dries out And what Lessonhappens to theHistory • Reconstruction 3–57
3.7 American
Three-Column Chart
Table Notes, p. 4–79 form a gas and escape from a surface. When we put these clues together,
liquid? It forms a gas and escapes from the surface. Can you
put these together to form a definition? a process in which Words Context Clues Meanings
we can find out the meaning of this word. Evaporation is when liquid
liquid changes into a gas and escapes from a surface Write evaporation laundry drying on a process in which
changes to a gas and then escapes from a surface.
Teacher Resources this definition in the third column, under Meanings. a clothesline liquid changes into
0OMJOF Step 5 Let’s find out if our definition makes sense. Listen a gas
to this sentence, and think about our definition. Reread
particles of liquid
the first sentence of the second paragraph. When you form a gas and
To watch a video related to this lesson, go escape from a
exercise in hot weather, is there liquid coming from your
to ellevate.glencoe.com and click on surface
body? yes, sweat And do you dry out as it changes from
Section 3 then Lesson 3. liquid to a gas? yes
(continued)
3–22 Section 3 Content-Area Model Lessons
Lesson 3.3 Chemistry • Changes of State 3–23

xv
 OVERVIEW

Differentiation to Reach
All Proficiency Levels
SECTION
Learn all about proficiency levels and tips
1 SECTION
Modify the teaching strategies to reach all ELL
2
for addressing them in Section 1. proficiency levels using a chart found in every
S
Section 2 lesson.
LANGUAGE LEARNER
VITIES FOR ENGLISH
ACCOMMODATING ACTI

AGE LEARNERS
ENGLISH LANGU
G ACTIVITIES FOR
ACCOMMODATIN STRATEGY: Distinguishing Main Idea from Details
rners 1
Accommodating All Lea
you can make that
will benefit all
Reaching All English Language Learner Proficiency Levels
mmodations students.
There are some acco possibly all of your Beginning Help students access content by creating a simple summary of the text using
guage Learners, and classroom will
levels of English Lan odations into your images or other examples to illustrate key points. For example, post separate
following accomm skills.
Incorporating the deve lopin g learn ing images with labels to represent the main idea and each detail. Before reading, go
in successfullyAccommodating Activities Chart
help ELL students over each image and label, having students repeat after you. As you read, point
-rich environm ent to each image as it appears in context. Post the main idea image above a row of
• Create a language Beginning Level Intermediate Level
detail images to mimic the structure of the graphic organizer.
ensible input
• Provide compreh Reading Reading
opriate body uage
langpictures Intermediate Have students interact with the content by providing them with a copy of the
• Use culturally appr
• Match to words • Match pictures to words
• Use visuals for classroom vocabulary and academic concepts • Use visuals for academic vocabulary and concepts text to mark up during strategy instruction. As you model how to identify the
nonl ingu istic representations main idea and supporting details, tell them to underline the main idea twice and
• Use • Provide native-language and adapted grade-level texts • Provide adapted grade-level text
• Use short and simple sentence stems for discussion • Create sentence stems for discussion the details that support it once. To enhance and confirm understanding, students
• Teach content
e, nonthrea
• tenin
Preteachg social
enviandronm ent vocabulary
academic • Preteach academic vocabulary can use their marked-up copy to review the main idea and the details that 2
• Create a supportiv • Give instruction in high-frequency, concrete social vocabulary • Encourage peer interaction support it with a partner.
cultu perspective
ralorganizers
ledge and
• Use graphic • Create verbal scaffolding
• Activate prior know mind
• Provide
ing envilistsronm ent with ELLs in
of cognates • Use adapted writing tasks with scaffolding Advanced After Step 4 in the routine, ask students to identify key words in the supporting
the learn
• Prepare lessons and • Provide word lists in native language and English • Gesture often to aid in memorization of academic concepts sentences. Use word walls to record ideas. Then ask students to discuss those
action• Allow use of personal dictionaries • Model concepts words with a partner and use them to identify the main idea.
• Encourage peer inter • Limit use of idioms • Give instruction in high-frequency, concrete social vocabulary
• Allow echo/choral reading • Use graphic organizers Advanced To practice oral language skills and enhance understanding, have students use
• Allow students to highlight text High their completed chart to write and present a summary of the text to a partner.
• Allow use of personal dictionaries
• Teach text structures

Writing Writing
• Use adapted writing tasks with drawing and scaffolding • Teach free writing on familiar topics NOTES
• Use graphic organizers • Allow students to write on familiar topics
• Give instructions in outline creation • Model retelling and summarizing
• Explain the benefits of listing and labeling • Analyze text structures
• Teach the uses of multimedia technology • Give instruction in present and past tenses

SECTION
3
Apply the modeled
strategies for vocabulary, VOCABULARY AND COMPREHENSION STRATEGIES
Reaching All English Language Learner Proficiency Levels

comprehension, writing, Beginning

Oral Language Development Help students
identify context-clue words in the text they could
Intermediate
Cooperative Learning Activity Use a Define-
Example activity to practice vocabulary. The first
Advanced
Cooperative Learning Activity Use a Define-
Example-Ask activity to practice vocabulary. One
Advanced High
Cooperative Learning Activity Have students
work in pairs to practice identifying context clues.
VOCABULARY
VOCABULARY

listening, and speaking use to understand vocabulary words. Have students

circle the words. Say the vocabulary words and
context-clue words aloud. Have students repeat
them. Then have them copy the clue words into the
student should give a simple definition for a
vocabulary word to a partner. Then the partner gives
an example of the corresponding vocabulary word
in a sentence. Students can switch roles after each
student gives a definition for a vocabulary word to
a partner. The partner then gives an example of the
word and asks the first student a question requiring
Give pairs a list of vocabulary words from both
student pages. The pairs of students should write
context-clue words or sentences related to the
him or her to apply the term. Students should words that might be included in a passage they

to each proficiency level appropriate spaces of the Three-Column Chart.

Oral Language Development Develop sentence

word. Students should continue the activity until
each vocabulary word has a definition and example.

Cooperative Learning Activity Have students

switch roles after each word.

Cooperative Learning Activity Before beginning

would read in class.

Cooperative Learning Activity Have students

using the charts in each frames to assist students in making text-to-text,

text-to-self, and text-to-world connections. Students
can develop their answers with a partner for this
activity. If students cannot complete the sentence
practice another method of making connections by
marking text. Choose one paragraph for students to
mark. Working with a partner, students should take
turns rereading the text and underlining sections
strategy instruction, have students preview the
text by looking at the paragraph headings. Have
students work in small groups to brainstorm
possible advantages and uses for freeze drying.
work in small groups to research a freeze-dried food
or drug product. They can use a variety of media
to do their research. Provide a list of products if
necessary. Groups should find out what the product

Section 3 lesson. frames orally, they may point to appropriate

pictures or words for assistance. Students can also
convey ideas by defining or describing if the exact
English words are unknown.
where they can make a text-to-text, a text-to-self, or
a text-to-world connection. Have students explain
the connections, depending on the connection type.
Each group should generate a written list. One
student in each group should write down the
information. Another student should present the
list to the large group. After strategy instruction,
is made of, the purpose of the product, and who
or what uses the product. The information can be
recorded in a Four Square graphic organizer.
Advantages of Freeze Drying Materials that
have each small group check their brainstormed Four Square
COMPREHENSION
COMPREHENSION

Freeze drying reminds me of have been freeze-dried and sealed against the
lists against the passage content for accurate
in the passage about reabsorption of moisture can be stored safely at
connections and predictions. Then have each small
evaporation. room temperature for many years before being
group report these accurate connections and What is it Purpose of
3
used. Freeze drying is less destructive to materials
Some foods are freeze-dried, such as predictions to the class. made of? Product
than dehydration methods which require heat.
.
Freeze drying also does not cause shrinkage of
Freeze drying is important for food companies the material being dried, nor does it change the Product Name
because . flavor or smells of food or decrease the vitamin
content. Freeze-dried products can be rehydrated Who/What Connections to
very quickly and used immediately. Uses Product? Other Products

Each group should present their findings orally to the

class. After presentations are over, facilitate the large
group in making connections among the products
researched by each small group. Have students fill in
the connections in their graphic organizer.

Accelerating English Language Learners

Beginning Intermediate Advanced Advanced High
Quick Check
Quick Check

If students are completing the sentence
frames orally without difficulty,
Then involve them in some of the activities for
Intermediate students.
If students are rereading clearly and
identifying connections easily,
Then involve them in some of the activities for
Advanced students.
If students can give definitions, examples,
and applications for each term,
Then involve them in some of the activities for
Advanced High students.
Students should research freeze-dried products
and make connections with ease. If they have
difficulties, involve them in the Advanced
activities.

3–26 Section 3 Content-Area Model Lessons Lesson 3.3 Chemistry • Changes of State 3–27

xvi
 OVERVIEW

Differentiate instruction to
meet the varying needs of
your students.

4
TEACHING TIPS

SECTION Advanced Level Proficiency

Activate Prior Knowledge and Cultural Perspective
Access additional resources • Using context and themes that are familiar to students to generate
problems and activities
Quick Tip
The following strategies may be used

focusing on proficiency levels • Using cognates (words that share a root between languages)
to improve instruction and learning
for advanced-level English Language
• Having English Language Learners teach a skill to an English- Learners. These strategies may also
throughout Section 4. speaking peer in the English Language Learner’s native language apply to instruction for students at other
proficiency levels.
• Providing analogies that show how the concept relates to the
immediate and/or the English Language Learner’s home
environment
• Asking students to demonstrate songs, rhythms, or kinesthetic
actions that were/are used to teach in their native culture
ACTIVITY BANK
• Using the names of students and places familiar to them

Lesson Planning and the Classroom Environment

Teachers should prepare lessons and the learning environment with
English Language Learners in mind, considering the following
ACTIVITY BANK options:
• Having the room arranged so that workstations can be quickly set up
ers
Beginning English Language Learn g.
or rearranged
academ ic vocabul ary words with which students may be strugglin
Memory Game Identify ten to twelve • Providing a variety of materials at appropriate language levels for
Reading on page 4–57, scissors, and
s into pairs, providin g them with the Memory Game blackline master student projects; materials may include reference books, manipulatives,
• Divide student
colored pencils. they construction and drawing materials, and audio or computer resources
side of the cards. On the other side,
student s cut out the cards and write their vocabulary words on one • Thinking about the complexity of tasks and the thinking skills
• Have
meanings of the words.
should draw images that depict the vocabulary word. After recalling a word
involved; adjusting lesson plans to encourage thinking at various
s can place the cards picture- up and use the drawings to recall the the word aloud a final time. levels (Refer to Bloom’s Taxonomy for a list of thinking skills.)
• Student should say
and study the vocabulary word. They
(aloud), they should flip over the card flash cards. • Offering several projects that cover the objective(s) on which
game, students can use the cards as
Flash Cards In addition to the memory spell the instruction will focus and from which students may choose; choices
with a spelling activity. After being shown a drawing, students can should reflect various learning styles (e.g., visual learners might
• This activity can be supplemented 4
vocabulary word. present what they have learned in a poster or brochure)
they will be performing the
a list of eight to ten action verbs on the board. Explain to students that
Listening Act It Out! Write Group Work
actions. ably. Small-group work reduces anxiety among English Language Learners
ves enough space to move comfort
• Have students stand up and give themsel Repeat this for each verb. and gives them opportunities to speak and receive feedback in a natural
Tell students to perform the action.
• Say an action verb. Perform the action. then perform the action on Group strategies include:
context.
s that you will say only the action verb. They must listen to it and ry.
• Then explain to student
as the student s perform the action. Make corrections as necessa • Pairing up mixed-ability students; research indicates this grouping
observe
their own. Say each action verb and “invisibl e action” verbs. strategy can benefit all participants
Challenge students to perform some
“Invisible Action” Verbs Challenge come
say, “Think!” Challenge students to• Keeping groups small; three to four students is ideal
cannot be seen. For example, you might
• Remind students that some actions
act of thinking.
ith creative ways to demonstrate the • Modeling for students appropriate and productive group interaction;
conduct a fishbowl group to model for the entire class
• Creating feedback loops and documentation procedures that keep group
work on task and accountable
Instructional Resources 4–43

SECTION
5 TELPAS™ GUIDE
Prepare for assessment of all proficiency 5 Sample Reading Test Items
levels using the information and sample BEGINNING LEVEL

About Beginning Level Stand-Alone Items

reading test items in Section 5. At this level, English Language Learners
understand little of the English they read.
Understanding is often limited to memorized
Stand-alone items are not based on a reading selection. They address
TELPAS™ Reading Objectives 1 and 2 related to word meaning,
language structure, and basic understanding.

el Descriptors
vocabulary and familiar phrases.

TELPAS™ Proficiency Lev ing Item 1

Grade s K–12 Listen In this sample, students are tested on their

grasp of newly acquired English vocabulary.
DIRECTIONS
Find the word that best completes the sentence.
Objective 1: Understanding of words and
Advanced High language structures 1 This is a .
Advanced
Intermediate ability
theELPS
Advanced High ELLs have Developing
Student Expectation C:
Beginning the ability to Advanced ELLs have the
ability to
to understand, with minim
al second basic sight vocabulary A fish
Intermediate ELLs have understand, with secon
d language rt, grade- B flag
Beginning English langu
age learners requency language acquisition suppo
ability to understand simple, high-f acquis ition suppo rt, grade - n English used in Test Tip
Student C friend
(ELLs) have little or no h used in routine h used in appropriate spoke
h used in spoke n Englis appropriate spoken Englis gs.
academic and social settin Tell students: To name a picture with the
D father
understand spoken Englis academic and social settin
gs. gs.
gs. academic and social settin correct English word, say what you see
academic and social settin These students: aloud.
These students: ated
more • understand longer, elabor
These students: • usually understand longer, and
These students: or routine , directions, conversations,
• usually understand simple directions, conversations unfamiliar
• struggle to understand
simple simple elabor ated discussions on familiar andItem 2
directions, as well as short, and discuss ions on familiar and some nal need
conversations and simple
discussions
and short, simple imes need topics with only occasio
convers ations unfamiliar topics, but somet little
familiar and sing time and with Here, students show their ability to read and
even when the topics are discussions on familia r topics; when
sing time and sometimes
depen d for proces
cues,
respond to questions about pictures. They
DIRECTIONS
uses linguistic supports extensi ve proces depen dence on visuals, verbal
the speaker topics are unfamiliar, require gestures to Answer the question about the picture.
and other on visuals, verbal cues, and must
ions connect
when the visual to a word, and use the
and gestures; some exceptcorrect verb form.
(e.g., visuals, slower speech linguistic supports and adapta
tions
t unders tandin g ic or highly specia lized 2 What is the teacher doing?
and other suppor complex academ
verbal cues, gestures) (e.g., visuals, slower speech most main points , most Objective 2: Basic understanding of a
distinguish • understand language is used
• struggle to identify and verbal cues, simplified langua
ge, implicit variety of texts
s during important details, and some tand main points, important
individual words and phrase gestures, preteaching to previe w or
tion during social and basic
• unders ELPStion
t informa Student
at Expectation G:
A speaking
tions informa , and implici
social and instructional interac build topic-related vocabu
lary) that have not details Demonstrating
to native comprehension of increasingly
B to speak
onally instructional interactions a level nearly comparablecomplex English by responding to questions
that have not been intenti • often identify and disting
uish key ed for ELLs C writing
ary to been intentionally modifi English-speaking peers during
social
modified for ELLs words and phrases necess st the D to write
in English • occasionally require/reque and instructional interactions
• may not seek clarification understand the genera l meani ng (gist) down, or r
the speaker to repeat, slow require /request the speakeTeacher Resources
when failing to comprehend during social and basic instruc tional g of the • rarely 0OMJOF
ntly remain rephrase to clarify the meanin to repeat, slow down, or
rephrase to
English they hear; freque interactions that have not
been
English they
cues English they hear clarify the meaning of the
silent, watching others for intentionally modified for
ELLs To watch a video of vocabulary, go
clarification in hear to ellevate.glencoe.com and click on
• have the ability to seek
ehend Section 5 then Vocabulary.
English when failing to compr
requiring/
the English they hear by
repeat , slow 5–18 Section 5 TELPAS™ Guide
requesting the speaker to
down, or rephrase speech
rights reserved.
with permission. All
Agency. Reprinted
the Texas Education
Copyright © 2008 by

xvii
OVERVIEW

Professional
Development Through
Online Resources
Learn more about ELLs from
others’ experience.
Look for LOG ON for references to online videos. At the ELLevate Web
ONLINE VIDEO CLIPS site, click on the section and then video title noted on the page
Throughout this program, you will find references to to watch a video clip. Click on Video Library to access the entire
online videos that supplement the English Language Professional Development workshop.
Learner teaching strategies presented in this guide. These
videos, created by experts in the field, supply multimedia Teacher Resources
support to enhance understanding of both your English Online

Language Learners and the instructional strategies you

Go to ellevate.glencoe.com for:
will use to ensure their success in the classroom. • Videos of ELL classroom strategies, proficiency
level discussions, and expert commentary
• An interactive version of ELLevate:
Strategies to Support English Language Learners

ONLINE TEACHER RESOURCES

At ellevate.glencoe.com, you will also find
additional materials to support ELL instruction. This
entire Teacher’s Guide is also available as online PDFs
for your convenience.

LESSON 2.1 VOCABULARY STRATEGIES

2 Sight Vocabulary / High-Frequency Words
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to develop their
sight vocabulary and build their familiarity
with high-frequency words.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
high-frequency word a word that
students encounter frequently
sight vocabulary words that students
should be able to identify at first sight
DEFINING the Strategy
• Students encounter many of the same words in their use of the
English language. These words are commonly referred to as
high-frequency words. Learning high-frequency words is key
to developing sight vocabulary, or being able to identify certain
words instantly without having to decode them.
• Often high-frequency words do not follow regular decoding
rules. That can make them difficult for English Language
Learners to identify.
• Providing English Language Learners with the opportunity to
practice and become familiar with these words allows them to
focus more on content.
USING the Strategy
• Work with English Language Learners regularly to develop
familiarity with high-frequency words. Do this work outside of
text reading time. Students should know these words and not be
distracted by them when they encounter them in the text.
• Have students scan text prior to reading to identify high-
frequency words. Reinforce what students already know by
pointing out familiar words.
• Create high-frequency word flash cards and use a word wall to
provide opportunities for students to practice reading, writing,
and saying the words.
• Engage students regularly in flash card activities that provide an
opportunity to become familiar with the words. Choose words
that will occur in upcoming text.

CHECKING the Strategy

After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
Go To Section 3 for Content Area Lessons • Hold up two cards and ask a “which” question, such as Which is
that use the Sight Vocabulary / High- the word funny? What is funny to you?
Frequency Words strategy.
P id i ih f d d d i l

xviii
 SECTION
English Language
Learner Fundamentals 1
THE ENGLISH LANGUAGE LEARNER ENGLISH LANGUAGE LEARNERS IN TEXAS
• Characteristics of English Language Learners 1–4 • Texas Proficiency Level Descriptors 1–10
• Accommodating Activities for English • Addressing the English Language Proficiency
Language Learners 1–7 Standards in Your Classroom 1–17

TEACHING ENGLISH LANGUAGE LEARNERS

• Developing Academic Language 1–26
• Developing Fluency 1–29
• Interactive Question-Response Approach 1–31
• Scaffolded Instruction 1–33
• Best Learning Environment 1–34
• Classroom Model 1–38

CONTENT-AREA CONSIDERATIONS CORRELATIONS

• Science 1–41 • ELLevate Correlated to the English Language
• Social Studies 1–43 Proficiency Standards 1–50
• Language Arts 1–45
• Mathematics 1–47
• Fine and Applied Arts 1–49

In Section 1, you will find information SECTION

SECTION SECTION SECTION SECTION SECTION

on English Language Learners, Texas

state expectations, and instructional 1 2
Strategy
3
Content-Area
4
On-the-Go
5
TELPAS™
techniques for meeting the needs ELL Models Model Lessons Resources Guide
of ELLs in your classroom and in the Fundamentals

content areas. 1–1

SECTIONS AT A GLANCE
Spotlight on Section 1

SECTION SECTION

1 Interactive Question-Response is the foundation

of ELLevate’s approach to ELL instruction.
English Language
Learner Fundamentals 2
ELPS STRATEGY
MODEL
Section 1 provides a variety of • Ideas for creating effective Strategy lessons feature
instructional support including: learning environments for ELLs
• An overview of the backgrounds through academic language, scripted, stepped-out
scaffolding, IQR, fluency
and characteristics of English
techniques, and classroom models
IQR routines.
Language Learners and
accommodations you can • Instructional considerations for ■ ELPS Vocabulary
implement ELLs in science, social studies, Strategies
• A focus on ELLs in Texas regarding language arts, mathematics, fine
arts, and applied arts ■ ELPS Comprehension
their proficiency levels and
meeting the English Language • A correlation of ELLevate to Strategies
Proficiency Standards the Texas English Language
■ ELPS Writing Strategies
Proficiency Standards and a
progress checklist
INTERACTIVE QUESTION-RESPONSE APPROACH

H The Interactive Question-Response

SE APPROAC approach is based on the research
INTERACTIVE QUESTION-RESPON
of Dr. Diane August, educational routine Because IQR is scripted, students rely
e on listening skills during the
Using the Interactive Question-Respons researcher and special consultant
for ELLevate. 1
Preparing for Learning questioning and can practice their speaking
to questions. Often, students may have
skills while responding
Approach for ELL Instruction
BEFORE READING difficulty responding to the
Step 1 Establish a purpose and goal for prompts and may therefore give a variety
of answers. In order to
Approach is a scripted interactive assist students, provide additional information
The Interactive Question-Response the lesson. and support. Guide
academic content area coach students using constructive feedback.
approach that helps teachers from any Paraphrase the information,
language to make connections Step 2 Distribute any handouts and restate student responses, and ask follow-up
English Language Learners in using questions during the IQR.
research, the IQR approach have students prepare their This will build ELL students’ confidence
and build meaning. Based on proven while providing them with
by having them speak and use new language as materials, such as adding heads strategies they can use.
engages students
IQR approach extensively in or titles to charts.
much as possible. ELLevate uses the DURING READING
The IQRs in ELLevate offer examples
of how the approach may work
Sections 2 and 3. with content-area models. In the IQRs,
teacher scripting is in black
across the content areas by
Step 3 Instruct students to place a note text and suggested student responses
The IQR approach can be implemented card under the first line of text. are in blue text. You may need to
and vocabulary for the supply additional coaching and support
incorporating key skills, strategies, concepts, Tell them to use the note cards for your students, depending
IQR helps create context and on their proficiency levels. For students
content. The conversational nature of to help them follow along as at lower proficiency levels, you
and connects. In addition, can use the suggested student responses
helps students see how information builds you read. as further elaboration.
and experience while they add
IQR helps students tap prior knowledge Student responses should not be limited
to simple teacher-student
to their knowledge base. Step 4 Remind students to look for interaction. Teachers have a range of
options available for encouraging
can ask questions that: vocabulary terms as you read student response.
When using the IQR approach, teachers Quick Tip and to give a thumbs-up when
Students may have difficulty responding Options for Student Responses to IQR
• set a purpose for reading they hear a term. Questions:
• allow students to discuss the reading
• focus on the basic meaning of the
text
FPO to prompts. Teach students strategies
they can use when they don’t know
how to answer, such as talking around a
AFTER READING

Step 5 Review goals to check for

understanding and answer
• Individual responses
• Partner talk
to background information problem word. • Choral responses
• access prior knowledge and connect questions.
elements • Oral or written sentence frames
• elicit responses to graphics and visual
• support content-area skills and strategies
Preparing Students for Learning Routine
Using Scripting Research has shown that English Language
Learners benefit from
teachers to use role-play
Scripting can provide opportunities for clear goals and objectives and consistent
instructions and routines.
and comprehension.
and movement activities to enhance vocabulary Prior to beginning a new lesson, your
Learners benefit from the Go To Sections 2 and 3 to see students may benefit from
Research has shown that English Language using the Preparing for Learning routine
during content-area instruction. examples of lessons that use the shown at the left. This
incorporation of comprehensible input routine establishes a consistent experience
approach, students have Interactive Question-Response format for students before
During a lesson taught using the IQR and routine across the content areas.
they attempt learning new content. It
establishes a purpose for
and discussion, including
frequent opportunities for interaction the lesson and encourages students to
interact with supporting
Teacher materials and text during reading. It
• restating, retelling, and paraphrasing also encourages students to
Resources focus on key academic vocabulary terms.
• discussing, elaborating, and explaining 0OMJOF
another
• predicting, responding, talking to one
To watch videos on peer interaction Go To Word Cards for a tool that
• engaging in structured partner activities and on using plays to enhance develops content-area academic
comprehension skills, go to ellevate. vocabulary.
glencoe.com and click on Section 1
then Peer Interaction or Skits. Go To Section 4 for information
on Instructional Resources starting on
1–31 p. 4–40.
Teaching ELLs

1–32 Section 1 ELL Fundamentals

3/9/09 11:33:19 AM

ELV912 TX S1 CISS

1–2 Section 1 ELL Fundamentals

 SECTION SECTION SECTION

3 45
CONTENT-AREA ON-THE-GO TELPAS™ GUIDE
MODEL LESSONS RESOURCES
Assessment explanations
Model lessons apply A variety of resources and samples prepare
strategies to actual support core content ELLs for TELPAS.™
textbook pages. areas and all ELL levels. ■ Assessment with
■ Science ■ Language Resources TELPAS™
■ Social Studies ■ Vocabulary Resources ■ Sample Reading
■ Language Arts ■ Instructional Resources Test Items
■ Mathematics ■ Graphic Organizers
■ Fine Arts ■ Professional
■ Applied Arts Development Videos
(online)
■ Academic Word Cards
(separate package)

Section 1 At a Glance 1–3

 ELL FUNDAMENTALS
1 The English Language Learner
CHARACTERISTICS OF ENGLISH LANGUAGE LEARNERS

About This Section Diverse Cultural Backgrounds

This section defines and describes the
English Language Learners (ELLs) are students whose primary
cultural and academic backgrounds of
language is not English. These students are learning English as their
English language learners as well as
second or even their third language. They have varied cultural and
explains core issues and approaches for
academic backgrounds. It is important for teachers to consider the
ensuring the academic success of English
academic and cultural background of these students as they plan their
language learners.
classroom instruction.
There are many cultural differences within the ELL population. These
Quick Tips differences include students’ primary languages, countries of origin,
Acronyms that you should know: immigration status, and socioeconomic levels. The chart below shows
ELLs English language learners just some of the various backgrounds and languages found in the
ELPS English Language Proficiency United States.
Standards
LEP Limited English Proficiency Approximate Population
Language Spoken at Home
PLD Proficiency Level Descriptors in the United States
Spanish 28,000,000
Chinese 2,000,000
French 1,500,000
Vietnamese 1,000,000
Russian 700,000
Arabic 600,000
Haitian Creole 500,000

With so many languages and countries of origin, it is easy to

understand that ELLs have varied cultural backgrounds. Some
students may come from cultures where the values and beliefs are
dramatically different from cultures and beliefs in the United States.
ELLs are not only learning a new language, but they are also adapting
to a new society with new sets of values and beliefs. These students will
experience many social and cultural changes while at the same time
Go To Section 4 to read an article learning a new language.
about language transfers called The
Interaction Between English and Student
Primary Languages, p. 4–4.
Go To Section 4 for information on
Cultural Considerations, pp. 4–47 to
4–52.

1–4 Section 1 ELL Fundamentals

 CHARACTERISTICS OF ENGLISH LANGUAGE LEARNERS

Diverse Academic Backgrounds

There are many barriers to successful understanding of academic
language in English. Oral English fluency is not a good indication Quick Tip
of academic knowledge or literacy skills. Even though a student may exhibit high 1
You may have a mix of skills and backgrounds in one class. To levels of social English, he or she may
understand your ELL students’ academic background, ask yourself not have the same level of academic
these questions about each student. language skills. Give them extra support
in mastering academic vocabulary.
• Did she regularly attend school in her country of origin?
• Was he attending the same grade level in his country of origin?
• Does she have an advanced knowledge of academic content?
• Does he read fluently in his native language?
• Does she speak English fluently?
• Does he have any writing skills in English? In his native language?
• Is she illiterate in her native language?
• Are his academic content knowledge and skills limited?
Knowing the cultural and academic backgrounds of ELLs helps
teachers plan instruction more effectively. Knowing students’ country
of origin, their first language, what language they speak at home, and
their academic background can help teachers meet the varied needs of
the ELLs in their classrooms.

Different Points of Language Acquisition Social English

There are two types of English language acquisition—social English
• language used in social situations, such as
and academic English. (See charts at right.) ELLs must acquire both
conversations with friends
social and academic language proficiency in English to be successful
• needed for everyday life
in school. • easier to learn because it’s used in and out
There are many strategies to help ELLs acquire the necessary academic of school, thus more often
English they need to be successful in the classroom. Any or all of the • can be learned in about two years
strategies below can reduce students’ anxiety when attempting to use Academic Language
newly acquired academic language in a larger group.
• language used in the classroom, such as
asking questions
Strategies for Acquiring Academic English • needed for problem solving, understanding
• Allow students to respond with drawings, labels, single words, or classroom content and concepts, and
short phrases communicating in classroom settings
• challenging to learn because used only in
• Provide sentence frames for responding to questions school
• Incorporate small group activities into classroom instruction time • fully develops in five to seven years

Go To Word Cards for a tool that

develops academic vocabulary.

The English Language Learner 1–5


Quick Tip
A student may be the same level in all
domains but one. Provide additional
activities in the weaker domain to help
improve his or her overall proficiency.
Go To Section 4 for ideas on
domain activities in the Activity Bank,
pp. 4–53 to 4–61.
Go To Section 1 for more on ELL
Proficiency Levels, pp. 1–10 to 1–16.
1–6 Section 1 ELL Fundamentals
Varying Levels of English Proficiency
Effective ELL instruction gives students the opportunity to listen, read,
speak, and write at a student’s level of English development. The level
of English development is called the student’s proficiency level.
Proficiency levels are not grade specific. They are also not specific to
one domain. For example, a student might be at an Intermediate level
in speaking but at a Beginning level in reading. English language
learners in the classroom will be at varying levels of English proficiency
in each of the domains.
Teachers should provide instruction that is accessible based on a
student’s English language proficiency level in each domain. A detailed
description of each language domain and English proficiency level is
provided later in this section.
English Language Proficiency Levels and
Language Domains
Language Grade Level Proficiency Level
Domain
Listening All grade levels Beginning, Intermediate, Advanced,
Advanced High
Speaking All grade levels Beginning, Intermediate, Advanced,
Advanced High
Reading All grade levels Beginning, Intermediate, Advanced,
Advanced High
Writing All grade levels Beginning, Intermediate, Advanced,
Advanced High
 ACCOMMODATING ACTIVITIES FOR ENGLISH LANGUAGE LEARNERS

ACCOMMODATING ACTIVITIES FOR ENGLISH LANGUAGE LEARNERS

Accommodating All Learners

There are some accommodations you can make that will benefit all 1
levels of English Language Learners, and possibly all of your students.
Incorporating the following accommodations into your classroom will
help ELL students in successfully developing learning skills.
• Create a language-rich environment
• Provide comprehensible input
• Use culturally appropriate body language
• Use nonlinguistic representations
• Teach content
• Create a supportive, nonthreatening environment
• Activate prior knowledge and cultural perspective
• Prepare lessons and the learning environment with ELLs in mind
• Encourage peer interaction
• Provide hands-on activities
• Use multimedia technology
• Model the concepts/vocabulary
• Use manipulatives

Differentiating for Each Proficiency Level

Differentiating instruction and scaffolding learning are both important
for classrooms with a mix of abilities and language proficiency levels.
The chart on the following page provides strategies for accommodating
English Language Learners at each proficiency level. Suggestions
are grouped into the four domains: reading, writing, listening, and
speaking. Go To Section 4 to read an article
about ELL Instructional Strategies,
p. 4–4.
Teacher
Resources
Online

To watch videos on using various

media in the classroom and on
differentiated instruction, go to
ellevate.glencoe.com and click on
Section 1 then Using Multimedia or
Differentiated Instruction.

The English Language Learner 1–7

Accommodating Activities Chart
Beginning Level Intermediate Level
Reading Reading
• Match pictures to words • Match pictures to words
• Use visuals for classroom vocabulary and academic concepts • Use visuals for academic vocabulary and concepts
• Provide native-language and adapted grade-level texts • Provide adapted grade-level text
• Use short and simple sentence stems for discussion • Create sentence stems for discussion
• Preteach social and academic vocabulary • Preteach academic vocabulary
• Give instruction in high-frequency, concrete social vocabulary • Encourage peer interaction
• Use graphic organizers • Create verbal scaffolding
• Provide lists of cognates • Use adapted writing tasks with scaffolding
• Provide word lists in native language and English • Gesture often to aid in memorization of academic concepts
• Allow use of personal dictionaries • Model concepts
• Limit use of idioms • Give instruction in high-frequency, concrete social vocabulary
• Allow echo/choral reading • Use graphic organizers
• Allow students to highlight text
• Allow use of personal dictionaries
• Teach text structures

Writing
• Use adapted writing tasks with drawing and scaffolding
• Use graphic organizers
• Give instructions in outline creation
• Explain the benefits of listing and labeling
• Teach the uses of multimedia technology
Writing
• Teach free writing on familiar topics
• Allow students to write on familiar topics
• Model retelling and summarizing
• Analyze text structures
• Give instruction in present and past tenses
• Ask questions that require elaborated responses
• Teach text structures

Listening Listening
• Use taped texts • Limit use of idioms
• Provide verbal cues • Provide visuals

Copyright © by the McGraw-Hill Companies, Inc.

• Gesture often to aid comprehension
• Use present tense
• Ask students to answer questions using simple words
• Provide one-step directions
• Ask students to retell information
• Allow use of same-language peer- and native- language support
• Use slower speech, verbal cues, and simplified language
• Preteach vocabulary before discussions and lectures
• Teach phrases for student to use which request that speakers repeat,
slow down, or rephrase speech

Speaking
• Use verbal scaffolding
• Preteach functional language (stems for social conversation)
• Use slow, simplified speech
• Model pronunciation of social/academic language
• Provide daily opportunities for student discussion
• Provide a bank of key vocabulary
• Allow students to discuss ideas in their native language
Speaking
• Allow extra processing time
• Provide sentence stems with simple sentence structures and tenses
• Model and provide practice in pronunciation of academic terms
• Use Think-Pair-Share
• Provide daily opportunities for student discussion

1–8 Section 1 ELL Fundamentals

 ACCOMMODATING ACTIVITIES FOR ENGLISH LANGUAGE LEARNERS

Advanced Level Advanced High Level

Reading Reading 1
• Activate prior knowledge and cultural perspective • Activate prior knowledge and cultural perspective
• Provide visuals for academic vocabulary and concepts • Provide grade-level texts
• Provide grade-level texts • Use complex sentence stems
• Introduce complex sentence stems • Preteach low-frequency academic vocabulary
• Preteach low-frequency academic vocabulary • Use graphic organizers
• Use graphic organizers • Include abstract grade-level reading
• Gesture often to aid in memorization of academic concepts • Provide support for abstract and technical texts
• Ask students to analyze text structures • Teach text structures
• Use adapted texts for unfamiliar topics
• Teach text structures

Writing Writing
• Assign grade-level writing tasks with support • Assign grade-level writing tasks
• Use graphic organizers • Model writing
• Use scaffolded writing assignments • Use graphic organizers
• Provide activities that ask for supporting ideas and details • Teach conventions and prepositions
• Teach free, abstract, and technical writing • Use complex language structures
• Have students use sentence stems with simple and complex tenses • Teach text structures
• Teach text structures

Listening Listening
• Provide processing time, visuals, verbal cues, and gestures for unfamiliar • Allow for peer interaction
conversations • Provide processing time when academic material is complex and
Copyright © by the McGraw-Hill Companies, Inc.

• Use signal words unfamiliar

• Use transition words • Provide visuals, verbal cues, and gestures when material is complex and
• Provide opportunities for students to request clarification, repetition, and unfamiliar
rephrasing

Speaking Speaking
• Teach sentence stems with past, present, future, and complex grammar, • Use verbal scaffolding as needed
and vocabulary with content-based and abstract terms • Provide opportunities for extended discussions
• Allow for peer interaction • Teach complex language structures
• Use verbal scaffolding as needed • Use Think-Pair-Share
• Provide strategies to request clarification, repetition, or rephrasing • Teach sentence stems with past, present, future, and complex grammar,
• Use Think-Pair-Share and vocabulary with content-based and abstract terms
• Provide daily opportunities for student discussion • Provide daily opportunities for student discussion
• Ask students to defend their positions • Ask students to defend their positions
• Have students make oral presentations • Have students make oral presentations

The English Language Learner 1–9

 ELL FUNDAMENTALS
1 ELLs in Texas
TEXAS PROFICIENCY LEVEL DESCRIPTORS
About English Language
Learners in Texas
This section describes the four levels of
proficiency as defined by the Texas State
Education Agency. It also provides a map to
places that the Texas ELPS can be addressed
in this program.
Quick Tip
Determining the level of a student’s
proficiency level requires careful
teacher observation. Using tools such
as language proficiency observational
checklists can help guide teacher
observations.
Go To Section 4 for a Language Proficiency
Observational Checklist, p. 4–40.
Teacher Resources
Online
To watch videos on proficiency levels,
go to ellevate.glencoe.com and click
on Section 1 then Understanding
Proficiency or Teachers as Learners.
1–10 Section 1 ELL Fundamentals
Texas’s Definition of Four Proficiency Levels
Effective instruction in second language acquisition provides English
Language Learners with opportunities to listen, speak, read, and
write at their current level of English development. At the same time,
instruction should help English Language Learners gradually move to
new levels of English development.
The four proficiency levels described below show a progression of
second language acquisition from Beginning to Advanced High.
Content-area teachers can use these levels as a road map to plan
instruction for English Language Learners based on their needs.
English Language Learners may be at the Beginning, Intermediate,
Advanced, or Advanced High stage of English language acquisition in
any domain.
Listening Proficiency Levels (Grades K through 12)
Beginning Have little or no ability to understand spoken English in
academic and social settings
Intermediate Have the ability to understand simple, high-frequency
spoken English used in routine academic and social
settings
Advanced Have the ability to understand, with second language
acquisition support, grade-appropriate spoken English
used in academic and social settings
Advanced High Have the ability to understand, with minimal second
language acquisition support, grade-appropriate spoken
English used in academic and social settings
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.
Speaking Proficiency Levels (Grades K through 12)
Beginning Have little or no ability to speak English in academic and
social settings
Intermediate Have the ability to speak in a simple manner using English
commonly heard in routine academic and social settings
Advanced Have the ability to speak using grade-appropriate English,
with second language acquisition support, in academic
and social settings
Advanced High Have the ability to speak using grade-appropriate English,
with minimal second language acquisition support, in
academic and social settings
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.
 TEXAS PROFICIENCY LEVEL DESCRIPTORS

Reading Proficiency Levels (Grades 2 through 12)

Beginning Have little or no ability to read and understand English used in
academic and social settings
Intermediate Have the ability to read and understand simple, high-
frequency English used in routine academic and social settings 1
Advanced Have the ability to read and understand, with second
language acquisition support, grade-appropriate English used
in academic and social settings
Advanced Have the ability to read and understand, with minimal second
High language acquisition support, grade-appropriate English used
in academic and social settings
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.

Writing Proficiency Levels (Grades 2 through 12)

Beginning Have little or no ability to read and understand English used in
academic and social contexts
Intermediate Have enough English vocabulary and enough grasp of English
language structures to address grade-appropriate writing
tasks in a limited way
Advanced Have enough English vocabulary and command of English
language structures to address grade-appropriate writing
tasks, although second language acquisition support is
needed
Advanced Have acquired the English vocabulary and command of
High English language structures necessary to address grade-
appropriate writing tasks with minimal second language
acquisition support
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.

Texas Proficiency Descriptors by Level

Proficiency level descriptors describe what students can do at each
Copyright © by the McGraw-Hill Companies, Inc.

proficiency level in the domains of listening, speaking, writing, and

reading. The following descriptors are excerpted from Texas Essential
Knowledge and Skills for Spanish Language Arts and English as a
Second Language. They are organized by level rather than domain
so you can get an overview of each level.

Beginning Level

(1) Listening (K–12)
(A) Beginning ELLs have little or no ability to understand spoken
English in academic and social settings. These students:
(i) struggle to understand simple conversations and simple
discussions even when the topics are familiar and the speaker uses
linguistic supports such as visuals, slower speech and other verbal
cues, and gestures;
(ii) struggle to identify and distinguish individual words and phrases
during social and instructional interactions that have not been
intentionally modified for ELLs; and
(iii) may not seek clarification in English when failing to comprehend the
English they hear; frequently remain silent, watching others for cues.

(continued)

ELLs in Texas 1–11

 Beginning Level, continued

(2) Speaking (K–12) (iv) comprehend predominantly isolated familiar words and phrases;
(A) Beginning English language learners have little or no ability to comprehend some sentences in highly routine contexts or recently
speak English in academic and social settings. These students: practiced, highly familiar text;
(i) mainly speak using single words and short phrases consisting (v) are highly dependent on visuals and prior knowledge to derive
of recently practiced, memorized, or highly familiar material to get meaning from text in English; and
immediate needs met; may be hesitant to speak and often give up in (vi) are able to apply reading comprehension skills in English only
their attempts to communicate; when reading texts written for this level.
(ii) speak using a very limited bank of high-frequency, high-need,
(6) Writing (2–12)
concrete vocabulary, including key words and expressions needed for
(A) Beginning English language learners lack the English vocabulary
basic communication in academic and social contexts;
and grasp of English language structures necessary to address grade-
(iii) lack the knowledge of English grammar necessary to connect
appropriate writing tasks meaningfully. These students:
ideas and speak in sentences; can sometimes produce sentences
(i) have little or no ability to use the English language to express ideas
using recently practiced, memorized, or highly familiar material;
in writing and engage meaningfully in grade-appropriate writing
(iv) exhibit second language acquisition errors that may hinder
assignments in content area instruction;
overall communication, particularly when trying to convey
(ii) lack the English necessary to develop or demonstrate elements of
information beyond memorized, practiced, or highly familiar
grade-appropriate writing such as focus and coherence, conventions,
material; and
organization, voice, and development of ideas in English; and
(v) typically use pronunciation that significantly inhibits
(iii) exhibit writing features typical at this level, including:
communication.
(I) ability to label, list, and copy;
(4) Reading (2–12)
(II) high-frequency words/phrases and short, simple sentences
(A) Beginning English language learners have little or no ability to
(or even short paragraphs) based primarily on recently practiced,
read and understand English used in academic and social contexts.
memorized, or highly familiar material; this type of writing may
These students:
be quite accurate;
(i) read and understand the very limited recently practiced,
(III) present tense used primarily; and
memorized, or highly familiar English they have learned; vocabulary
(IV) frequent primary language features (spelling patterns, word
predominantly includes:
order, literal translations, and words from the student’s primary
(I) environmental print;
language) and other errors associated with second language
(II) some very high-frequency words; and
acquisition may significantly hinder or prevent understanding,
(III) concrete words that can be represented by pictures;
even for individuals accustomed to the writing of English

Copyright © by the McGraw-Hill Companies, Inc.

(ii) read slowly, word by word;
language learners.
(iii) have a very limited sense of English language structures;
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.

Intermediate Level

(1) Listening (K–12) (i) usually understand simple or routine directions, as well as short,
(B) Intermediate English language learners have the ability to simple conversations and short, simple discussions on familiar topics;
understand simple, high-frequency spoken English used in routine when topics are unfamiliar, require extensive linguistic supports and
academic and social settings. These students: adaptations such as visuals, slower speech and other verbal cues,

(continued)

Teacher
To watch a video on gestures, go to ellevate.glencoe.com and click on Section 1
Resources
Online then Pantomime or Gesture.

1–12 Section 1 ELL Fundamentals


Intermediate Level, continued
simplified language, gestures, and preteaching to preview or build
topic-related vocabulary;
(ii) often identify and distinguish key words and phrases necessary to
understand the general meaning during social and basic instructional
interactions that have not been intentionally modified for English
language learners; and
(iii) have the ability to seek clarification in English when failing
to comprehend the English they hear by requiring/requesting the
speaker to repeat, slow down, or rephrase speech.
(2) Speaking (K–12)
(B) Intermediate English language learners have the ability to
speak in a simple manner using English commonly heard in routine
academic and social settings. These students:
(i) are able to express simple, original messages, speak using
sentences, and participate in short conversations and classroom
interactions; may hesitate frequently and for long periods to think
about how to communicate desired meaning;
(ii) speak simply using basic vocabulary needed in everyday social
interactions and routine academic contexts; rarely have vocabulary to
speak in detail;
(iii) exhibit an emerging awareness of English grammar and speak
using mostly simple sentence structures and simple tenses; are most
comfortable speaking in present tense;
(iv) exhibit second language acquisition errors that may hinder
overall communication when trying to use complex or less familiar
English; and
(v) use pronunciation that can usually be understood by people
accustomed to interacting with English language learners.
(4) Reading (2–12)
Copyright © by the McGraw-Hill Companies, Inc.
(B) Intermediate English language learners have the ability to read
and understand simple, high-frequency English used in routine
academic and social contexts. These students:
(i) read and understand English vocabulary on a somewhat wider
range of topics and with increased depth; vocabulary predominantly
includes:
(I) everyday oral language;
(II) literal meanings of common words;
(III) routine academic language and terms; and
(IV) commonly used abstract language such as terms used to
describe basic feelings;
(ii) often read slowly and in short phrases; may re-read to clarify
meaning;
(iii) have a growing understanding of basic, routinely used English
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.
TEXAS PROFICIENCY LEVEL DESCRIPTORS
language structures;
(iv) understand simple sentences in short, connected texts, but
are dependent on visual cues, topic familiarity, prior knowledge, 1
pretaught topic-related vocabulary, story predictability, and teacher/
peer assistance to sustain comprehension;
(v) struggle to independently read and understand grade-level texts;
and
(vi) are able to apply basic and some higher-order comprehension
skills when reading texts that are linguistically accommodated and/or
simplified for this level.
(6) Writing (2–12)
(B) Intermediate English language learners have enough English
vocabulary and enough grasp of English language structures to
address grade-appropriate writing tasks in a limited way. These
students:
(i) have a limited ability to use the English language to express ideas
in writing and engage meaningfully in grade-appropriate writing
assignments in content area instruction;
(ii) are limited in their ability to develop or demonstrate elements of
grade-appropriate writing in English; communicate best when topics
are highly familiar and concrete, and require simple, high-frequency
English; and
(iii) exhibit writing features typical at this level, including:
(I) simple, original messages consisting of short, simple
sentences; frequent inaccuracies occur when creating or taking
risks beyond familiar English;
(II) high-frequency vocabulary; academic writing often has an
oral tone;
(III) loosely connected text with limited use of cohesive devices or
repetitive use, which may cause gaps in meaning;
(IV) repetition of ideas due to lack of vocabulary and language
structures;
(V) present tense used most accurately; simple future and past
tenses, if attempted, are used inconsistently or with frequent
inaccuracies;
(VI) undetailed descriptions, explanations, and narrations;
difficulty expressing abstract ideas;
(VII) primary language features and errors associated with second
language acquisition may be frequent; and
(VIII) some writing may be understood only by individuals
accustomed to the writing of English language learners; parts
of the writing may be hard to understand even for individuals
accustomed to ELL writing.
ELLs in Texas 1–13
Advanced Level
(1) Listening (K–12)
(C) Advanced English language learners have the ability to
understand, with second language acquisition support, grade-
appropriate spoken English used in academic and social settings.
These students:
(i) usually understand longer, more elaborated directions,
conversations, and discussions on familiar and some unfamiliar
topics, but sometimes need processing time and sometimes depend
on visuals, verbal cues, and gestures to support understanding;
(ii) understand most main points, most important details, and some
implicit information during social and basic instructional interactions
that have not been intentionally modified for English language
learners; and
(iii) occasionally require/request the speaker to repeat, slow down,
or rephrase to clarify the meaning of the English they hear.
(2) Speaking (K–12)
(C) Advanced English language learners have the ability to speak
using grade-appropriate English, with second language acquisition
support, in academic and social settings. These students:
(i) are able to participate comfortably in most conversations and
academic discussions on familiar topics, with some pauses to restate,
repeat, or search for words and phrases to clarify meaning;
(ii) discuss familiar academic topics using content-based terms and
common abstract vocabulary; can usually speak in some detail on
familiar topics;
(iii) have a grasp of basic grammar features, including a basic ability
to narrate and describe in present, past, and future tenses; have an
emerging ability to use complex sentences and complex grammar
features;
(iv) make errors that interfere somewhat with communication when
using complex grammar structures, long sentences, and less familiar
words and expressions; and
(v) may mispronounce words, but use pronunciation that can usually
be understood by people not accustomed to interacting with English
language learners.
Teacher
To watch a video on Advanced level proficiency, go to ellevate.glencoe.com
Resources
Online and click on Section 1 then Level 3 Proficiency.
1–14 Section 1 ELL Fundamentals
(4) Reading (2–12)
(C) Advanced English language learners have the ability to read
and understand, with second language acquisition support, grade-
appropriate English used in academic and social contexts. These
students:
(i) read and understand, with second language acquisition support,
a variety of grade-appropriate English vocabulary used in social and
academic contexts:
(I) with second language acquisition support, read and
understand grade-appropriate concrete and abstract vocabulary,
but have difficulty with less commonly encountered words;
(II) demonstrate an emerging ability to understand words and
phrases beyond their literal meaning; and
(III) understand multiple meanings of commonly used words;
(ii) read longer phrases and simple sentences from familiar text with
appropriate rate and speed;
(iii) are developing skill in using their growing familiarity with English
language structures to construct meaning of grade-appropriate text;
and
(iv) are able to apply basic and higher-order comprehension skills
when reading grade-appropriate text, but are still occasionally
dependent on visuals, teacher/peer assistance, and other
linguistically accommodated text features to determine or clarify
meaning, particularly with unfamiliar topics.
(6) Writing (2–12)
(C) Advanced. Advanced English language learners have enough
English vocabulary and command of English language structures to
address grade-appropriate writing tasks, although second language
acquisition support is needed. These students:
Copyright © by the McGraw-Hill Companies, Inc.
(i) are able to use the English language, with second language
acquisition support, to express ideas in writing and engage
meaningfully in grade-appropriate writing assignments in content
area instruction;
(ii) know enough English to be able to develop or demonstrate
elements of grade-appropriate writing in English, although second
(continued)

Advanced Level, continued
language acquisition support is particularly needed when topics are
abstract, academically challenging, or unfamiliar; and
(iii) exhibit writing features typical at this level, including:
(I) grasp of basic verbs, tenses, grammar features, and sentence
patterns; partial grasp of more complex verbs, tenses, grammar
features, and sentence patterns;
(II) emerging grade-appropriate vocabulary; academic writing has
a more academic tone;
(III) use of a variety of common cohesive devices, although some
redundancy may occur;
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.
Advanced High Level
(1) Listening (K–12)
(D) Advanced high English language learners have the ability to
understand, with minimal second language acquisition support,
grade-appropriate spoken English used in academic and social
settings. These students:
(i) understand longer, elaborated directions, conversations, and
discussions on familiar and unfamiliar topics with occasional need for
processing time and with little dependence on visuals, verbal cues,
and gestures; some exceptions when complex academic or highly
specialized language is used;
(ii) understand main points, important details, and implicit
information at a level nearly comparable to native English-speaking
peers during social and instructional interactions; and
(iii) rarely require/request the speaker to repeat, slow down, or
Copyright © by the McGraw-Hill Companies, Inc.
rephrase to clarify the meaning of the English they hear.
(2) Speaking (K–12)
(D) Advanced high English language learners have the ability
to speak using grade-appropriate English, with minimal second
language acquisition support, in academic and social settings. These
students:
(i) are able to participate in extended discussions on a variety of
social and grade-appropriate academic topics with only occasional
disruptions, hesitations, or pauses;
(ii) communicate effectively using abstract and content-based
vocabulary during classroom instructional tasks, with some
exceptions when low-frequency or academically demanding
TEXAS PROFICIENCY LEVEL DESCRIPTORS
(IV) narrations, explanations, and descriptions developed in some
detail with emerging clarity; quality or quantity declines when
abstract ideas are expressed, academic demands are high, or low- 1
frequency vocabulary is required;
(V) occasional second language acquisition errors; and
(VI) communications are usually understood by individuals not
accustomed to the writing of English language learners.
vocabulary is needed; use many of the same idioms and
colloquialisms as their native English-speaking peers;
(iii) can use English grammar structures and complex sentences to
narrate and describe at a level nearly comparable to native English-
speaking peers;
(iv) make few second language acquisition errors that interfere with
overall communication; and
(v) may mispronounce words, but rarely use pronunciation that
interferes with overall communication.
(4) Reading (2–12)
(D) Advanced high English language learners have the ability to read
and understand, with minimal second language acquisition support,
grade-appropriate English used in academic and social contexts.
These students:
(i) read and understand vocabulary at a level nearly comparable to
that of their native English-speaking peers, with some exceptions
when low-frequency or specialized vocabulary is used;
(ii) generally read grade-appropriate, familiar text with appropriate
rate, speed, intonation, and expression;
(iii) are able to, at a level nearly comparable to native English-
speaking peers, use their familiarity with English language structures
to construct meaning of grade-appropriate text; and
(iv) are able to apply, with minimal second language acquisition
support and at a level nearly comparable to native English-speaking
peers, basic and higher-order comprehension skills when reading
grade-appropriate text.
(continued)
ELLs in Texas 1–15
 Advanced High Level, continued
(6) Writing (2–12)
(D) Advanced high English language learners have acquired the
English vocabulary and command of English language structures
necessary to address grade-appropriate writing tasks with minimal
second language acquisition support. These students:
(i) are able to use the English language, with minimal second
language acquisition support, to express ideas in writing and engage
meaningfully in grade-appropriate writing assignments in content
area instruction;
(ii) know enough English to be able to develop or demonstrate, with
minimal second language acquisition support, elements of grade-
appropriate writing in English; and
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.
1–16 Section 1 ELL Fundamentals
(iii) exhibit writing features typical at this level, including:
(I) nearly comparable to writing of native English-speaking peers
in clarity and precision with regard to English vocabulary and
language structures, with occasional exceptions when writing
about academically complex ideas, abstract ideas, or topics
requiring low-frequency vocabulary;
(II) occasional difficulty with naturalness of phrasing and
expression; and
(III) errors associated with second language acquisition are minor
and usually limited to low-frequency words and structures; errors
rarely interfere with communication.
Copyright © by the McGraw-Hill Companies, Inc.
 ADDRESSING THE ELPS IN YOUR CLASSROOM

ADDRESSING THE ELPS IN YOUR CLASSROOM

The English Language Proficiency Standards (ELPS) are the cornerstone of

the Texas Essential Knowledge and Skills for English Language Learners. They
encompass speaking and listening as well as reading and writing. They include 1
the learning of English that allows students to expand basic vocabulary as well
as academic vocabulary, and they prepare students for the rigor of classroom
instruction by teaching language structures and social and academic language.
The ELPS are scaffolds to move students from instruction with linguistic
accommodation to mainstream core content.
The following chart provides a comprehensive overview of all 45 English Language
Proficiency Standards. Each standard is correlated with lessons for providing
targeted instruction to English Language Learners in your classroom. In addition,
each standard is correlated to teaching suggestions, activities, and instructional
resources found throughout the ELLevate Teacher Resource Guide. Standards are
listed in the left column. In the right column are the correlated lessons, activities,
and resources. All videos listed can be accessed online at ellevate.glencoe.com.

Using ELLevate to Meet the ELPS

ELPS Student Expectancy Meeting the ELPS with ELLevate
ELPS 1 Cross-curricular second language acquisition/learning strategies.
The student is expected to:

ELPS 1 (A) use prior knowledge
and experiences to understand
meanings in English;
• Apply the strategy Using Prior Knowledge With Vocabulary, presented in Lesson 2.5
and modeled in Lesson 3.6, to meet your classroom needs.
• Use a KWL Chart to encourage reflection of prior knowledge. Go to Section 4 Graphic
Organizers p. 4–74 for a blackline master.
• To watch a video of instruction ideas and tips for accessing students’ prior knowledge,
go to ellevate.glencoe.com and click on Section 1 then Brainstorming.

ELPS 1 (B) monitor oral and • Apply the strategy Applying Phonics Skills to New Vocabulary, presented in Lesson
Copyright © by the McGraw-Hill Companies, Inc.

written language production
and employ self-corrective
techniques or other resources;
2.2 and modeled in Lesson 3.2, to meet your classroom needs.
• Use a Tongue Twister activity to monitor oral language skills. Go to Section 4 Activity
Bank p. 4–55 for an example activity.
• Have small groups use the Word Cards to practice writing and talking about academic
vocabulary relevant to your subject area.

ELPS 1 (C) use strategic learning
techniques such as concept
mapping, drawing, memorizing,
comparing, contrasting, and
reviewing to acquire basic and
grade-level vocabulary;
• Use the strategy Using Word Analysis With New Vocabulary, presented in Lesson 2.3
and modeled in Lesson 3.5, to address this standard in your classroom.
• To watch a video showing teaching and activity suggestions, go to ellevate.glencoe.
com and click Section 1 then Vocabulary—Read My Mind.
• Use the charts of Common Prefixes and Suffixes and Greek and Latin Roots in
Section 4 pp. 4–16 to 4–17 to provide practice in deciphering vocabulary relevant to
your subject area.
• Use a Concept Web to have students connect vocabulary words and meanings. Go to
Section 4 Graphic Organizers p. 4–66 for a blackline master.

Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved. (continued)

ELLs in Texas 1–17

Using ELLevate to Meet the ELPS, continued
ELPS 1 (D) speak using learning
strategies such as requesting
assistance, employing non-verbal
cues, and using synonyms and
circumlocution (conveying ideas
by defining or describing when
exact English words are not
known);
ELPS 1 (E) internalize new basic
and academic language by using
and reusing it in meaningful
ways in speaking and writing
activities that build concept and
language attainment;
ELPS 1 (F) use accessible
language and learn new and
essential language in the process;
ELPS 1 (G) demonstrate an
increasing ability to distinguish
between formal and informal
English and an increasing
knowledge of when to use each
one commensurate with grade-
level learning expectations; and
ELPS 1 (H) develop and expand
repertoire of learning strategies
such as reasoning inductively or
deductively, looking for patterns
in language, and analyzing
sayings and expressions
commensurate with grade-level
learning expectations.
ELPS 2 Cross-curricular second language acquisition/listening.
The student is expected to:
ELPS 2 (A) distinguish sounds
and intonation patterns of
English with increasing ease;
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.
1–18 Section 1 ELL Fundamentals
• Use the strategy Generating Questions, presented in Lesson 2.23 and modeled in
Lesson 3.8, to meet your classroom needs.
• Use a Fishbone Diagram to provide practice in using synonyms and circumlocution.
Go to Section 4 Graphic Organizers p. 4–70 for a blackline master.
• To watch a video discussing the use of non-verbal strategies, go to ellevate.glencoe.
com and click Section 1 then Pantomime or Gesture.
• Apply the strategy Focusing on Key Words, presented in Lesson 2.7 and modeled in
Lesson 3.7, to meet your classroom needs.
• To watch a video discussing student acquisition of key words across content areas,
go to ellevate.glencoe.com and click Section 1 then Vocabulary—Focusing on Key
Words—1.
• Use a Vocabulary Tree activity to provide practice for students in using new
vocabulary. Go to Section 4 Activity Bank p. 4–54 for an example activity.
• Apply the strategy Using Prior Knowledge With Vocabulary, presented in Lesson 2.5
and modeled in Lesson 3.15, to meet your classroom needs.
• Use a Memory Game activity to provide practice for students learning new vocabulary
in all subject areas. Go to Section 4 Activity Bank p. 4–53 for an example activity.
• Use Flash Cards for student pairs to practice using and learning new vocabulary relevant
to your subject area. Go to Section 4 Graphic Organizers p. 4–71 for a blackline master.
• Use the strategy Idioms and Expressions, presented in Lesson 2.10 and modeled in
Lesson 3.9, to address this standard in your classroom.
• To watch a video in which students practice both formal and informal language within
the lesson context, go to ellevate.glencoe.com and click Section 1 then Multiple
Modalities.
• Use the strategy Using Inductive Reasoning, presented in Lesson 2.27 and modeled in
Lesson 3.13, to meet your classroom needs.
• Use a Fishbone Diagram to provide practice in reasoning inductively or deductively.
Go to Section 4 Graphic Organizers p. 4–70 for a blackline master.
Copyright © by the McGraw-Hill Companies, Inc.
• The strategy Using Deductive Reasoning, presented in Lesson 2.28 and modeled in
Lesson 3.5, also addresses this standard.
• Apply the strategy Applying Phonics Skills to New Vocabulary, presented in Lesson
2.2 and modeled in Lesson 3.12, to meet your classroom needs.
• Use Word Cards to have students connect word spellings and sounds.
• Go to Section 5 p. 5–6 for information on assessing this standard in TELPAS™.
(continued)

ELPS 2 (B) recognize elements
of the English sound system in
newly acquired vocabulary such
as long and short vowels, silent
letters, and consonant clusters;
ELPS 2 (C) learn new language
structures, expressions, and basic
and academic vocabulary heard
during classroom instruction and
interactions;
ELPS 2 (D) monitor
understanding of spoken
language during classroom
instruction and interactions and
seek clarification as needed;
ELPS 2 (E) use visual, contextual,
and linguistic support to enhance
and confirm understanding
of increasingly complex and
elaborated spoken language;
ELPS 2 (F) listen to and derive
meaning from a variety of
media such as audio tape, video,
DVD, and CD ROM to build and
reinforce concept and language
attainment;
ELPS 2 (G) understand the
general meaning, main points,
and important details of spoken
Copyright © by the McGraw-Hill Companies, Inc.
language ranging from situations
in which topics, language,
and contexts are familiar to
unfamiliar;
ELPS 2 (H) understand implicit
ideas and information in
increasingly complex spoken
language commensurate
with grade-level learning
expectations; and
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.
ADDRESSING THE ELPS IN YOUR CLASSROOM
• Use the strategy Using Word Analysis With New Vocabulary, presented in Lesson 2.3
and modeled in Lesson 3.19, to address this standard in your classroom.
• Use the charts of Common Prefixes and Suffixes and Greek and Latin Roots in
Section 4 pp. 4–16 to 4–17 to provide practice in deciphering vocabulary relevant to
your subject area.
• Go to Section 5 p. 5–6 for information on assessing this standard in TELPAS™. 1
• Use the strategy Identifying Word Families, presented in Lesson 2.4 and modeled in
Lesson 3.8, to meet your classroom needs.
• Use a Pyramid Chart to help students identify word families. Go to Section 4 Graphic
Organizers p. 4–76 for a blackline master.
• Go to Section 5 p. 5–6 for information on assessing this standard in TELPAS™.
• Use the strategy Monitoring and Clarifying Comprehension, presented in Lesson
2.17 and modeled in Lesson 3.6, to address this standard in your classroom.
• Use an Act It Out! activity to monitor understanding. Go to Section 4 Activity Bank
p. 4–53 for an example activity.
• Go to Section 5 p. 5–6 for information on assessing this standard in TELPAS™.
• Apply the strategy Using Visual and Contextual Support, presented in Lesson 2.16
and modeled in Lesson 3.1, to meet your classroom needs.
• To watch videos in which physical modeling is used to demonstrate abstract
concepts, go to ellevate.glencoe.com and click Section 1 then Physical Modeling and
Manipulatives–Upper Grades.
• Use a Realia activity to help students understand complex spoken language. Go to
Section 4 Activity Bank p. 4–54 for an example activity.
• Go to Section 5 p. 5–6 for information on assessing this standard in TELPAS™.
• Use the strategy Identifying Idioms and Expressions, presented in Lesson 2.10 and
modeled in Lesson 3.9, to meet your classroom needs.
• To watch a video demonstrating the use of multimedia examples, go to ellevate.
glencoe.com and click Section 1 then Multimedia.
• Go to Section 5 p. 5–6 for information on assessing this standard in TELPAS™.
• Apply the strategy Making Connections, presented in Lesson 2.14 and modeled in
Lesson 3.3, to meet your classroom needs.
• To watch videos demonstrating how to connect language to concepts and how to
make connections to the real world, go to ellevate.glencoe.com and click Section 1 then
Creative Examples and Experiments.
• Use a variety of listening activities to facilitate student learning. Go to Section 4
Activity Bank pp. 4–53 to 4–56 for activity suggestions.
• Go to Section 5 p. 5–6 for information on assessing this standard in TELPAS™.
• Apply the strategy Drawing Inferences, presented in Lesson 2.26 and modeled in
Lesson 3.16, to meet your classroom needs.
• Use an Elliptical Chart to help students organize implicit ideas. Go to Section 4 Graphic
Organizers p. 4–69 for a blackline master.
• Go to Section 5 p. 5–6 for information on assessing this standard in TELPAS™.
(continued)
ELLs in Texas 1–19
Using ELLevate to Meet the ELPS, continued
ELPS 2 (I) demonstrate listening
comprehension of increasingly
complex spoken English by
following directions, retelling or
summarizing spoken messages,
responding to questions
and requests, collaborating
with peers, and taking notes
commensurate with content and
grade-level needs.
ELPS 3 Cross-curricular second language acquisition/speaking.
The student is expected to:
ELPS 3 (A) practice producing
sounds of newly acquired
vocabulary such as long and
short vowels, silent letters, and
consonant clusters to pronounce
English words in a manner that is
increasingly comprehensible;
ELPS 3 (B) expand and
internalize initial English
vocabulary by learning and
using high-frequency English
words necessary for identifying
and describing people, places,
and objects, by retelling simple
stories and basic information
represented or supported by
pictures, and by learning and
using routine language needed
for classroom communication;
ELPS 3 (C) speak using a variety
of grammatical structures,
sentence lengths, sentence types,
and connecting words with
increasing accuracy and ease as
more English is acquired;
ELPS 3 (D) speak using grade-
level content area vocabulary
in context to internalize new
English words and build
academic language proficiency;
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.
1–20 Section 1 ELL Fundamentals
• Use the strategy Taking Notes, presented in Lesson 2.34 and modeled in Lesson 3.13,
to address this standard in your classroom.
• Use a Listen Carefully... activity to provide practice for students in summarizing
spoken messages. Go to Section 4 Activity Bank p. 4–56 for an example activity.
• To watch a video showing how to provide oral and written directions for students to
follow, go to ellevate.glencoe.com and click Section 1 then Learning Centers.
• Go to Section 5 p. 5–6 for information on assessing this standard in TELPAS™.
• Use the strategy Applying Phonics Skills to New Vocabulary, presented in Lesson 2.2
and modeled in Lesson 3.12, to address this standard in your classroom.
• Use Word Cards to help students pronounce newly acquired vocabulary correctly.
• Use Reading Aloud activities to provide speaking practice for students. Go to Section 4
Activity Bank p. 4–53 for an example activity.
• Go to Section 5 p. 5–8 for information on assessing this standard in TELPAS™.
• Apply the strategy Sight Vocabulary/High-Frequency Words, presented in Lesson 2.1
and modeled in Lesson 3.4, to meet your classroom needs.
• To watch a video discussing the importance of providing a verbal-rich environment for
English Language Learners, go to ellevate.glencoe.com and click Section 1 then Verbal
Environment.
• Use a variety of speaking activities to provide speaking practice for students. Go to
Section 4 Activity Bank pp. 4–53 to 4–56 for activity suggestions.
• Go to Section 5 p. 5–8 for information on assessing this standard in TELPAS™.
• Use the strategy Retelling and Summarizing, presented in Lesson 2.24 and modeled
Copyright © by the McGraw-Hill Companies, Inc.
in Lesson 3.9, to address this standard in your classroom.
• Use a Dramatic Performance activity to provide speaking opportunities for students.
Go to Section 4 Activity Bank p. 4–56 for an example activity.
• Use a Sentence Strips activity for students to practice speaking using language
relevant to your subject area. Go to Section 4 Activity Bank p. 4–54 for an example
activity.
• Go to Section 5 p. 5–8 for information on assessing this standard in TELPAS™.
• Apply the strategy Reviewing and Memorizing Vocabulary, presented in Lesson 2.12
and modeled in Lesson 3.16, to meet your classroom needs.
• To watch a video discussing the importance of developing academic language
across subject areas, go to ellevate.glencoe.com and click Section 1 then Academic
Language.
• Go to Section 5 p. 5–8 for information on assessing this standard in TELPAS™.
(continued)

ELPS 3 (E) share information in
cooperative learning interactions;
ELPS 3 (F) ask and give
information ranging from using
a very limited bank of high-
frequency, high-need, concrete
vocabulary, including key words
and expressions needed for basic
communication in academic and
social contexts, to using abstract
and content-based vocabulary
during extended speaking
assignments;
ELPS 3 (G) express opinions,
ideas, and feelings ranging from
communicating single words and
short phrases to participating in
extended discussions on a variety
of social and grade-appropriate
academic topics;
ELPS 3 (H) narrate, describe, and
explain with increasing specificity
and detail as more English is
acquired;
ELPS 3 (I) adapt spoken
language appropriately for
formal and informal purposes;
and
Copyright © by the McGraw-Hill Companies, Inc.
ELPS 3 (J) respond orally to
information presented in a wide
variety of print, electronic, audio,
and visual media to build and
reinforce concept and language
attainment.
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.
ADDRESSING THE ELPS IN YOUR CLASSROOM
• Use the strategy Using Prior Knowledge With Vocabulary, presented in Lesson 2.13
and modeled in Lesson 3.6, to meet your classroom needs.
• To watch a video discussing the importance of peer interaction, go to ellevate.glencoe.
com and click Section 1 then Peer Interaction.
• Use a KWL Chart to encourage reflection of prior knowledge. Go to Section 4 Graphic
Organizers p. 4–74 for a blackline master. 1
• Go to Section 5 p. 5–8 for information on assessing this standard in TELPAS™.
• Apply the strategy Generating Questions, presented in Lesson 2.23 and modeled in
Lesson 3.8, to meet your classroom needs.
• Use a variety of speaking activities to provide speaking opportunities for students. Go
to Section 4 Activity Bank pp. 4–53 to 4–56 for activity suggestions.
• Use a Question, Answer, Relationship (QAR) Chart to organize student thinking
for speaking assignments. Go to Section 4 Graphic Organizers p. 4–77 for a blackline
master.
• Go to Section 5 p. 5–8 for information on assessing this standard in TELPAS™.
• Apply the strategy Differentiating Fact from Opinion, presented in Lesson 2.25 and
modeled in Lesson 3.12, to address this standard in your classroom.
• Use Brainstorming as a strategy for generating ideas and focusing thinking. Go to
Section 4 Activity Bank p. 4–54 for an example activity.
• Go to Section 5 p. 5–8 for information on assessing this standard in TELPAS™.
• Apply the strategy Using Vocabulary to Retell, presented in Lesson 2.11 and modeled
in Lesson 3.18, to meet your classroom needs.
• Use a Flowchart for students to organize their sequences. Go to Section 4 Graphic
Organizers p. 4–72 for a blackline master.
• Go to Section 5 p. 5–8 for information on assessing this standard in TELPAS™.
• Use the strategy Retelling and Summarizing, presented in Lesson 2.24 and modeled
in Lesson 3.9, to address this standard in your classroom.
• To watch a video in which students practice both formal and informal language within
the lesson context, go to ellevate.glencoe.com and click Section 1 then Multiple
Modalities.
• Provide a variety of speaking activities for students. Go to Section 4 Activity Bank
pp. 4–53 to 4–56 for activity suggestions.
• Go to Section 5 p. 5–8 for information on assessing this standard in TELPAS™.
• Apply the strategy Identifying Cause and Effect, presented in Lesson 2.21 and
modeled in Lesson 3.21, to meet your classroom needs.
• Use the Cause and Effect Chart for students to organize their information. Go to
Section 4 Graphic Organizers pp. 4–65 for a blackline master.
• Go to Section 5 p. 5–8 for information on assessing this standard in TELPAS™.
(continued)
ELLs in Texas 1–21
Using ELLevate to Meet the ELPS, continued
ELPS 4 Cross-curricular second language acquisition/reading.
The student is expected to:
ELPS 4 (A) learn relationships
between sounds and letters
of the English language and
decode (sound out) words using
a combination of skills such
as recognizing sound-letter
relationships and identifying
cognates, affixes, roots and base
words;
ELPS 4 (B) recognize
directionality of English reading
such as left to right and top to
bottom;
ELPS 4 (C) develop basic sight
vocabulary, derive meaning
of environmental print, and
comprehend English vocabulary
and language structures used
routinely in written classroom
materials;
ELPS 4 (D) use prereading
supports such as graphic
organizers, illustrations,
and pretaught topic-related
vocabulary and other
prereading activities to enhance
comprehension of written text;
ELPS 4 (E) read linguistically
accommodated content area
material with a decreasing need
for linguistic accommodations as
more English is learned;
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.
1–22 Section 1 ELL Fundamentals
• Use the strategy Using Word Analysis With New Vocabulary, presented in Lesson 2.3
and modeled in Lesson 3.5, to meet your classroom needs.
• To watch a video discussing how students can identify and use affixes and root words,
go to ellevate.glencoe.com and click on Section 1 then Vocabulary—Read My Mind.
• Use the charts of Common Prefixes and Suffixes and Greek and Latin Roots in
Section 4, pp. 4–16 to 4–17 to provide practice in deciphering vocabulary relevant to
your subject area.
• Apply the strategy Analyzing and Evaluating Text, presented in Lesson 2.29 and
modeled in Lesson 3.18, to meet your classroom needs.
• Use Sentence Strips to demonstrate the directionality of English reading. Go to
Section 4 Activity Bank p. 4–54 for an activity example.
• To watch a video demonstrating how to model different reading strategies, go to
ellevate.glencoe.com and click on Section 1 then Reading Aloud—2.
• Apply the strategy Sight Vocabulary/High-Frequency Words, presented in Lesson 2.1
and modeled in Lesson 3.4, to address this standard in your classroom.
• Have small groups use Flash Cards for developing sight vocabulary relevant to your
subject area. Go to Section 4 Graphic Organizers p. 4–71 for a blackline master.
• Use a Concept Web to have students connect vocabulary words and meanings. Go to
Section 4 Graphic Organizers p. 4–66 for a blackline master.
• Go to Section 5 sample test items 1 and 7 to see ways this standard may be assessed in
TELPAS™.
• Use the strategy Using Visual and Contextual Support, presented in Lesson 2.16 and
modeled in Lesson 3.1, to meet your classroom needs.
• Use a Two-Column Chart to enhance comprehension. Go to Section 4 Graphic
Organizers p. 4–82 for a blackline master.
• To watch a video demonstrating how graphic organizers can improve reading
comprehension, go to ellevate.glencoe.com and click on Section 1 then Graphic
Organizers.
Copyright © by the McGraw-Hill Companies, Inc.
• Apply the strategy Analyzing and Evaluating Text, presented in Lesson 2.29 and
modeled in Lesson 3.18, to meet your classroom needs.
• Use an Anticipation-Reaction Guide to help students read content-area material. Go
to Section 4 Graphic Organizers p. 4–63 for a blackline master.
• Have students use a Synonyms Build Vocabulary activity to enhance understanding
of content-area words. Go to Section 4 Activity Bank p. 4–56 for an activity example.
(continued)

ELPS 4 (F) use visual and
contextual support and support
from peers and teachers
to read grade-appropriate
content area text, enhance
and confirm understanding,
and develop vocabulary, grasp
of language structures, and
background knowledge needed
to comprehend increasingly
challenging language;
ELPS 4 (G) demonstrate
comprehension of increasingly
complex English by participating
in shared reading, retelling
or summarizing material,
responding to questions, and
taking notes commensurate with
content area and grade level
needs;
ELPS 4 (H) read silently
with increasing ease and
comprehension for longer
periods;
ELPS 4 (I) demonstrate English
comprehension and expand
reading skills by employing
basic reading skills such as
demonstrating understanding
of supporting ideas and
details in text and graphic
sources, summarizing text and
Copyright © by the McGraw-Hill Companies, Inc.
distinguishing main ideas from
details commensurate with
content area needs;
ELPS 4 (J) demonstrate English
comprehension and expand
reading skills by employing
inferential skills such as
predicting, making connections
between ideas, drawing
inferences and conclusions from
text and graphic sources, and
finding supporting text evidence
commensurate with content area
needs; and
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.
ADDRESSING THE ELPS IN YOUR CLASSROOM
• Use the strategy Using Visual and Contextual Support, presented in Lesson 2.16 and
modeled in Lesson 3.1, to meet your classroom needs.
• Use Realia activities to enhance student understanding. Go to Section 4 Activity Bank
p. 4–54 for an example activity.
• To watch a video discussing peer interaction, go to ellevate.glencoe.com and click on
Section 1 then Peer Interaction. 1
• Go to Section 5 sample test items 9, 13–15, 17–19, 26, and 28–33 to see ways this
standard may be assessed in TELPAS™.
• Apply the strategy Retelling and Summarizing, presented in Lesson 2.24 and modeled
in Lesson 3.9, to meet your classroom needs.
• Have students use a Flowchart to organize their summary. Go to Section 4 Graphic
Organizers p. 4–72 for a blackline master.
• Use a Listen Carefully... activity to enhance students’ summarizing skills. Go to
Section 4 Activity Bank p. 4–56 for example activities.
• Go to Section 5 sample test items 34–36 to see ways this standard may be assessed in
TELPAS™.
• Use the strategy Monitoring and Clarifying Comprehension, presented in Lesson 2.17
and modeled in Lesson 3.6, to address this standard in your classroom.
• Provide students with a Question, Answer, Relationship (QAR) Chart to aid
comprehension. Go to Section 4 Graphic Organizers p. 4–77 for a blackline master.
• Go to Section 5 sample test item 40 to see ways this standard may be assessed in
TELPAS™.
• Apply the strategy Distinguishing Main Idea from Details, presented in Lesson 2.19
and modeled in Lesson 3.2, to meet your classroom needs.
• Use a Main Idea and Details Chart to help students organize supporting details. Go to
Section 4 Graphic Organizers p. 4–75 for a blackline master.
• Go to Section 5 sample test items 3–5, 10, 11, 20–22, 37, 44, and 46 to see ways this
standard may be assessed in TELPAS™.
• Apply the strategy Making Predictions, presented in Lesson 2.15 and modeled in
Lesson 3.7, to meet your classroom needs.
• Distribute a Three-Column Chart for students to write their predictions. Go to
Section 4 Graphic Organizers p. 4–80 for a blackline master.
• Use Activate Prior Knowledge and Cultural Perspective activities to help students
make connections between ideas. Go to Section 4 Activity Bank p. 4–55 for an example
activity.
• Go to Section 5 sample test items 6, 24, 25, 41, and 42 to see ways this standard may be
assessed in TELPAS™.
(continued)
ELLs in Texas 1–23
Using ELLevate to Meet the ELPS, continued
ELPS 4 (K) demonstrate English
comprehension and expand
reading skills by employing
analytical skills such as
evaluating written information
and performing critical analyses
commensurate with content area
and grade level needs.
ELPS 5 Cross-curricular second language acquisition/writing.
The student is expected to:
ELPS 5 (A) learn relationships
between sounds and letters
of the English language to
represent sounds when writing
in English;
ELPS 5 (B) write using newly
acquired basic vocabulary and
content-based grade-level
vocabulary;
ELPS 5 (C) spell familiar
English words with increasing
accuracy, and employ English
spelling patterns and rules with
increasing accuracy as more
English is acquired;
ELPS 5 (D) edit writing for
standard grammar and
usage, including subject-verb
agreement, pronoun agreement,
and appropriate verb tenses
commensurate with grade-level
expectations as more English is
acquired;
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.
1–24 Section 1 ELL Fundamentals
• Use the strategy Sequencing Information, presented in Lesson 2.18 and modeled in
Lesson 3.15, to address this standard in your classroom.
• Use a Flowchart for students to organize their sequences. Go to Section 4 Graphic
Organizers p. 4–72 for a blackline master.
• Use a Compare and Contrast activity to support text analysis skills. Go to Section 4
Activity Bank p. 4–55 for activity examples.
• Go to Section 5 sample test items 12, 23, 38, 39, 43, and 45 to see ways this standard
may be assessed in TELPAS™.
• Apply the strategy Using the Writing Process, presented in Lesson 2.35, to meet your
classroom needs.
• Use a variety of writing activities to provide practice for recognizing the relationship
between the sounds of spoken English and the letters used in written English. Go to
Section 4 Activity Bank pp. 4–53 to 4–56 for activity suggestions.
• Have small groups use Flash Cards to connect the sounds of spoken English to the
letters of written English. Go to Section 4 Graphic Organizers p. 4–71 for a blackline
master.
• Go to Section 5 p. 5–10 for information on assessing this standard in TELPAS™.
• Apply the strategy Using the Writing Process, presented in Lesson 2.35, to meet your
classroom needs.
• Have students use Word Cards to write sentences to facilitate the use of content-based
vocabulary. Go to Section 4 Activity Bank p. 4–53 for an example activity.
• Use additional writing activities to provide practice for using new vocabulary relevant
to your subject area. Go to Section 4 Activity Bank pp. 4–53 to 4–56 for activity
suggestions.
• Go to Section 5 p. 5–10 for information on assessing this standard in TELPAS™.
• Apply the strategy Using the Writing Process, presented in Lesson 2.35, to meet your
classroom needs.
• Use various writing activities to provide practice for correctly spelling English words
relevant to your subject area. Go to Section 4 Activity Bank pp. 4–53 to 4–56 for activity
suggestions.
Copyright © by the McGraw-Hill Companies, Inc.
• Have small groups use Word Cards to practice correct spelling and reinforce word
meaning. Go to Section 4 Graphic Organizers p. 4–84 for a blackline master.
• Go to Section 5 p. 5–10 for information on assessing this standard in TELPAS™.
• Use the strategy Applying Grammar to Writing, presented in Lesson 2.30, to meet
your classroom needs.
• Use a Class Publication editing activity to provide practice for standard grammar and
usage, subject-verb agreement, and so on. Go to Section 4 Activity Bank p. 4–55 for an
example activity.
• Apply the strategy Using the Writing Process, presented in Lesson 2.35, to address the
editing process.
• Go to Section 5 p. 5–10 for information on assessing this standard in TELPAS™.
(continued)

ELPS 5 (E) employ increasingly
complex grammatical structures
in content area writing
commensurate with grade
level expectations such as (i)
using correct verbs, tenses, and
pronouns/antecedents; (ii) using
possessive case (apostrophe
-s) correctly; and, (iii) using
negatives and contractions
correctly.
ELPS 5 (F) write using a
variety of grade-appropriate
sentence lengths, patterns, and
connecting words to combine
phrases, clauses, and sentences
in increasingly accurate ways as
more English is acquired; and
ELPS 5 (G) narrate, describe, and
explain with increasing specificity
and detail to fulfill content area
writing needs as more English is
acquired.
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.
Copyright © by the McGraw-Hill Companies, Inc.
ADDRESSING THE ELPS IN YOUR CLASSROOM
• Use the strategy Using Possessives, Negatives, and Contractions, presented in
Lesson 2.31 and modeled in Lesson 3.9, to address this standard in your classroom.
• Use a Dream Boards activity to provide practice for using correct verbs, possessives,
negatives, and contractions. Go to Section 4 Activity Bank p. 4–54 for an example
activity.
• To watch a video discussing writing in mathematics, go to ellevate.glencoe.com and 1
click on Section 1 then Writing in Mathematics.
• Go to Section 5 p. 5–10 for information on assessing this standard in TELPAS™.
• Apply the strategy Sentence Patterns and Lengths, presented in Lesson 2.33 and
modeled in Lesson 3.17, to meet your classroom needs.
• The strategy Using Connecting Words in Writing, presented in Lesson 2.32 and
modeled in Lesson 3.5, also addresses this standard.
• Use a Play Writing activity to provide practice for writing a variety of sentence lengths
and using connecting words. Go to Section 4 Activity Bank p. 4–56 for an example
activity.
• Go to Section 5 p. 5–10 for information on assessing this standard in TELPAS™.
• Use the strategy Writing a Narrative Paragraph, presented in Lesson 2.36 and
modeled in Lesson 3.10, to address this standard in your classroom.
• Use a Story Map for prewriting. Go to Section 4 Graphic Organizers p. 4–78 for a
blackline master.
• The strategies Writing a Descriptive Paragraph, presented in Lesson 2.37 and
modeled in Lesson 3.14, and Writing an Expository Paragraph, presented in
Lesson 2.38 and modeled in Lesson 3.2, also address this standard.
• Go to Section 5 p. 5–10 for information on assessing this standard in TELPAS™.
ELLs in Texas 1–25
 ELL FUNDAMENTALS
1 Teaching ELLs
DEVELOPING ACADEMIC LANGUAGE
Quick Tip
Learning academic words is important in
helping English Language Learners gain
fluency in content areas. This section
provides information about academic
words and presents a research-based
strategy for teaching them. Many
academic word lists are available,
including ones provided in Section 4,
but the best list is the one you create
based on the needs of your curriculum.
Go To Section 4 for lists of academic words
from various researchers on p. 4–21.
Teacher Resources
Online
To watch videos related to academic
words, go to ellevate.glencoe.com,
click on Section 4, then choose from
among these videos: Vocabulary—
Building on Responses, Academic
Language—Analyze and Evaluate,
Vocabulary—Focusing on Key
Words—1 and 2, Literacy in the
Content Area, and Academic
Language.
1–26 Section 1 ELL Fundamentals
The Importance of Academic Words
Understanding academic words is important for ELLs. These students
often have successfully developed a good social vocabulary, but they
struggle in subjects such as math and science, which contain technical
vocabulary. Technical vocabulary is made up of academic vocabulary
words that are specific to a content area. Students who are exposed to
academic vocabulary are usually more successful in their content-area
classes. They are more successful because familiarity with academic
vocabulary helps them develop fluency in content-area language.
Fluency in content-area language helps with basic content-area
comprehension. Helping students build a foundation of academic
vocabulary is an integral part of students’ academic success.
Fostering Development of Academic Language
Academic language is the formal language used in classrooms. It is
important for ELLs to develop academic English to ensure their
success in content areas such as language arts, mathematics, social
studies, and science. Keep in mind that academic language is difficult
for ELLs to learn and takes the longest amount of time to develop.
Teaching Academic Language
There are three important steps for teaching academic language.
These steps involve planning, using a language-rich environment,
and using varied learning strategies.
Step 1 Plan lessons that include language objectives as well as
content-area objectives. A strategic plan is the first step in helping
ELLs develop the academic language needed for success.
• Identify language objectives using curriculum standards.
• Access students’ prior knowledge of content knowledge.
• Include various learning strategies to encourage use of academic
language.
• Preteach and teach vocabulary and concept knowledge.
• Plan many varied opportunities for student interaction and
discussion.
• Review language and concepts throughout the lesson.
• Provide feedback and clarification.
(continued)
 DEVELOPING ACADEMIC LANGUAGE

(continued)
• Check for understanding throughout the lesson (individual and group).
• Assess language and concepts (formal and informal).
• Use results from assessments to plan instruction for future lessons.

Step 2 Create a language-rich learning environment. Providing 1

students with opportunities to use academic language and surrounding
them with academic language is important for ELLs.
• Explain to students the expectations for classroom and group
discussions.
Examples: listening to the speaker, staying on the topic of
discussion, disagreeing respectfully, commenting on previous
person’s comments, using transitions
• Make sure students answer and speak in complete sentences.
• Use visuals when teaching vocabulary and new concepts.
Examples: realia, pictures, dramatizations, gestures
• Preteach new vocabulary to build needed background for concepts.
• Teach students to ask for help when they do not understand, and
provide models for them to use when trying to explain themselves.

Step 3 Teach academic language structures with varied strategies.

• Help students access prior knowledge about academic language.
• Directly and indirectly teach academic and content-area vocabulary.
• Provide many opportunities for practicing language structures in oral
and written activities.
• Provide sentence stems as models.
• Preteach vocabulary.
• Use small group discussions.
• Teach students strategies for figuring out the meanings of unknown
words.
• Use hands-on activities.
• Use concrete examples.

Teacher
Resources
Online

To watch a video on using realia in the

classroom, go to ellevate.glencoe.com
and click on Section 1 then Realia.

Teaching ELLs 1–27


Go To Section 4 to see a cross-curricular
multiple-meaning word chart on
pp. 4–26 to 4–29 and for multiple-
meaning word activities on pp. 4–30
to 4–39.
Teacher Resources
Online
To watch a video on vocabulary
instruction, go to ellevate.glencoe.
com and click on Section 1 then
Vocabulary—Read My Mind.
1–28 Section 1 ELL Fundamentals
Multiple-Meaning Words
It is important to note that many academic words are multiple-
meaning words. The definition in the context of everyday language
is different from the definition in the context of content-area
vocabulary. For example, in mathematics, the definition of the
word mean is an average. In the context of everyday language,
the word mean has several definitions. Often, mean is a word used
to describe someone who is cruel or generally unpleasant. As you
teach academic words, use multiple-meaning academic words as
opportunities for expanding students’ vocabulary knowledge in
both academic vocabulary and in the context of everyday language.
Effective Vocabulary Instruction
In his book Building Background Knowledge for Academic Achievement
(2004), Robert Marzano outlines six research-based steps for
effective vocabulary instruction. The six steps provide a method of
instruction that helps students build their knowledge of academic
vocabulary.
Six Steps for Effective Vocabulary Instruction
Steps 1–3: The first three steps introduce and help students understand new vocabulary.
Step 1 Give students a simple definition or example of the new vocabulary
word.
Step 2 Have students use their own words to restate that definition or example.
Step 3 Have students create a visual representation (a picture, symbol, etc.) of
the new vocabulary word.
Steps 4–6: The last three steps are ways to help students revisit new words over time. This
strengthens and builds upon their vocabulary knowledge.
Copyright © by the McGraw-Hill Companies, Inc.
Step 4 Periodically have students participate in structured vocabulary
learning activities and class or group discussions that help them add to
knowledge of vocabulary.
Step 5 Periodically have students review their vocabulary lists and discuss the
definitions in pairs, groups, or as a class.
Step 6 Periodically plan opportunities for students to play with vocabulary
words by leading them in engaging games.
 DEVELOPING FLUENCY

DEVELOPING FLUENCY

An Explanation of Fluency
When we talk about fluency in a casual way, we refer to someone being 1
fluent in a certain language because he or she can carry on a conversation Quick Tip
with ease. Outside of the United States, it is common for people to be Creating reading records for students
fluent in more than one language, often one being English. An English is helpful in monitoring students’
Language Learner may appear fluent when speaking English but may progress. Create a record for each
not be at expected fluency levels according to school assessments. In the student that includes the date of the
setting of the classroom and school, fluency refers to: fluency assessment, the text used, and
• a student’s ability to read texts with speed. the number of words read correctly per
minute.
• a student’s ability to read texts with accuracy.
• a student’s ability to recognize the words he or she is reading and
understand the content at the same time.
Fluency is important to academic success because it allows students to
focus on comprehension instead of focusing on recognizing the words
in the text.

Recognizing Fluent Readers

During Silent Reading During Oral Reading
Fluent readers… Readers who are not fluent… Fluent readers… Readers who are not fluent…
group words to determine read slowly read with little effort speak in a halting manner
meaning
recognize words automatically read word by word read as if they are speaking speak slowly
with a friend
comprehend the text and recognize words but not read with expression do not read with expression
recognize words content

Assessing Fluency
Fluency can be assessed using many different methods. Informal
assessment is one method. Teachers listen to students read and
observe their word accuracy, rate, and prosody. Other assessments are
more formal. Some of these assessments identify word recognition
problems. Examples of these assessments include Informal Reading
Inventories (IRI), miscue analysis, and running reading records.
Other assessments determine a student’s reading rate.
One way to determine a student’s reading rate is to calculate words
read correctly per minute. Students read an on-grade-level passage Teacher
aloud for one minute while the teacher notes the number of words Resources
read incorrectly. The number of correct words read is calculated to Online
get the correct words per minute (wpm) score. Progress is measured
by assessing students periodically and comparing the scores for To watch a video on modeling fluent
number of words read correctly per minute. reading, go to ellevate.glencoe.com
No matter which method is used, the goal is for students to and click on Section 1 then Reading
read more than 90 words per minute, read with expression, and Aloud—1.
comprehend texts that are read aloud.
Teaching ELLs 1–29
 Helping ELLs Develop Fluency
Slow, disfluent reading is associated with poor comprehension and
inefficient reading overall. If reading proceeds haltingly, it is difficult
for readers to make connections, activate background knowledge,
acquire new information, or find deeper meaning in text.
It’s important for secondary students to understand the role fluency
plays in the reading process. As students become aware of their
oral and silent reading behaviors, they will be able to monitor their
fluency. The following provides methods for developing fluency.

Oral Reading Repeated Reading Paired Reading Choral Reading

One of the most effective
ways to help students
build fluency is by having
them listen to good oral
readers and then practice
oral reading themselves.
Research shows that
when a student hears the
fluent reading of a text
while simultaneously
reading silently, fluency
as well as vocabulary and
comprehension improve.
When students have
difficulty with phrasing or
appropriate chunking of
words, they need repeated
practice in order to infer
phrasing boundaries.
Through oral repeated
reading, the reader learns
to transfer this knowledge
of phrase patterns to other,
unfamiliar passages.
Pair students and allow
them to practice reading
orally to one another.
Partners may choose to
read one paragraph at a
time to each other, or the
more fluent reader may
read a long passage while
the partner follows along
silently.
Choral reading is a
technique that allows
students to use their
voices in unison to convey
meaning. This practice
allows shy or insecure
students to practice fluency
in a safe environment.

Practicing Fluency Skills

Teacher Resources
Online
To watch a video on choral reading,
go to ellevate.glencoe.com and click
on Section 1 then Choral Reading.
1–30 Section 1 ELL Fundamentals
By using the above strategies, students will improve:
• Phrasing: The ability to chunk text into syntactically appropriate
units
• Smoothness: The ability to read without hesitation or
inappropriate pauses
• Prosody: The ability to portray intonation, rhythm, and vocal
stress in speech
The following is an effective sequence for practicing fluency skills.
1. Tell students they will be doing a choral reading of the passage.
2. Read the passage aloud twice, demonstrating phrasing, smoothness,
and prosody.
3. Allow students to practice reading the passage aloud to themselves
before choral reading.
4. Have students practice reading the passage aloud with a partner
before choral reading.
5. Students may join in the choral reading one at a time, until they are
all reading together, or teachers may choose to have all students read
together at the same time.
 INTERACTIVE QUESTION-RESPONSE APPROACH

INTERACTIVE QUESTION-RESPONSE APPROACH The Interactive Question-Response

approach is based on the research
of Dr. Diane August, educational
Using the Interactive Question-Response researcher and special consultant
Approach for ELL Instruction for ELLevate. 1
The Interactive Question-Response Approach is a scripted interactive
approach that helps teachers from any academic content area coach
English Language Learners in using language to make connections
and build meaning. Based on proven research, the IQR approach
engages students by having them speak and use new language as
much as possible. ELLevate uses the IQR approach extensively in
Sections 2 and 3.
The IQR approach can be implemented across the content areas by
incorporating key skills, strategies, concepts, and vocabulary for the
content. The conversational nature of IQR helps create context and
helps students see how information builds and connects. In addition,
IQR helps students tap prior knowledge and experience while they add
to their knowledge base.
When using the IQR approach, teachers can ask questions that:
Quick Tip
• set a purpose for reading
Students may have difficulty responding
• allow students to discuss the reading to prompts. Teach students strategies
• focus on the basic meaning of the text they can use when they don’t know
how to answer, such as talking around a
• access prior knowledge and connect to background information
problem word.
• elicit responses to graphics and visual elements
• support content-area skills and strategies

Using Scripting
Scripting can provide opportunities for teachers to use role-play
and movement activities to enhance vocabulary and comprehension.
Research has shown that English Language Learners benefit from the
incorporation of comprehensible input during content-area instruction. Go To Sections 2 and 3 to see
examples of lessons that use the
During a lesson taught using the IQR approach, students have Interactive Question-Response format
frequent opportunities for interaction and discussion, including and routine across the content areas.
• restating, retelling, and paraphrasing
Teacher
• discussing, elaborating, and explaining Resources
Online
• predicting, responding, talking to one another
• engaging in structured partner activities To watch videos on peer interaction
and on using plays to enhance
comprehension skills, go to ellevate.
glencoe.com and click on Section 1
then Peer Interaction or Skits.

Teaching ELLs 1–31

 routine
Preparing for Learning
BEFORE READING
Step 1 Establish a purpose and goal for
the lesson.
Step 2 Distribute any handouts and
have students prepare their
materials, such as adding heads
or titles to charts.
DURING READING
Step 3 Instruct students to place a note
card under the first line of text.
Tell them to use the note cards
to help them follow along as
you read.
Step 4 Remind students to look for
vocabulary terms as you read
and to give a thumbs-up when
they hear a term.
AFTER READING
Step 5 Review goals to check for
understanding and answer
questions.
Go To Word Cards for a tool that
develops content-area academic
vocabulary.
Go To Section 4 for information
on Instructional Resources starting on
p. 4–40.
1–32 Section 1 ELL Fundamentals
Because IQR is scripted, students rely on listening skills during the
questioning and can practice their speaking skills while responding
to questions. Often, students may have difficulty responding to the
prompts and may therefore give a variety of answers. In order to
assist students, provide additional information and support. Guide
students using constructive feedback. Paraphrase the information,
restate student responses, and ask follow-up questions during the IQR.
This will build ELL students’ confidence while providing them with
strategies they can use.
The IQRs in ELLevate offer examples of how the approach may work
with content-area models. In the IQRs, teacher scripting is in black
text and suggested student responses are in blue text. You may need to
supply additional coaching and support for your students, depending
on their proficiency levels. For students at lower proficiency levels, you
can use the suggested student responses as further elaboration.
Student responses should not be limited to simple teacher-student
interaction. Teachers have a range of options available for encouraging
student response.
Options for Student Responses to IQR Questions:
• Individual responses
• Partner talk
• Choral responses
• Oral or written sentence frames
Preparing Students for Learning Routine
Research has shown that English Language Learners benefit from
clear goals and objectives and consistent instructions and routines.
Prior to beginning a new lesson, your students may benefit from
using the Preparing for Learning routine shown at the left. This
routine establishes a consistent experience for students before
they attempt learning new content. It establishes a purpose for
the lesson and encourages students to interact with supporting
materials and text during reading. It also encourages students to
focus on key academic vocabulary terms.
 SCAFFOLDED INSTRUCTION

SCAFFOLDED INSTRUCTION

Scaffolding Instruction in Your Classroom

Most language proficiency standards require schools to provide 1
instruction that is communicated, sequenced, and scaffolded according Quick Tip
to students’ English language proficiency levels. The varying skills Scaffolded Instruction is instruction
and language proficiency levels of English Language Learners mean that builds a foundation of support for
that a range of techniques and approaches can be effective in helping all students. Differentiated Instruction
these students. Scaffolding allows teachers to provide increased levels is instruction that takes into account the
of support for students at lower levels of English proficiency, building different needs and abilities of students.
toward independence. The table below shows how scaffolding can It is tailored to individual needs rather
occur in the classroom in different ways. than a one-size-fits-all approach.
The teacher scaffolds by simplifying language, using
Oral Scaffolding simple sentence structures, avoiding idioms, pointing out
“All instruction delivered in English
cognates, and repeating and emphasizing key ideas.
Procedural Instruction begins with the whole group, moves to a small must be linguistically accommodated
Scaffolding group or partner, and finally moves to independent work. (communicated, sequenced, and
Instructional
Teachers can employ a number of instructional techniques, scaffolded) commensurate with the
including modeling, using graphic organizers, and
Scaffolding demonstrating ideas.
student’s level of English language
proficiency.”
Teachers can use a variety of instructional techniques, such as those in
Texas English Language Proficiency
the chart that follows, to scaffold instruction in their content areas.
Standards, 74.4 C
Accessing Prior Knowledge and Making Connections
Teachers can access what students already know. Making connections to related
content helps students understand how information builds and connects.
Teacher Modeling
Teachers can model thought processes and strategies by thinking aloud. This
modeling can move toward increased independence by progressing to students
thinking along with the teacher and eventually thinking on their own.
Graphic Organizers
Graphic organizers can provide support for identifying important ideas and Go To Section 4 to see appropriate
information in text. At lower proficiency levels, graphic organizers can use icons, instructional strategies for each
graphics, and simple text to provide extra support. language proficiency level on pp. 4–41
Manipulatives and Visual Aids to 4–44.
Using manipulatives and visual aids not only helps visual and kinesthetic learners, Go To Section 4 to find examples of
but also provides support for students who struggle with content-area academic
vocabulary by providing concrete representations of abstract concepts. graphic organizers starting on p. 4–62.
Sentence Frames, Sentence Starters, and Paragraph Frames
Teacher
Frames and starters can be used to scaffold instruction according to students’ levels. Resources
For students at the Beginning proficiency stage, a sentence frame can be completed Online
with a single word, short phrase, or number. Students at the Advanced and Advanced
High stages can respond to a more open-ended sentence or paragraph frame.
To watch a videos related to
Demonstrations, Dramatizations, and Hands-On Activities
scaffolding, go to ellevate.glencoe.
According to Echevarria, Vogt, and Short (2008), students benefit from content-
com and click on Section 1 then
area instruction that takes into consideration their need for comprehensible input.
Demonstrating or dramatizing an idea provides academic language support, while Graphic Organizers, Manipulatives,
hands-on activities help students engage with content and language. and Hands-On Activities.

Teaching ELLs 1–33

BEST LEARNING ENVIRONMENT
Quick Tip
Group students in ways that encourage
cooperative learning. Some activities
work best with students at the same
English language proficiency level, while
other activities work well with mixed
groups.
1–34 Section 1 ELL Fundamentals
Creating the Best Learning Environment
for ELLs
One of the most important aspects of developing a good learning
environment for English Language Learners is recognizing that
students come from a variety of backgrounds in terms of culture, social
and academic language knowledge, and educational background. No
single strategy, activity, or technique will work with all ELLs. However,
building a good classroom foundation with a variety of strategies and
approaches can benefit ELLs.
Teachers can take a number of steps and use a variety of approaches to
create the best learning environment for ELLs.
Know Your Students
You probably already know students’ English language
proficiency levels from your district. Equally important, however,
is understanding their culture and educational background.
One technique for learning about your students is having an
individual conference with each one and filling out information
cards. Students may need a translator to assist them, so ask an ESL
teacher or another student to act as translator if necessary. Having
this information can help you identify the level of education in the
student’s first language and understand the student’s language
strengths and weaknesses. Always review your school’s policy
about students filling out surveys before asking them to do so.
Student Information
Name:
Country of origin:
Date moved to the United States/your district:
First language:
Language spoken at home:
Level of education in home country:
Name of possible translator:
Language strengths:
Language weaknesses:
Goals:
 BEST LEARNING ENVIRONMENT

Focus on Depth
Use state standards for your content area to recognize the most Quick Tip
important concepts. Focus on these key concepts and cover them Watch for the use of idiomatic language.
in-depth rather than introducing a little information about a lot of Many idioms must be learned from
topics. memorization, and they are often a 1
source of confusion for ELLs.
Speak Clearly
English Language Learners struggle with many features of English
that are natural to native speakers. Important concepts and
vocabulary must still be presented, but pay particular attention to
delivering instruction in a clear and precise way.
• Use active voice rather than passive voice.
• Provide students with a list of key vocabulary and academic
concept terms when introducing a new lesson.
• Use strategies to help students comprehend material, including
rephrasing, repeating sentence patterns, and using synonyms.
• Use signal words such as first, second, next, then, and last to
indicate sequence of events.
• Use graphic organizers and visual aids such as charts, diagrams,
maps, time lines, and photographs to support spoken information.

Define Expectations
Be specific about your expectations for assignments. Explain what
students are expected to do, and model what you expect students to
produce whenever possible. Use the board, the overhead projector, or
handouts to show students a sample, and review it in detail.

Foster Independence
Teachers can foster independence by using scaffolding and
gradually withdrawing it as students become more self-sufficient.
Teachers can also encourage self-reliance by allowing ELLs to
choose the learning strategies that work best for them.

Ask Questions
Use questions to assess students’ prior knowledge and
comprehension. The Interactive Question-Response approach is
one way to integrate asking questions into your instruction. You
can also use simple “yes” and “no” questions for students at lower
language proficiency levels.

Go To Section 4 for a chart of

signal words on p. 4–20 and graphic
organizers starting on p. 4–62.

Teaching ELLs 1–35


Quick Tip
When using real-world examples,
encourage students to make
connections to their home cultures. Ask
students if they know of a comparable
example from their home country or
culture.
Go To Section 4 to find information on
cultural considerations starting on p.
4–47.
Teacher Resources
Online
To watch a video on how cooperative
groups help ELL students interact with
their peers, go to ellevate.glencoe.
com and click on Section 1 then
Flexible Grouping. To watch videos
on modeling with real-life objects
and materials, click on Section 1 then
Realia and/or Real-Life Connections.
1–36 Section 1 ELL Fundamentals
Encourage Interaction
Verbal interaction allows ELLs to learn from other ELLs as well as from
native English speakers. These strategies can encourage interaction:
• pairing students
• placing students in small groups
• using cooperative learning situations
• using role-play
• pairing ELLs with native English speakers
Make the Environment Multicultural
Use examples from around the world in presenting content-area
information. Encourage students to draw on knowledge from their
home countries or cultures. Then use this knowledge as a point of
discussion.
Use Real World Examples
Using everyday examples and realia can help bring instruction alive
for ELLs and English speakers alike. Make connections between
your classroom instruction and current news as well as practical
applications of a content-area skill or strategy. This helps students
understand why the content matters, and it can also provide helpful
scaffolding for ELLs.
Build Confidence
Provide opportunities for ELLs to succeed. Instead of correcting
students’ language, model correct language. For example, if a
student answers correctly but uses incorrect language, model the
response using correct English. When possible, provide students
Copyright © by the McGraw-Hill Companies, Inc.
with opportunities to respond in ways other than by speaking.
Make Textbooks Accessible
Textbooks can be daunting resources for ELLs because of the
sheer volume of content and the difficulty ELLs may have in
comprehending them.
Help make textbooks more approachable for ELLs by following this
process:
• Describe the textbook’s organization and explain how concepts
build on or relate to one another.
• Show students the table of contents, index, and glossary. Make
sure students know how to use these features.
(continued)
 BEST LEARNING ENVIRONMENT

(continued)
• Point out any content-specific resources in your textbook, such Quick Tip
as time lines, lists, formulas, or charts, and explain how students Diluting content can isolate ELLs
can use them. from the rest of the students in your
classroom. Instead of providing lower 1
• Point out the textbook’s instructional features, such as lists of
key vocabulary terms, objectives, chapter introductions, chapter grade-level content to ELLs, modify the
summaries, and review questions. on-grade-level materials to make them
accessible to ELL students.
Use Various Forms of Graphics and Media
Using various forms of graphics and media helps scaffold content
for ELLs and make it more comprehensible. Teachers have many
options for supplementing textbooks and classroom lectures,
including:
• audio versions of books
• videos
• manipulatives and realia
• diagrams, maps, time lines, and other visuals
• graphic organizers

Provide Classroom Resources

Making resources available to all students in your classroom—
ELLs and native English speaking students—can supplement and
enrich the learning experience. Offering a variety of resources can
accommodate students at different proficiency levels and students
with different learning styles.

Helpful Classroom Resources

A listening center where students Primary source materials for your content
can listen to recordings of lessons, area
discussions, and presentations
Samples of completed student work, Dictionaries in a variety of languages
such as reports, quizzes, and homework
A variety of posters, diagrams, graphs, maps, graphic organizers, and other visuals
that present important content-area ideas and information.

Go To Section 2 for information

about the comprehension strategy
Using Visual and Contextual
Support starting on p. 2–106.

Teaching ELLs 1–37

 CLASSROOM
LOZENGE MODEL
HEAD
Quick Tip
Encourage students to use a consistent
routine for learning new vocabulary. For
example, students might use the word
in a new sentence, provide an example
of the word, and write their own
definition of the word.
Go To Word Cards for a tool that develops
content-area academic vocabulary.
Go To Section 4 to find academic vocabulary
from different the content areas
starting on p. 4–21.
Teacher Resources
Online
To watch videos related to this page,
go to ellevate.glencoe.com and click
on Section 1 then Modeling a Task
and/or Professional Development.
1–38 Section 1 ELL Fundamentals
Developing a Classroom Model
In order to develop an effective classroom model, you will need
to understand the proficiency of your ELLs. In addition to the
information supplied by your district, you can use the information
you collected from individual students about their language and
educational backgrounds.
There are many effective approaches to teaching ELLs in content-
area classrooms. Many successful teachers use a combination of
approaches. The following steps can help you craft an overall
approach that can be tailored to suit your individual needs.
Step 1 Prepare Select the major concept or theme that will be taught
in your lesson. Analyze the material to determine areas that will be
difficult conceptually and linguistically. You may want to create a
concept map that explains the organization of the material.
• Identify content-area and academic vocabulary that students will
need to know.
• Gather any materials that you will need to present the lesson or
convey the meaning.
• Gather visual aids such as graphic organizers, pictures, diagrams, and
transparencies that relate to the lesson.
• Gather materials, supplies, equipment, and manipulatives that
students will need during the lesson.
• Prepare a sample graphic organizer, report, or other student work
product to model and explain your expectations to students.
Step 2 Motivate and Model Ask ELLs to talk about, write about,
draw, or otherwise convey what they know about the topic or material.
• Introduce the concept web you created earlier.
• Connect the topic to the everyday lives of students.
• Model what students are expected to learn or produce.
• Provide students with a list of vocabulary words or vocabulary cards.
• Review strategies that students will need to master the content of
the lesson.
 CLASSROOM MODEL

Step 3 Teach Structure your teaching based on what you learned

about students’ prior knowledge and experience. Quick Tip
• Present material in a clear and logical sequence. Many ELLs struggle on assessments
because they are unfamiliar with the
• Use visuals to support vocabulary and concepts.
language of testing. Review common 1
• Use concept webs, word lists, or graphic organizers to outline what signal words and test vocabulary with
students will need to learn in the lesson. ELLs.
• Repeat and rephrase key ideas, and summarize frequently.
• Provide information orally, in writing, and in visuals.
• Provide time for students to ask questions.

Step 4 Practice ELLs need opportunities to practice what they have

learned and identify what they do not understand. Research has shown
that ELLs exposed to a variety of activities make the most language
progress, so provide as many hands-on activities as possible.
• Gradually reduce the amount of scaffolding you are using.
• Assign cooperative learning activities, paired activities, and
independent projects.

Step 5 Assess All students must be accountable for what they have
learned. Address assessment at the beginning of a new lesson so that
students understand what is expected of them.
• Use assessment tasks that are similar to classroom instruction.
• Review written and spoken directions.
• Allow ELLs extra time to complete assessments.
• Provide resources such as dictionaries.
• Give students the opportunity to demonstrate their learning in many
different ways.

Ways to Tailor Assessment to Individual Needs

• Ask students to give oral responses to questions.
• Give some open-book tests.
• Use the cloze procedure with graphic organizers.
• Use a matching format for tests or activities.
• Provide a word bank for students to use in fill-in-the-blank activities.
• Have students complete a self-evaluation.
• Test content-area knowledge separately from language knowledge.

Step 6 Evaluate At the end of the lesson, evaluate which teaching

strategies and techniques were successful and which weren’t. Track your
results and note any patterns that emerge for future reference. This
technique can help you prepare for your next lesson and identify the
best methods for teaching ELLs.
Go To Section 4 to find an Activity
Bank of Ideas starting on p. 4–53.

Teaching ELLs 1–39

 ELL FUNDAMENTALS
1 Content-Area Considerations
Quick Tip
Creating a positive environment will
not only help ELL students feel more
comfortable in the classroom, but will
also benefit all students.
Go To Section 2 to read about instructional
strategies that can be used in any
content area.
Teacher Resources
Online
To watch a video on building
background knowledge, go to
ellevate.glencoe.com and click
on Section 1 then Background
Knowledge.
1–40 Section 1 ELL Fundamentals
Content-Area Instruction with
English Language Learners
Teachers of core content areas have special challenges. They must
help students learn a new language, while at the same time teaching
students state-mandated curriculum. Content-area teachers need
tools, strategies, and ideas for modifications in order to help English
Language Learners succeed in the content areas.
Creating a Positive Environment
We’ve discussed strategies to create the best learning environment
on pp. 1–34 to 1–37. In addition to those strategies, it’s important to
create a positive environment in the content-area classroom and to
avoid misconceptions about ELL students.
Things to Do
1. Speak clearly and precisely, and clearly define expectations.
2. Encourage independence by allowing students to make choices
about learning strategies.
3. Encourage interaction in class discussions, small groups, and
paired activities.
4. Make the classroom environment multicultural.
5. Add real-world examples to lessons.
6. Build students’ confidence.
7. Provide classroom resources and use teaching resources such as
graphic organizers, cloze procedures, crosswords, round robins,
round tables, learning logs, and learning journals.
8. Avoid assuming that if students cannot speak English well,
they do not have content-area knowledge.
9. Avoid assuming that if content is simplified, students will
benefit because they are able to understand more.
The following pages provide teachers with tools, strategies, and
resources for ensuring the success of ELL students in six content areas.
 SCIENCE

SCIENCE

Teaching Science to Quick Tip

English Language Learners Classroom resources are an important 1
Science classrooms, like all content-area classrooms, are becoming part of creating a successful learning
more culturally diverse. Students today speak a variety of languages environment in science for ELLs. Science
and come from many different cultures. Science teachers are faced curriculum should provide for a good
with teaching English Language Learners a new language and at the amount of hands-on discovery, which
same time helping them master academic content. Equally important can overcome language barriers.
in the science classroom is safety. English Language Learners must
understand lab procedures and key vocabulary to ensure a safe
environment for learning.

Support Comprehension of Interconnected Concepts

Science subjects such as biology, earth science, physics, and chemistry
use interconnected ideas, as well as incorporate mathematics. This
makes comprehension of science materials difficult because students
must connect knowledge and understanding from various topics.
In addition, the amount of material to remember requires good
organization and study skills. The following suggestions can help
English Language Learners with science comprehension:
• Access students’ background knowledge of science concepts using
KWL charts, concept webs, and other graphic organizers.
• Create lecture outlines and share them with students.
• Use flowcharts, pictures, and outlines to connect topics.
• Display safety symbols in the lab and in handouts.
• Use graphs, charts, and figures to present content.
Science Classroom Resources
• Review basic mathematics skills and provide formulas written on
index cards or the board. • a science listening center

• Encourage group work when students need to do research in books • dictionaries in a variety of languages
or on the Internet, pairing native speakers with ELLs. • scientific primary resources

• Establish classroom routines, such as using the Preparing Students to • samples of lab reports, tests, and
Learn routine on page 1–32. assignments
• posters, diagrams, graphs, and
graphic organizers presenting major
Provide Science Classroom Resources science concepts
The nature of science allows for the use of many media and materials. • pictures or samples of lab equipment
Make your classroom a rich, multi-sensory environment to give ELLs with English labels
many opportunities to discover and learn. Have the resources listed at • DVDs of real-life science explorations
the right available. and labs
• computers with science simulations,
mathematics tools, and a variety of
software

Content-Area Considerations 1–41


Quick Tip
For ELLs, it is helpful to teach academic
vocabulary in context as well as separate
from the lesson. Using the following
strategies can help:
• Use simple sentences to teach key
science terms.
• Have students identify any terminology
they already know.
• Model science terminology.
• Identify and define key vocabulary in
lab procedures.
Section 4, Academic Vocabulary
Go To
starting on p. 4–21 for a selection of
science terms you may want to focus on.
Go To Word Cards for science vocabulary
with definitions in English and
Spanish.
Teacher Resources
Online
To watch a video about how
experimenting and discovery help
solidify lesson concepts, go to
ellevate.glencoe.com and click on
Section 1 then Experiments.
1–42 Section 1 ELL Fundamentals
Encourage a Hands-On Discovery Approach
The scientific process is paramount to most science curricula.
This means that ELLs can gain science knowledge via hands-on
experimentation. Here are some tips for making lab time accessible:
• Seat ELLs where they can readily use classroom resources for
understanding.
• Include hands-on activities and explorations whenever possible.
• Create a discovery center with topic-related materials clearly labeled
with English words and directions.
• Begin the first classroom lab exercises with non-hazardous chemicals,
procedures, and equipment.
• Model lab steps and procedures as you explain them.
• Use graphic organizers to help ELLs visualize lab steps.
• Provide a pictorial guide on lab tables.
• Create mixed lab groups with native English speakers and ELLs.
• Use multimedia, graphics, and demonstrations to teach lab
procedures.
• Use lab time as an opportunity to check for understanding.
Strategies for Teaching Science Vocabulary
Language-based science games require little spoken language and provide a
review. Play Science Pictionary®.
Picture flash cards with pictures on one side and the terms on the other help
students visually match concepts with vocabulary.
Root words show students that English words share Latin roots with Spanish,
Copyright © by the McGraw-Hill Companies, Inc.
French, Portuguese, and Italian. See Section 4 p. 4–16.
Cognates show students that some science terms are international.
Translations of language to mathematical symbols and algebraic expressions help
students with challenging word problems.
Word walls help students see familiar terms.
 SOCIAL STUDIES

SOCIAL STUDIES

Teaching Social Studies to

English Language Learners 1
ELLs must also acquire English and at the same time learn grade-level
social studies content. Social studies is difficult for ELLs because of the
abstract nature of the subject matter. Teachers must provide instruction
that engages students in academic discussions and develops their ability
to read and write in social studies. This instruction must include a
strategic plan that is focused and based on curriculum standards.

Clarify What Students Need to Know

• Explain what information and concepts the students should learn.
• Clearly explain the social studies standards in student-friendly
language.

Barriers for ELLs in Social Studies

• ELLs have difficulty accessing textbooks, primary source readings,
and literature.
• ELLs struggle to understand abstract ideas that are difficult to
illustrate or visualize.
• ELLs must first determine the words they need to know in order to
understand the material.

Reading Strategies in Social Studies

Much of the social studies content is gained through reading. Using
reading strategies in the social studies classroom can help ELLs gain
the content knowledge they need to be successful.
• Preview the text to:
– set a purpose
– focus on important information
– build on prior knowledge
– make predictions
• Understand the text by:
– scanning the chapter
– identifying transition words
– identifying the structure of text
– making predictions
– reading the text Go To Section 3 Lesson 5 for a
– confirming predictions model social studies lesson featuring
vocabulary development strategies.
– identifying the main idea
Content-Area Considerations 1–43
Reading Strategies in Social Studies, continued
• Teach vocabulary strategies such as:
– rereading to understand unknown words
– sounding it out
– looking at headings and subheadings
– using context clues
– using word structure to determine meaning
• Use graphic organizers from Section 4 pp. 4–62 to 4–89, such as the:
– Concept Web
– KWL Chart
– Anticipation-Reaction Guide
• Study the information provided in visuals including:
– graphs – diagrams
– charts – photographs
– timelines – info-graphics

Instructional Techniques for ELLs in Social Studies

These techniques are helpful for students and ELLs in social studies classrooms.
Balance concept instruction with English language • Balance instruction of social studies concepts with English
instruction. language development.
• Teach key features of English context of social studies lessons.
Expose students to a wide range of reading materials. • Provide extensive exposure to challenging social studies
readings for models of appropriate English.
Make social studies lessons comprehensible. • Make instruction and language understandable.
• Help students understand language used in textbooks,
discussions, lectures, videos, and other multimedia.

Copyright © by the McGraw-Hill Companies, Inc.

Use explicit instruction and scaffolding. • Provide students with explanations of key language features.
• Analyze short passages with students.
Review. • Review critical concepts.
• Review language features that are needed to master state social
studies standards.
Practice academic English. • Use activities, assignments, and strategies to encourage ELLs to
use academic English in writing and speech.
• Use instructional activities to encourage ELLs to listen, speak,
read, and write with social studies vocabulary.
Give feedback. • Provide feedback on written language.
• Provide feedback on oral language.
Assess frequently. • Assess content knowledge and academic English to plan
instruction.
• Assess content knowledge and academic English to help ELLs
develop content-area knowledge and English.
Connect social studies to everyday life. • Link prior knowledge to content of lesson.
• Explain the relevance and importance of social studies.

1–44 Section 1 ELL Fundamentals

 LANGUAGE ARTS

LANGUAGE ARTS

Teaching Language Arts to “English and language arts teachers

are accustomed to teaching the
English Language Learners intricacies of communication to 1
English language arts teachers are charged with making the content their students. By making reading
accessible for English Language Learners. This can be achieved with and writing instruction relevant to
careful planning, resources, tools, and strategies. students’ interests and needs, they
Step 1: Respect student diversity in the classroom. create a learning environment where
Step 2: Select appropriate texts that are relevant to the lives and students can thrive. “
cultures of students (i.e. folktales, myths, short stories by
Teaching Today
minority authors).
Step 3: Make literature covered in the classroom comprehensible with
the use of graphic organizers.
Step 4: Create a balanced writing program.
ELLs can excel in language arts classrooms if teachers incorporate
some important strategies into their instruction.

Instructional Language Arts Strategies

Use warm-up activities.
Use dictionaries.
Use visual cues.
Teach key vocabulary.
Pair ELLs and native English speakers.
Have students use translation
dictionaries.
• Provide pictures or objects when
teaching vocabulary.
• Use gestures, objects, and pictures
during explanations of concepts.
• Use charts, tables, and graphs to
present content.
• Have students create visuals to
summarize what they have learned.
Have students create flash cards with key
vocabulary terms and their meanings.

Strategies for Teaching Grammar

Use the following suggestions to help make English grammar
accessible to ELLs:
• If possible, explain the concept in the student’s native language. Go To Section 2 to read about
• Utilize many sources for practice activities. using comprehension strategies.

• Teach students strategies for understanding confusing sentences or Teacher

passages. Resources
Online
• Teach students to identify the who and what of sentences.
• Use student’s own writing to teach concepts. To watch a video on building literacy
in the content areas, go to
ellevate.glencoe.com and click on
Literacy in the Content Area.

Content-Area Considerations 1–45

 Strategies for Teaching Literature
Use the following suggestions to help make English literature
accessible to ELLs:
• Teach multicultural literature, nonfiction, newspapers, periodicals,
non-print media, and technology.
• Provide and allow students to use translated versions of selections.
• Have students reread a portion of selections in English.
• Have students read a passage in the translated version and make a
prediction.
• Have students read the English version and confirm predictions.
• Give students an analytic purpose for reading the English version.
• Use choral readings.
• Use partner readings.
• Teach reading strategies and skills to aid in comprehension and
understanding.
• Build background knowledge.

Strategies for Teaching Writing

Use the following suggestions to help make writing in English
accessible to ELLs:
• Differentiate instruction according to proficiency level.
• Use word cards to model forming sentences.
• Have students form paragraphs with sentence strips.
• Model structures of paragraphs and essays.

Copyright © by the McGraw-Hill Companies, Inc.

• Provide opportunities to write for multiple purposes that are
meaningful and related to the background and experience of ELLs.
• Provide a wide range of writing activities.
• Have ELLs focus on expression in the Beginning and Intermediate
levels.
Go To Section 2 to see ELL Writing • Provide instruction in the five steps of the writing process.
Strategies modeled in language arts.
• Provide daily opportunities for writing.
Teacher Resources
Online

To watch a video on using

manipulatives, go to ellevate.
glencoe.com and click on Section 1
then Manipulatives—Upper Grades.

1–46 Section 1 ELL Fundamentals

 MATHEMATICS

MATHEMATICS

Teaching Mathematics to Quick Tip

English Language Learners In many cultures, the numeric system 1
Mathematics teachers are faced with teaching English Language of numbers is the same as in English.
Learners a new language and at the same time helping them master Beware of subtle differences in the way
mathematics content. place value is represented. For example,
in some countries a comma is not used
to notate hundreds places.
Strategies for Teaching Mathematics Content
It is important for teachers to learn tools and strategies to teach
mathematics content as well as language skills.
• Use manipulatives and models to explain concepts or processes.
• Use Think Alouds while solving problems.
• Check for understanding before having students work independently.
• Apply problems in context, such as sports, entertainment, and games.
• Use diagrams and graphs.
• Limit the number of problems when giving assignments to ELLs.

Strategies for Teaching Mathematics Vocabulary

Mathematics, like all content areas, has specialized academic language
that ELLs must acquire. Academic vocabulary in mathematics includes
words like leg, hypotenuse, square, and square root. It is important to
teach mathematics vocabulary by using the following strategies.
• Identify and pre-teach vocabulary for each activity.
• Teach meanings of common mathematics terms that have other
definitions in other content areas (i.e. root, mean, prime).
• Use visuals and examples.
• Have students create note cards with mathematics terms and
definitions in their own words and in their native language.

Content-Area Considerations 1–47

Difficult Mathematical Concepts
Some concepts in mathematics are more difficult for ELLs to understand.
Measurement ELLs may be familiar with only the metric system.

Fractions In some cultures, decimals are emphasized over fractions.

Geometry Mathematics is not spirally taught in some cultures. Students may not have any prior
knowledge of geometry.

Algorithms There are differences in algorithms and how they are learned between cultures.

Words that express relationships hardly, next, younger, less

Words that express logical relationships if, exactly, unless, opposite of

Formation of numbers The formation of numbers varies from culture to culture.

Manipulatives Some students many never have used manipulatives in their culture.

Showing work Some cultures place an importance on mental mathematics.

Classroom Resources
Classroom resources are an important part of creating a successful
learning environment for ELLs. Mathematics classroom resources
include:
• a mathematics listening center
• dictionaries in a variety of languages
• samples of completed proofs, tests, and homework assignments
• posters, diagrams, graphs, and graphic organizers that present major
mathematical concepts
• samples or pictures of mathematical tools, such as rulers and
calculators with English labels

Copyright © by the McGraw-Hill Companies, Inc.

1–48 Section 1 ELL Fundamentals

 FINE AND APPLIED ARTS

FINE AND APPLIED ARTS

Teaching Fine and Applied Arts to

English Language Learners 1
Fine and applied arts classes are beneficial for ELLs. ELLs can
communicate in fine and applied art classes despite low English
language proficiency. Even though they are learning a new language
and a new culture, as well as content-specific vocabulary, they “Flexibility as to mode of expression
sometimes feel more confident in their fine and applied arts classes is essential.”
because of the alternate method of communication.
New Jersey Visual and Performing Arts
It is still important for fine and applied arts teachers to determine each Curriculum Framework
student’s background and level of content-area knowledge in order to
differentiate instruction based on each student’s prior knowledge and
English proficiency level. The table below provides suggestions for
strategies in fine and applied arts classrooms.

Tips for Music Instruction
• Pair native-English speakers with ELLs.
• Make recordings of English music.
• Incorporate multicultural music into
the curriculum.
• Use activity-based instruction.
• Provide alternative assessments.
• Connect content with real-life events.
• Allow student to express content in
their own words.
• Allow students adequate time to
respond to questions.
• Provide oral practice.
Copyright © by the McGraw-Hill Companies, Inc.
Tips for Art Instruction
• Include multicultural examples of art.
• Pair native-English speakers with ELLs.
• Use activity-based instruction.
• Allow student to express content in
their own words.
• Paraphrase comments neutrally.
• Allow students adequate time to
respond to questions.
• Repeat instruction.
• Rephrase instruction.
• Use gestures, role-play, and
dramatization to present concepts.
Tips for Applied Arts Instruction
• Be aware of cultural differences when
making assignments (i.e. not all
students have their own bedroom, so
asking students to design their own
bedroom should be avoided).
• Provide cultural background
knowledge needed to complete
assignments (i.e. style, pricing).
• Include multicultural examples of
concepts.
• Pair native-English speakers with ELLs.
• Use activity-based instruction.
• Provide alternative assessments.

• Repeat instruction.
• Rephrase instruction.
• Use gestures, role-play, and
dramatization to present concepts.
• Provide English labels for instruments
and other items.
• Preteach vocabulary and concepts.
• Provide English labels for items and
materials in the room.
• Preteach vocabulary and concepts.
• Connect content with real-life events.
• Allow student to express content in
their own words.
• Allow students adequate time to
respond to questions.
• Provide oral practice.
• Repeat instruction.
• Rephrase instruction.
• Use gestures, role-play, and
dramatization to present concepts.

Content-Area Considerations 1–49

 ELL FUNDAMENTALS
1 Correlations
ELLEVATE CORRELATED TO THE ELPS

Introduction to the ELPS

(a) Introduction.
(1) The English language proficiency standards in this section
outline English language proficiency level descriptors and student
expectations for English language learners (ELLs). School districts
shall implement this section as an integral part of each subject
in the required curriculum. The English language proficiency
standards are to be published along with the Texas Essential
Knowledge and Skills for each subject in the required curriculum.
(2) In order for ELLs to be successful, they must acquire both social
and academic language proficiency in English. Social language
proficiency in English consists of the English needed for daily
social interactions. Academic language proficiency consists of
the English needed to think critically, understand and learn new
concepts, process complex academic material, and interact and
communicate in English academic settings.
(3) Classroom instruction that effectively integrates second
language acquisition with quality content area instruction ensures
that ELLs acquire social and academic language proficiency in
English, learn the knowledge and skills in the TEKS, and reach
their full academic potential.
(4) Effective instruction in second language acquisition involves
giving ELLs opportunities to listen, speak, read, and write at their
current levels of English development while gradually increasing
the linguistic complexity of the English they read and hear, and are
expected to speak and write.
(5) The English language proficiency levels of beginning,
intermediate, advanced, and advanced high are not grade-
specific. ELLs may exhibit different proficiency levels within the
language domains of listening, speaking, reading, and writing.
The proficiency level descriptors outlined in subsection (c) of this
section show the progression of second language acquisition from
one proficiency level to the next and serve as a road map to help
content area teachers instruct ELLs commensurate with students’
linguistic needs.
(6) The cross-curricular second language acquisition skills in
subsection (c) of this section apply to ELLs in Kindergarten
through Grade 12.
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.

1–50 Section 1 ELL Fundamentals

 ELLEVATE CORRELATED TO THE ELPS

District Requirements
(b) In fulfilling the requirements of this section, school districts shall:
(1) identify the student’s English language proficiency levels
in the domains of listening, speaking, reading, and writing in 1
accordance with the proficiency level descriptors for the beginning,
intermediate, advanced, and advanced high levels delineated in
subsection (c) of this section;
(2) provide instruction in the knowledge and skills of the
foundation and enrichment curriculum in a manner that is
linguistically accommodated (communicated, sequenced, and
scaffolded) commensurate with the student’s levels of English
language proficiency to ensure that the student learns the
knowledge and skills in the required curriculum;
(3) provide content-based instruction including the cross-curricular
second language acquisition essential knowledge and skills in
subsection (c) of this section in a manner that is linguistically
accommodated to help the student acquire English language
proficiency; and
(4) provide intensive and ongoing foundational second language
acquisition instruction to ELLs in Grade 3 or higher who are at
the beginning or intermediate level of English language proficiency
in listening, speaking, reading, and/or writing as determined by
the state’s English language proficiency assessment system. These
ELLs require focused, targeted, and systematic second language
acquisition instruction to provide them with the foundation
of English language vocabulary, grammar, syntax, and English
mechanics necessary to support content-based instruction and
accelerated learning of English.
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.

Correlations 1–51
Correlation of Texas English Language Proficiency
Standards to ELLevate Teacher Resource Guide
74.4(c)(1)–(5) English Language Proficiency Standards, Grades 9–12, TE
(c) Cross-curricular second language acquisition essential knowledge and skills
Learning Strategies
1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an
awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations
across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with the student’s level of English language proficiency. The student is
expected to:
Student Expectation Page References (e.g., Section 1: 41 refers to page 1–41)
1) (A) Use prior knowledge and experiences to understand Section 1: 41, 43
meanings in English; Section 2: 28, 29, 30, 31, 32, 33, 206, 207
Section 3: 46, 47, 82, 84, 85, 124, 125, 134, 135, 322
Section 4: 55
1) (B) Monitor oral and written language production and employ Section 2: 11, 16, 17, 21, 34, 39, 116, 117, 118, 246, 314, 324
self-corrective techniques or other resources; Section 3: 11, 102, 103, 130, 131
1) (C) Use strategic learning techniques such as concept mapping, Section 2: 4, 5, 6, 7, 8, 9, 16, 22, 23, 108, 207, 209, 214
drawing, memorizing, comparing, contrasting, and reviewing to Section 3: 30, 31, 34, 35, 72, 80, 81, 90, 91, 158, 159, 162, 163
acquire basic and grade-level vocabulary;
1) (D) Speak using learning strategies such as requesting Section 2: 176, 177, 178, 179, 180, 181
assistance, employing non-verbal cues, and using synonyms and Section 3: 36, 37, 72
circumlocution (conveying ideas by defining or describing when Section 4: 56
exact English words are not known);
1) (E) Internalize new basic and academic language by using and Section 1: 27
reusing it in meaningful ways in speaking and writing activities Section 2: 4, 13, 36, 40, 41, 42, 44, 45, 68, 69, 108, 113, 114, 297,
that build concept and language attainment; 298, 299, 300, 337, 338, 339, 340
Section 3: 8, 30, 31, 34, 96, 97, 106, 107, 112, 113, 132, 133, 136,
137, 158, 159, 162, 163
Section 4: 25, 53
Section 5: 27
1) (F) Use accessible language and learn new and essential Section 2: 52, 53, 54, 55, 56, 57, 64, 65, 66, 67, 68, 69
language in the process; Section 3: 96, 97, 164, 165

Copyright © by the McGraw-Hill Companies, Inc.

Section 5: 27
1) (G) Demonstrate an increasing ability to distinguish between Section 2: 58, 59, 60, 61, 62, 63
formal and informal English and an increasing knowledge of Section 3: 70, 71, 97, 104, 105, 164, 165, 182, 183
when to use each one commensurate with grade-level learning
expectations; and
1) (H) Develop and expand repertoire of learning strategies such Section 2: 156, 159, 166, 168, 236, 237
as reasoning inductively or deductively, looking for patterns in Section 3: 106, 107, 108, 109, 110, 111
language, and analyzing sayings and expressions commensurate
with grade-level learning expectations.
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.

1–52 Section 1 ELL Fundamentals

 ELLEVATE CORRELATED TO THE ELPS

Listening
(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and
electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the
beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet
grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be
linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student’s level of English language
1
proficiency. The student is expected to:
Student Expectation Page References (e.g., Section 1: 41 refers to page 1–41)
2) (A) Distinguish sounds and intonation patterns of English with Section 2: 10, 11, 12, 13, 14, 15, 27, 176, 178, 180, 182, 184, 185
increasing ease; Section 3: 12, 13, 16, 17, 66, 68, 69, 98, 99, 102, 103
Section 4: 56
2) (B) Recognize elements of the English sound system in newly Section 2: 16, 17, 18, 19, 20, 21
acquired vocabulary such as long and short vowels, silent letters, Section 3: 103, 158, 159, 162, 163
and consonant clusters;
2) (C) Learn new language structures, expressions, and basic and Section 2: 4, 5, 6, 7, 8, 9, 16, 17, 18, 19, 20, 21, 22, 24, 41, 46, 47, 48,
academic vocabulary heard during classroom instruction and 49, 58, 59, 60, 61, 62, 63, 86
interactions; Section 3: 32, 36, 37, 71, 96, 97, 106, 107
Section 4: 30
Section 5: 25
2) (D) Monitor understanding of spoken language during Section 2: 116, 117, 118, 119, 120, 121, 122, 123, 124, 125, 166, 258
classroom instruction and interactions and seek clarification as Section 3: 36, 37, 62, 63, 96, 97, 130, 131
needed;
2) (E) Use visual, contextual, and linguistic support to enhance Section 2: 76, 77, 78, 79, 80, 81, 82, 106, 107, 108, 109, 110, 115,
and confirm understanding of increasingly complex and 156, 157, 158, 159, 160, 161
elaborated spoken language; Section 3: 6, 7, 22, 23, 24, 27, 29, 37, 63, 91, 94, 114, 115, 119, 162,
163
2) (F) Listen to and derive meaning from a variety of media such Section 1: 42
as audio tape, video, DVD, and CD ROM to build and reinforce Section 2: 10, 11, 12, 13, 14, 15, 51, 70, 71, 72, 73, 74, 75, 205,
concept and language attainment; 317, 318
Section 3: 43, 145, 170
2) (G) Understand the general meaning, main points, and Section 2: 83, 84, 85, 136, 137, 138, 139, 140, 141, 142, 143, 144,
important details of spoken language ranging from situations in 145, 166, 167, 168, 169, 170, 171, 172, 173, 174, 175, 186, 187, 188,
which topics, language, and contexts are familiar to unfamiliar; 189, 190, 191, 192, 193, 194, 195
Section 3: 14, 15, 16, 17, 28, 29, 90, 91, 92, 93, 94, 95, 158, 159,
160, 161, 162, 163
2) (H) Understand implicit ideas and information in increasingly Section 2: 206, 207, 208, 209, 210, 211, 212, 213, 214, 215
Copyright © by the McGraw-Hill Companies, Inc.

complex spoken language commensurate with grade-level Section 3: 28, 29, 77, 85, 103, 108, 109, 110, 111
learning expectations; and
2) (I) Demonstrate listening comprehension of increasingly Section 2: 86, 88, 90, 92, 94, 95, 126, 127, 128, 129, 130, 166, 167,
complex spoken English by following directions, retelling 168, 169, 170, 176, 177, 179, 181, 183, 185, 286, 287, 289, 291,
or summarizing spoken messages, responding to questions 293, 295
and requests, collaborating with peers, and taking notes Section 3: 28, 29, 37, 48, 49, 50, 51, 90, 91, 96, 97, 112, 113, 126,
commensurate with content and grade-level needs. 127, 129, 130, 131
Section 4: 56
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.

Correlations 1–53

ELV912_TX_S1_ELPS_893449.indd 53 2/10/10 4:50:17 PM

 Speaking
3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an
awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts
and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition
in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all
instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate
with the student’s level of English language proficiency. The student is expected to:
Student Expectation Page References (e.g., Section 1: 41 refers to page 1–41)
3) (A) Practice producing sounds of newly acquired vocabulary Section 2: 10, 11, 27
such as long and short vowels, silent letters, and consonant Section 3: 98, 99, 102, 158, 159, 161, 163
clusters to pronounce English words in a manner that is
increasingly comprehensible;
3) (B) Expand and internalize initial English vocabulary by Section 2: 4, 5, 6, 8, 15, 30, 64, 65, 73, 74, 106, 108, 110, 112, 114,
learning and using high-frequency English words necessary 115
for identifying and describing people, places, and objects, Section 3: 31, 34, 96, 97, 115, 117
by retelling simple stories and basic information represented Section 4: 25
or supported by pictures, and by learning and using routine Section 5: 21
language needed for classroom communication;
3) (C) Speak using a variety of grammatical structures, sentence Section 2: 10, 11, 248, 250, 252, 254, 267, 268, 270, 271, 272, 274,
lengths, sentence types, and connecting words with increasing 275, 278, 280, 282, 284, 285, 304, 314, 324, 334, 344
accuracy and ease as more English is acquired; Section 3: 11, 37, 44, 45, 146, 147
Section 4: 54
3) (D) Speak using grade-level content area vocabulary in context Section 2: 128, 130, 132, 134, 135, 157, 158, 159, 160
to internalize new English words and build academic language Section 3: 106, 107, 128, 132, 133
proficiency;
3) (E) Share information in cooperative learning interactions; Section 2: 44, 175, 324
Section 3: 11, 54, 123, 180, 181
3) (F) Ask and give information ranging from using a very Section 2: 42, 43, 44, 176, 177, 178, 180, 181, 182, 185
limited bank of high-frequency, high-need, concrete vocabulary, Section 3: 96, 97, 138, 139, 165, 183
including key words and expressions needed for basic Section 5: 18
communication in academic and social contexts, to using abstract
and content-based vocabulary during extended speaking
assignments;
3) (G) Express opinions, ideas, and feelings ranging from Section 2: 304, 308, 320, 321, 322, 325, 338, 339, 342, 344
communicating single words and short phrases to participating in Section 3: 94, 95, 104, 105, 164, 165, 182, 183
extended discussions on a variety of social and grade-appropriate

Copyright © by the McGraw-Hill Companies, Inc.

academic topics;
3) (H) Narrate, describe, and explain with increasing specificity Section 2: 129, 133, 146, 148, 150, 155, 195, 306, 311, 314, 315,
and detail as more English is acquired; 324
Section 3: 11, 18, 19, 149, 152
3) (I) Adapt spoken language appropriately for formal and Section 2: 59, 61, 63
informal purposes; and Section 3: 70, 97, 104, 164, 165, 182, 183
3) (J) Respond orally to information presented in a wide variety Section 2: 106, 107, 108, 109, 111, 112, 113
of print, electronic, audio, and visual media to build and reinforce Section 3: 170, 171
concept and language attainment.
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.

1–54 Section 1 ELL Fundamentals

ELV912_TX_S1_ELPS_893449.indd 54 2/10/10 4:50:19 PM

 ELLEVATE CORRELATED TO THE ELPS

Reading
4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an
increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage
of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and
enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and
scaffolded) commensurate with the student’s level of English language proficiency. For kindergarten and first grade, certain of these
1
student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
Student Expectation Page References (e.g., Section 1: 41 refers to page 1–41)
4) (A) Learn relationships between sounds and letters of Section 2: 10, 11, 15, 27, 53, 54, 55
the English language and decode (sound out) words using Section 3: 98, 99, 102, 103, 158, 159, 162, 163
a combination of skills such as recognizing sound-letter Section 4: 54
relationships and identifying cognates, affixes, roots and base
words;
4) (B) Recognize directionality of English reading such as left to Section 2: 17, 18, 19, 20, 29, 30, 78
right and top to bottom; Section 3: 159, 160
Section 4: 53
4) (C) Develop basic sight vocabulary, derive meaning of Section 2: 4, 9, 10, 13, 17, 18, 19, 20, 46, 48, 49, 106, 115, 126,
environmental print, and comprehend English vocabulary and 131, 266
language structures used routinely in written classroom materials; Section 3: 31, 97, 106, 146, 147, 162, 163, 168, 169, 170
Section 4: 54
Section 5: 31, 36
4) (D) Use prereading supports such as graphic organizers, Section 2: 106, 107, 109, 111, 216
illustrations, and pretaught topic-related vocabulary and other Section 3: 58, 59
prereading activities to enhance comprehension of written text;
4) (E) Read linguistically accommodated content area material Section 2: 156, 157, 158, 159, 160
with a decreasing need for linguistic accommodations as more Section 3: 114
English is learned;
4) (F) Use visual and contextual support and support from Section 2: 16, 17, 18, 19, 20, 21, 76, 77, 79, 85, 86, 87, 88, 89, 90,
peers and teachers to read grade-appropriate content area text, 95, 106, 107, 108, 109, 110, 111, 126, 129, 130, 133, 134, 135, 136,
enhance and confirm understanding, and develop vocabulary, 145, 148, 155, 208, 211, 214
grasp of language structures, and background knowledge needed Section 3: 4, 5, 8, 9, 22, 78, 79, 90, 91, 94, 114, 117, 124, 125, 128,
to comprehend increasingly challenging language; 136, 150, 151, 152, 153, 168, 169, 170, 171
Section 5: 33, 34
4) (G) Demonstrate comprehension of increasingly complex Section 2: 129, 140, 166, 167, 168, 186, 187, 189, 191, 193, 194,
English by participating in shared reading, retelling or 206, 207, 209, 212, 213, 214, 215, 287, 288, 289
summarizing material, responding to questions, and taking notes Section 3: 24, 25, 48, 49, 66, 67, 68, 69, 74, 75, 76, 77, 112, 113,
commensurate with content area and grade level needs; 117, 118
Copyright © by the McGraw-Hill Companies, Inc.

Section 5: 29
4) (H) Read silently with increasing ease and comprehension for Section 1: 30
longer periods; Section 2: 207, 208, 209, 211, 212, 214
Section 3: 135
Section 4: 56
Section 5: 39
4) (I) Demonstrate English comprehension and expand reading Section 1: 43
skills by employing basic reading skills such as demonstrating Section 2: 129, 130, 166, 167, 168, 196, 197, 198, 205
understanding of supporting ideas and details in text and graphic Section 3: 22, 23, 24, 25, 26, 27, 93, 94, 160, 161
sources, summarizing text and distinguishing main ideas from Section 5: 19, 20
details commensurate with content area needs;
4) (J) Demonstrate English comprehension and expand reading Section 2: 96, 98, 100, 105, 226, 228, 230, 235, 236
skills by employing inferential skills such as predicting, making Section 3: 134, 135, 136, 137
connections between ideas, drawing inferences and conclusions Section 5: 40
from text and graphic sources, and finding supporting text
evidence commensurate with content area needs; and
4) (K) Demonstrate English comprehension and expand reading Section 2: 216, 217, 218, 225, 236, 237, 238, 239, 240, 241, 242,
skills by employing analytical skills such as evaluating written 243, 244, 245
information and performing critical analyses commensurate with Section 3: 108, 109, 110, 111, 150, 151, 153, 160, 161
content area and grade level needs. Section 5: 30, 42
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.
Correlations 1–55
Writing
5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively
address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high
stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and
enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and
scaffolded) commensurate with the student’s level of English language proficiency. For kindergarten and first grade, certain of these
student expectations do not apply until the student has reached the stage of generating original written text using a standard writing
system. The student is expected to:
Student Expectation Page References (e.g., Section 1: 41 refers to page 1–41)
5) (A) Learn relationships between sounds and letters of the Section 2: 10, 11, 12, 13, 14, 15
English language to represent sounds when writing in English; Section 3: 98, 99, 102, 103
5) (B) Write using newly acquired basic vocabulary and content- Section 2: 4, 5, 6, 7, 8, 9, 10, 17, 19, 21, 45, 51
based grade-level vocabulary; Section 3: 56, 57, 60, 61, 98, 99, 102, 103
5) (C) Spell familiar English words with increasing accuracy, Section 2: 22, 23, 27, 52, 256, 259, 264, 265, 296, 303, 313, 323,
and employ English spelling patterns and rules with increasing 333, 343
accuracy as more English is acquired; Section 3: 78, 79, 158, 159
Section 4: 53
5) (D) Edit writing for standard grammar and usage, including Section 2: 246, 247, 248, 249, 250, 251, 252, 253, 255, 303
subject-verb agreement, pronoun agreement, and appropriate Section 3: 10, 11, 19, 53, 123, 173
verb tenses commensurate with grade-level expectations as more
English is acquired;
5) (E) Employ increasingly complex grammatical structures in Section 2: 246, 248, 256, 258, 260, 262, 264, 265, 296, 301
content area writing commensurate with grade level expectations Section 3: 78, 79
such as (i) using correct verbs, tenses, and pronouns/antecedents;
(ii) using possessive case (apostrophe -s) correctly; and, (iii) using
negatives and contractions correctly;
5) (F) Write using a variety of grade-appropriate sentence lengths, Section 2: 266, 268, 270, 272, 274, 275, 276, 278, 280, 282, 284,
patterns, and connecting words to combine phrases, clauses, 285, 296, 301, 302, 312, 341
and sentences in increasingly accurate ways as more English is Section 3: 44, 45, 146, 147
acquired; and
5) (G) Narrate, describe, and explain with increasing specificity Section 2: 306, 308, 310, 312, 314, 315, 316, 317, 318, 319, 326,
and detail to fulfill content area writing needs as more English is 327, 328, 329, 330, 335
acquired. Section 3: 10, 11, 154, 156, 157, 320
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.

Copyright © by the McGraw-Hill Companies, Inc.

1–56 Section 1 ELL Fundamentals

 ELLEVATE CORRELATED TO THE ELPS

Tracking Progress with English Language

Proficiency Standards
Copy and use the checklist that follows to track students’ progress in
proficiency levels and success with the standards. Note and date the 1
student’s proficiency levels in each domain at first sitting. Use the spaces
to the right of each standard to check off, or date, when a skill is first
introduced, then reviewed, and then mastered. Regularly update as the
year progresses for each ELL student in your class.

Grade Class

Student Name Date

Current Observed Proficiency Levels

Listening Beginning Intermediate Advanced Advanced High

Speaking Beginning Intermediate Advanced Advanced High

Reading Beginning Intermediate Advanced Advanced High

Writing Beginning Intermediate Advanced Advanced High

ELPS Checklist*
* The beginning of each standard is listed as a point of reference. For complete text of the standards, see pp. 1–52 to 1–56.

LEARNING STRATEGIES
ELPS Introduced Reviewed Mastered
1) (A) Use prior knowledge and experiences to understand…
1) (B) Monitor oral and written language production and employ…
1) (C) Use strategic learning techniques such as concept…
1) (D) Speak using learning strategies such as requesting…
Copyright © by the McGraw-Hill Companies, Inc.

1) (E) Internalize new basic and academic language by using…

1) (F) Use accessible language and learn new and essential…
1) (G) Demonstrate an increasing ability to distinguish between…
1) (H) Develop and expand repertoire of learning strategies…

LISTENING
ELPS Introduced Reviewed Mastered
2) (A) Distinguish sounds and intonation patterns of English…
2) (B) Recognize elements of the English sound system in…
2) (C) Learn new language structures, expressions, and basic…
2) (D) Monitor understanding of spoken language during…
2) (E) Use visual, contextual, and linguistic support to enhance…
2) (F) Listen to and derive meaning from a variety of media…
2) (G) Understand the general meaning, main points…
2) (H) Understand implicit ideas and information in increasingly…
2) (I) Demonstrate listening comprehension of increasingly…

Correlations 1–57
SPEAKING
ELPS Introduced Reviewed Mastered
3) (A) Practice producing sounds of newly acquired…
3) (B) Expand and internalize initial English vocabulary…
3) (C) Speak using a variety of grammatical structures…
3) (D) Speak using grade-level content area vocabulary…
3) (E) Share information in cooperative learning interactions…
3) (F) Ask and give information ranging from using a very…
3) (G) Express opinions, ideas, and feelings ranging from…
3) (H) Narrate, describe, and explain with increasing specificity…
3) (I) Adapt spoken language appropriately for formal and…
3) (J) Respond orally to information presented in a wide variety…

READING
ELPS Introduced Reviewed Mastered
4) (A) Learn relationships between sounds and letters of the…
4) (B) Recognize directionality of English reading such as left to…
4) (C) Develop basic sight vocabulary, derive meaning of…
4) (D) Use prereading supports such as graphic organizers…
4) (E) Read linguistically accommodated content area material…
4) (F) Use visual and contextual support and support from peers…
4) (G) Demonstrate comprehension of increasingly complex…
4) (H) Read silently with increasing ease and comprehension…
4) (I) Demonstrate English comprehension and expand reading…
4) (J) Demonstrate English comprehension and expand reading…
4) (K) Demonstrate English comprehension and expand reading…

WRITING
ELPS Introduced Reviewed Mastered
5) (A) Learn relationships between sounds and letters of the…

Copyright © by the McGraw-Hill Companies, Inc.

5) (B) Write using newly acquired basic vocabulary and…
5) (C) Spell familiar English words with increasing accuracy, and …
5) (D) Edit writing for standard grammar and usage, including…
5) (E) Employ increasingly complex grammatical structures in…
5) (F) Write using a variety of grade-appropriate sentence lengths…
5) (G) Narrate, describe, and explain with increasing specificity…

1–58 Section 1 ELL Fundamentals

 SECTION
ELPS
Strategy Models 2
ELPS VOCABULARY STRATEGIES
2.6 Using Context Clues 2–34
2.1 Sight Vocabulary/High-Frequency Words 2–4 2.7 Focusing on Key Words 2–40
2.2 Applying Phonics Skills to 2.8 Using Multiple-Meaning Words 2–46
New Vocabulary 2–10 2.9 Recognizing Cognates 2–52
2.3 Using Word Analysis With New Vocabulary 2–16 2.10 Identifying Idioms and Expressions 2–58
2.4 Identifying Word Families 2–22 2.11 Using Vocabulary to Retell 2–64
2.5 Using Prior Knowledge With Vocabulary 2–28 2.12 Reviewing and Memorizing Vocabulary 2–70

ELPS COMPREHENSION STRATEGIES

2.21 Identifying Cause and Effect 2–156
2.13 Using Prior Knowledge and Experiences 2–76 2.22 Finding Supporting Evidence in Text 2–166
2.14 Making Connections 2–86 2.23 Generating Questions 2–176
2.15 Making Predictions 2–96 2.24 Retelling and Summarizing 2–186
2.16 Using Visual and Contextual Support 2–106 2.25 Differentiating Fact from Opinion 2–196
2.17 Monitoring and Clarifying Comprehension 2–116 2.26 Drawing Inferences 2–206
2.18 Sequencing Information 2–126 2.27 Using Inductive Reasoning 2–216
2.19 Distinguishing Main Idea from Details 2–136 2.28 Using Deductive Reasoning 2–226
2.20 Comparing and Contrasting 2–146 2.29 Analyzing and Evaluating Text 2–236

ELPS WRITING STRATEGIES

2.34 Taking Notes 2–286
2.30 Applying Grammar to Writing 2–246 2.35 Using the Writing Process 2–296
2.31 Using Possessives, Negatives, and 2.36 Writing a Narrative Paragraph 2–306
Contractions 2–256 2.37 Writing a Descriptive Paragraph 2–316
2.32 Using Connecting Words in Writing 2–266 2.38 Writing an Expository Paragraph 2–326
2.33 Sentence Patterns and Lengths 2–276 2.39 Writing a Persuasive Paragraph 2–336

SECTION SECTION SECTION SECTION SECTION

In Section 2, you will find lessons that
model instructional strategies that are 1 2 3 4 5
implemented in content-area model ELL
Strategy
Content-Area On-the-Go TELPAS™
Fundamentals Model Lessons Resources Guide
lessons in Section 3. Models
2–1
SECTIONS AT A GLANCE
Spotlight on Section 2

SECTION SECTION

1 2
ENGLISH LANGUAGE
Strategy lessons feature scripted, stepped-out
Interactive Question-Response routines.
ELPS Strategy
Models

LEARNER
FUNDAMENTALS Section 2 provides vocabulary, • Models applied to various
comprehension, and writing content areas
IQR is the foundation of strategies across the content areas.
Lessons include:
• Links to video clips and other
resources
ELLevate’s approach to • Strategy routines using the
ELL instruction. research-proven IQR method • Charts to reach all ELL
proficiency levels
• Academic vocabulary lists and
■ The English Language definitions • Cooperative learning and
Learner • Graphic organizers with oral language development
activities
■ English Language modeled content
APPLYING THE STRA
TEGI ES IN THE CONTENT
AREAS

Learners in Texas APPLYING THE STRA

TEGIES IN THE CONT
ENT AREAS

Interactive Question-R
esponse, continued
is from
Interactive Question-
LANGUAGE ARTS a language arts lesson based on a passa
The passage below vi by Rudyard Kipling. See how
Response

the Main Idea

Response
ge
routine
Main Idea and Deta
BEFORE READIN
G
ils

SOCIAL STUDIES idea of from Rikki-Tik

ki-Ta
in the Inter active Question- with Previe w the text with studen
ts
state the main ne is modeled gy instruction,
begin Step 1 for reading the
ed reading, I can g the and Details routi ting the strate . to prepar e them
we have finish environment durin re implemen

■ Teaching English
Step 3 Now that on 1, p. 1–32
Human activity
damaged the that follows. Befo routine in Secti content. State the topic
of the
routine the paragraph: nts for Learning
the Preparing Stude text for them.
ils Industrial Age. ard Kipling
Main Idea and Deta from Rikki-Tikk
i-Tavi, by Rudy He nearly drow
ned
DURING READIN
G
the over the house. a writing text. Paraphrase the
G AFTER READING look back at day roaming into the ink on Step 2 Introduce the guided questions
BEFORE READIN
text with students main idea, let’s in the main idea. He spent all that S IN THE his noseAREAS
we’ve stated the THE STRATEGIE bath-tubs, put CONTENT writing material and ask
Step 1 Preview the Step 4 Now that w the supporting details that expla APPLYING himself in the lap to see how

Language Learners to prepare them for

reading the
content. State the topic
of the
text for them. 2.19 COMPREH
LESSON
paragraph and
revie
detail is that defor
The first supporting four other changes to the
ENSION
grazi What are
ng land.STRATEGIE
were cut down
d as a way to get
estation starte
environment durin
S to build more ships. More forest
polluted the air.
g that
space was
There were not
SCIENCE
table …for
was done. At
he climbed up in
nightfall he ran
-lamps wereQuestion-R
keroseneInteractive
the big man’s

lighted, and
into Tedd
when
y’s nurse
Tedd
ry to watch how
y went to bed
restless companion night, and
a esponse
Rikki-
, because he
about the main idea
as you read the text

Step 3 Paraphrase
and details
aloud.

the main idea of the

2

2 Distinguishing Main Idea from Details

G time? More trees Many factories too; but he was throughSee the
DURING READIN
text. Paraphrase the build factor ies. tikki climbed up noise all
lesson about biomes.
d to every how routine
text you just read.
Step 2 Introduce the guided questions used for land to is from a biology
and atten
clean the air. ged the environme Idea
nt The passage had below
to get up
Main Idea and G Details
material and ask enough trees to humans dama andwhatDetails
made it.
routine is modeled in the Interactive AFTER READIN
the text that
Ideaout 4 Review details from

■ Content-Area
and details ls explain how ls on your Main the Mainfind
about the main idea Step 5 Those detai Age. List all five supporting detai implementing the strategy BEFOREStep
Question-Response that follows. Before
READING
aloud. trial routine in ht support the main idea.
as you read the text during the Indus idea about instruction, begin withNG the Preparing Students for Learning just broug Step 1 Preview the text with students
ELL Strategy Strategy t. main BEFO RE READI g boy Teddy has to list these
DEFINING
of the the
and Deta ils Char
s you listed suppo
rt the
the story, the youn animal, Instructhem
Stepto5prepare t studenfor tsreading the
3 Paraph rase the main idea chart. The detail main idea?
is thatideas SectionStep 1, p. 1–32.
1 At this point in oose is a small, furry Main Idea and
Step
This lesson outlines a strategy English
you just read. Step 6 Look at your s on the
articles areenvir
organized
Whatmain
onment.into
created more pollut
ion.
mongoose Rikki
-tikki-tavi. A mong
ooses are found
in India , content. details on their
State the topic of the
usetext • Since most informational effect the land and home theGrasslands rel and a cat. Mong the paragraph to get ls Chart.
Language Learners canREADIN to identify the the Industrial Age’s Indus Age dama gedstrategy
this is critical to Temperate between a squir text for Detaithem.

Considerations
G s in the n or
informatio details,
trial
sort of a cross previ ew
AFTER
main idea and supporting details in an from the text thatwith supporting
Human choice main idea oningyour
chart. Befor e we read,
fertile soil
let’s
that is able to support a thick
Tavi, the
ts to restate the main
Step 4 Review details downfor
Learners thatunderstand content. A grassland is a biome
where this story
with
is set.
title of the story is Rikki-Tikki- DURING READING
Step 6 Ask studen
informational text. English Language
Now write
Step 7 topic.or Thevarying environmen character
Drought,
ts. main the text. Paraphrase the
support the main idea. he is both the
ationevenaboutin theharsh Step 2 Introduce
of grass,
coverinform can assumefrom idea of the text.
ideas and details requires students , so wegrasslands becoming forests.
The following pages illustrate the ts to list these• Distinguishing between main
how studen grazing
name animals, and fires
of the mong oosekeep material and ask guidedtoquestions write the
information is most important and what
t parag raph. grasses are not hurt sby
“mov ing Instruc t studen ts details
Step 5 Instrucacross the Idea andto determine what Due toand topic
the undergroun
their of the d stems, perennial ing
ulary words. Roam grasslands
mean 7
about the main
Step idea and
strategy can be implemented details on their Main ace vocab see any their chart.
on aloud.
ideatext
supports or explains it. look at the mostboldf shrubs and trees. are oil lamps. Do you
Temperate as you main read the
content areas. Details Chart. Nowthat
the fires let’sdestroy
ut purpose. ” Kerosene-lamps ry, companion
and Antarctica. Good. To 2
and details helps students except Europe

■ Correlations
d witho
all continents drowned, nurse
• Differentiating between main ideas
ts to restate the main
arounon
are found
word s in the paragraph? the bedr oom of small childr
en.
Step 3 Paraphrase the main idea ofUAGE the
ARTS
Step 6 Ask studen other new nursery is LANG
Academic Language comprehend the author’s purpose. under water. A text you just read.
idea of the text. drown is to sink
idea of a BEFORE READING is a friend. AFTER READING
main idea the most important A companion we can
ts to write the
USING the Strategy Step 1 Before we read thisNG paragraph, let’s preview it to see if 4 Review details lsfrom the text that
paragraph, a section, entiret studen
Stepor7 anInstruc piece Grasslands Yes. This Step
Main Idea and Detai idea.
Chart
main idea on their
chart.
and ideas, looking at tell what the DUR ING
topic is. READI
What is the title? Temperate aloud the paragraph support thesmain but not very carefu
l.
of text • Students preview the text for key words paragraphStep will2give
Now follow along
information
as I read
about temperate grasslands,ofso that is the
for the main ideavocabulary Yes. Rikki-t
ikki-tavi is very curiou
vocabulary. look
supporting details details that describe headings, topic sentences, and boldface topic. What frommight
Rikki- Tikki-
tell moreAsabout
us Tavi. I read,the topic? the boldface
main ideas often
appear Step 5 Instruct students to list these
mber that it? grass land Good. Idea and
or explain the main idea of a paragraph, a guide them to the main idea Reme anyone
raph. word. Can raph. Read the first separate sente nce. details on their Main
• Clarify the topic for students to help Grassland the compound
is a parag
nce a parag
ofmain are grasses. A biome is a major
support it. sente
on which
landfirst the plants have any ideas Details Chart. Detail #3
section, or an entire piece of text
SOCIAL STUDIES about that topic and the details that Grasslandin is the
t the wordinroam
ing. Do you
which living things interact t be?with their Detail #1
Detail #2
Think abou
type of ecological community paragraph migh watch
Hethe es the
main
ls Chart the information in the text to help students main idea of this Keep that Step 6 He students
Asksticks to restate
his nose
Main Idea and Detai • Paraphrase environmen t. t what the
abou his new home. He almost drowns idea ofwhen lamps get lighted.
and and differentiate between a main idea and a is checking out What new words do in the bathtub. in ink the text. he
damaged the land
comprehend
Industrial Age content Rikki -tikki-tavi for any other new words.
Human choices in the Now scan the paragraph in mind. perennial, temperate Good. All these words are a lap to
climbs instudents
polluti on.
supporting detail. idea Step 7 Instruct to write the
created more you see? varying, drought,
see how writing is
organize information A varying environment is one main idea on their chart.
• Use a graphic organizer to help students important to understanding grasslands.
idea and is a long period without rain. done.
visually toDetai clearly see the relationship between a main that is changeable and unstable. Drought Detail #6
for more than two years. A temperate Detail #5
l #3
Detail #2the details that support it. Perennial grasses are grasses that live Detail #4
Detail #1 hot or cold SCIENCE
More forest space climate is one that doesn’t have extremely He gets out of
More trees were He gets into bed
Deforestation build was used for
the Strategy
land temperatures. bed a lot to look
cut down toCHECKING with Teddy.Idea and Details. Chart
started as a way to to build factories. Main around
more ships. use a variety of activities to check for DURING READING in
get grazing land. After strategy instruction,
Detai l #6 this paragraph (continued) The grassland biome can survive in difficult environments 1
Detail #5 Step 2 Now follow along as I read aloud Details 2–14
Detail #4 students’ understanding of the strategy. look for the many parts ofguishi ng Main Idea from
the world.
Lessons that There were not about temperate grasslands. As I read, Lesson 2.19 Distin
Go To Section 3 for Content Area Many factori es
to a multiple-choice question that
requires students to identify main idea—the most important idea—abou
t the topic.
MaindIdea from enough trees • Ask
use the Distinguishingpollute the air. a list of four choices. Three of the choices Remember that the main idea often
appears in the first
Details strategy. clean the air.the main idea from Read aloud the first sentence. Can Detail #2 Detail #3 3/8/09 11:18:26
AM

should be details. sentence of a paragraph. Detail #1

Science, pp. 3–12 to 3–21 the main idea might be, based on what
the main idea you predict what Fires don’t kill the Temperate
Language Arts, pp. 3–10 to 3–97 n 2 Strategy Mode • Provide
ls a CLOZE sentence or paragraph about we have discussed? that a grassland
can survive difficult Drought, grazing,
grassland is
and fires keep grasses because
2–140 Sectio with a word bank for students to complete. 11:18:25 AM environments their underground found on most
3/8/09 grasslands from
Go To Section 4 for Blackline Master. ask students what the text reading, we’re
• Use a Think/Pair/Share activity to Remember that idea. While I continue becoming forests. stems survive. continents.
Main Idea and Details Chart, p. 4–75 (main idea) and how they know (supporting going to look for supporting details
that describe or
is mainly about sentence. That Detail #5 Detail #6
students time to think explain the main idea. Read the next Detail #4
details). First ask the question and give animals, and fires.
Teacher Resources and talk to a partner to sentence mentioned drought, grazing
of an answer. Then have students turn that the grassland can
0OMJOF confirm understand ing. Finally, have partners report Those seem like difficult conditions
enhance and that helps explain
survive, so this is a supporting detail
their thoughts.
To watch a video related to this lesson, go our main idea. Read the next sentence.
to ellevate.glencoe.com and click on (continued)
from Details 2–137
Section 2 then Lesson 19. Lesson 2.19 Distinguishing Main Idea

2–136 Section 2 Strategy Models

2–2 Section 2 Strategy Models

 SECTION SECTION SECTION

3 45
CONTENT-AREA ON-THE-GO TELPAS™ GUIDE
MODEL LESSONS RESOURCES
Assessment explanations
Model lessons apply A variety of resources and samples prepare
strategies to actual support core content ELLs for TELPAS.™
textbook pages. areas and all ELL levels. ■ Assessment with
■ Science ■ Language Resources TELPAS™
■ Social Studies ■ Vocabulary Resources ■ Sample Reading
■ Language Arts ■ Instructional Resources Test Items
■ Mathematics ■ Graphic Organizers
■ Fine Arts ■ Professional
■ Applied Arts Development Videos
(online)
■ Academic Word Cards
(separate package)

Section 2 At a Glance 2–3

 LESSON 2.1 VOCABULARY STRATEGIES
2 Sight Vocabulary / High-Frequency Words
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to develop their
sight vocabulary and build their familiarity
with high-frequency words.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
high-frequency word a word that
students encounter frequently
sight vocabulary words that students
should be able to identify at first sight
Go To Section 3 for Content Area Lessons
that use the Sight Vocabulary / High-
Frequency Words strategy.
Science, pp. 3–30 to 3–37
Go To Section 4 for Blackline Master.
Flash Cards, p. 4–71 and
High-Frequency Word List, p. 4–18.
2–4 Section 2 Strategy Models
DEFINING the Strategy
• Students encounter many of the same words in their use of the
English language. These words are commonly referred to as
high-frequency words. Learning high-frequency words is key
to developing sight vocabulary, or being able to identify certain
words instantly without having to decode them.
• Often high-frequency words do not follow regular decoding
rules. That can make them difficult for English Language
Learners to identify.
• Providing English Language Learners with the opportunity to
practice and become familiar with these words allows them to
focus more on content.
USING the Strategy
• Work with English Language Learners regularly to develop
familiarity with high-frequency words. Do this work outside of
text reading time. Students should know these words and not be
distracted by them when they encounter them in the text.
• Have students scan text prior to reading to identify high-
frequency words. Reinforce what students already know by
pointing out familiar words.
• Create high-frequency word flash cards and use a word wall to
provide opportunities for students to practice reading, writing,
and saying the words.
• Engage students regularly in flash card activities that provide an
opportunity to become familiar with the words. Choose words
that will occur in upcoming text.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Hold up two cards and ask a “which” question, such as Which is
the word funny? What is funny to you?
• Provide pairs with a set of word cards and write cloze sentences
on the board. As you write each sentence, have partners hold up
the word card that completes the sentence.
• Put students into groups and have group members take turns
holding a card above another student’s head. The other group
members provide clues to help the student guess the word.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a biology lesson about human anatomy and routine
contains several high-frequency words. See how the Sight Vocabulary /
Sight Vocabulary / High-
High-Frequency Words routine is modeled in the Interactive Question-
Response that follows. Before implementing the strategy instruction, Frequency Words
begin with the Preparing Students for Learning routine in Section 1, BEFORE READING

p. 1–32. Step 1 Preview the text for high-

frequency words. Direct students
Bacteria to create Flash Cards with the
All humans have bacteria in their digestive systems. When people high-frequency words.
eat, food moves from the mouth through the esophagus and into
Step 2 Engage students in flash card
the stomach. It then moves to the small intestine and into the large
activities to build automaticity and
intestine. There, billions of good bacteria help eat food and keep
familiarity with word meanings.
harmful bacteria away.
Step 3 Scan the text with students,
2
Step 1 Let’s find the words we already know in this paragraph. Then let’s identifying the high-frequency
create Flash Cards by writing words that appear often in our reading. The words in order to build familiarity.
words we already know can help us understand the text. Say them with DURING READING
me: all, have, their, eat, into, then, small, good, help, keep, away. Step 4 Instruct students to identify
Step 2 Turn to your partner and use your flash cards to practice saying high-frequency words while you
the words to each other. Now let’s check our understanding of these read aloud to help them make
words. Look at the words on these two flash cards. Hold up all and small.
sense of the content.
Which card has the word small? What’s an example of something small? an
ant How are all and small alike? They both have the letters all. They rhyme. Step 5 Question students to check
Continue asking questions about the other high-frequency words. understanding of the high-
Step 3 Follow along as I scan the paragraph for words we know. What are frequency words.
some of the words you know? have, eat, keep Did you recognize many of the AFTER READING
words? Yes. You know many of the words even before we begin reading. Step 6 Have students use the high-
Step 4 Follow along as I read each sentence. Hold up the correct flash card frequency words to summarize
when I say these words: all, have, their. Repeat for remaining sentences. the reading.
Step 5 What do bacteria do? Use words from your flash cards to answer.
help eat food, keep harmful bacteria away
Step 6 Let’s retell what this passage is about. Turn to a
partner and talk about the passage. Use as many words SCIENCE
on the flash cards as you can in your discussion.
Flash Cards

all have

eat then

small help

keep away

Lesson 2.1 Sight Vocabulary / High-Frequency Words 2–5

 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Sight Vocabulary / High-
Frequency Words
BEFORE READING
Step 1 Preview the text for high-
frequency words. Direct students
to create Flash Cards with the
high-frequency words.
Step 2 Engage students in flash card
activities to build automaticity and
familiarity with word meanings.
Step 3 Scan the text with students,
identifying the high-frequency
words in order to build familiarity.
DURING READING
Step 4 Instruct students to identify
high-frequency words while you
read aloud to help them make
sense of the content.
Step 5 Question students to check
understanding of the high-
frequency words.
AFTER READING
Step 6 Have students use the high-
frequency words to summarize
the reading.
SOCIAL STUDIES
Flash Cards
first
soon
today
never
2–6 Section 2 Strategy Models
SOCIAL STUDIES Interactive Question-Response
The passage below is from a social studies lesson about the Columbian
Exchange. It contains several high-frequency words. See how the Sight
Vocabulary / High-Frequency Words routine is modeled in the Interactive
Question-Response that follows. Before implementing the strategy
instruction, begin with the Preparing Students for Learning routine in
Section 1, p. 1–32.
The Columbian Exchange
Christopher Columbus first came to the Americas in 1492. Soon after
that, people began to take new plants and animals from one part of
the world to another. Today we call this the Columbian Exchange.
Before the Columbian Exchange, people in Europe had never seen or
eaten foods like corn, potatoes, or tomatoes. People in the Americas
had never seen animals like chickens, cows, or horses. The exchange
changed how people live in both parts of the world.
Step 1 Let’s create Flash Cards by writing words that appear often in our
reading. The words we already know can help us understand the text. Say
them with me: first, came, soon, after, take, new, one, today, call, never, like, live,
both.
Step 2 Turn to your partner and use your flash cards to practice saying the
words to each other. Now, let’s check our understanding of these words
before we read. Look at the words on these two flash cards. Hold up soon
and after. Which one is the word soon? What’s an example of something
that will happen soon? We’ll eat lunch/go home. How are soon and after
similar? They both tell when something happens. What other words on the
flash cards tell when something happens? first, today, never
Step 3 Follow along as I scan the paragraph for words we know. What are
some of the words you know? take, one, like Did you recognize many of the
words? Yes. You know many of the words even before we begin reading.
Step 4 Follow along as I read each sentence. Hold up the correct flash card
when you hear these words: came, like, live. Repeat for remaining sentences.
Step 5 Use a word from your flash cards to answer these
questions. What did Columbus do in 1492? He came to
the Americas. What did the Columbian Exchange do? It
changed how people live.
Step 6 Let’s retell what this passage is about. Turn to a
came partner and talk about the passage. Use as many words
on the flash cards as you can in your discussion.
after
call
live
APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below contains several high-frequency words. See how routine
the Sight Vocabulary / High-Frequency Words routine is modeled in the
Sight Vocabulary / High-
Interactive Question-Response that follows. Before implementing the
strategy instruction, begin with the Preparing Students for Learning Frequency Words
routine in Section 1, p. 1–32. BEFORE READING
Step 1 Preview the text for high-
The Big, Blue Fish frequency words. Direct students
I hang over the boat and watch as the big, blue fish swims circles to create Flash Cards with the
around us. The fish dips way down, deep, then shoots back up out high-frequency words.
of the water. This fish is putting on a show for me! It’s funny, and I
Step 2 Engage students in flash card
laugh with amusement. Then, as suddenly as it had appeared, the
activities to build automaticity and
fish swims away.
familiarity with word meanings.
Step 1 Let’s create Flash Cards by writing words we see often in our Step 3 Scan the text with students,
2
reading. Say them with me: I, the, big, blue, down, then, up, out, this, for, me, identifying the high-frequency
it, funny.
words in order to build familiarity.
Step 2 Turn to your partner and use your flash cards to practice saying the DURING READING
words to each other. Now, let’s check our understanding of these words Step 4 Instruct students to identify
before we read. Look at the words on these two flash cards. Hold up big and high-frequency words while you
blue. Which one is the word big? What’s an example of something that’s
read aloud to help them make
big? a skyscraper How are big and blue similar? They both start with the letter
sense of the content.
b. They both describe things. Continue in a similar way with the other high-
frequency words. Step 5 Question students to check
Step 3 Follow along as I scan the paragraph for high-frequency words understanding of the high-
we know. What are some of the words you recognize? big, down, out Did frequency words.
you recognize many of the words? Yes. You know many of the words even AFTER READING
before we begin reading. Step 6 Have students use the high-
Step 4 Follow along as I read aloud the paragraph. Hold up your flash card frequency words to summarize
when I come to a word you know. I Yes, I is one of the words. the reading.
Step 5 Who is I in the paragraph? the person in the boat
Step 6 Let’s retell the passage. Turn to a partner and talk about the
passage. See how many of the high-frequency words you can use in your
discussion. LANGUAGE ARTS

Flash Cards

I big

blue the

down up

out funny

Lesson 2.1 Sight Vocabulary / High-Frequency Words 2–7

 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Sight Vocabulary / High-
Frequency Words
BEFORE READING
Step 1 Preview the text for high-
frequency words. Direct students
to create Flash Cards with the
high-frequency words.
Step 2 Engage students in flash card
activities to build automaticity and
familiarity with word meanings.
Step 3 Scan the text with students,
identifying the high-frequency
words in order to build familiarity.
DURING READING
Step 4 Instruct students to identify
high-frequency words while you
read aloud to help them make
sense of the content.
Step 5 Question students to check
understanding of the high-
frequency words.
AFTER READING
Step 6 Have students use the high-
frequency words to summarize
the reading.
MATHEMATICS
Flash Cards
both
four
has
only
2–8 Section 2 Strategy Models
MATHEMATICS Interactive Question-Response
The passage below is from a geometry lesson. It contains several high-
frequency words. See how the Sight Vocabulary / High-Frequency Words
routine is modeled in the Interactive Question-Response that follows.
Before implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
Parallelograms and Trapezoids
Both a parallelogram and a trapezoid have four sides. The sum
of the angles in both shapes is always 360 degrees. However, a
parallelogram has two pairs of parallel sides. In a trapezoid, only
one pair of sides is parallel. These parallel sides are called the bases
of the trapezoid.
Step 1 Let’s create Flash Cards by writing words that appear often in our
reading. The words we already know can help us understand the text. Say
them with me: both, have, four, always, has, two, only, one, these.
Step 2 Turn to your partner and use your flash cards to practice saying the
words to each other. Let’s check our understanding of these words before
we read. Look at the words on these two flash cards. Hold up one and four.
Which is the word one? Name something that there is only one of in our
classroom. teacher, door How are the words one and four similar? They are
both numbers. What other word is a number? two
Step 3 Follow along as I scan the paragraph for words we know. What are
some of the words you know? have, has, one Did you recognize many of the
words? Yes. You know many of the words even before we begin reading.
Step 4 Follow along as I read each sentence. Hold up the correct flash card
when I say these words: both, have, four. Repeat for remaining sentences.
Step 5 Use a word from your flash cards to answer these questions. How
many sides does a trapezoid have? four How many pairs of sides are parallel
in a trapezoid? one What do both shapes have? four sides, angles that add up
to 360 degrees
Step 6 Let’s retell what this passage is about. Turn to a
partner and talk about the passage. Use as many words
on the flash cards as you can in your discussion.
have
always
two
one
STRATEGY: Sight Vocabulary / High-Frequency Words
Reaching All English Language Learner Proficiency Levels
Beginning Use visuals, simple restatements, gestures, and familiar contexts to help
students become familiar with high-frequency words. Provide opportunities for
students to ask questions and use single words, yes/no answers, and pointing
to build familiarity with the words. Use examples of environmental print in your
classroom to reinforce word meaning. When possible, encourage students to
show understanding and discuss meanings of high-frequency words in their
home language.

Intermediate Have students work with the Flash Cards in a variety of ways appropriate to
their level of English language acquisition. For example, direct them to work
individually, in pairs, or in groups to sort the cards into categories, copy the
words onto their own paper, or use the words in phrases, simple sentences, or 2
expressions. Allow students to express familiarity with and understanding of the
words in their home language.

Advanced Encourage students to revisit high-frequency words throughout the year to

extend their knowledge of the words. Have them take notes in journals on new
understandings of the use and meanings of high-frequency words or about using
the words in new contexts. Have them write new sentences using these new
high-frequency words. Pair or group Advanced students with students of lower
English language proficiency to support them in becoming familiar with high-
frequency words.

Advanced Encourage students to deepen their knowledge of high-frequency words by

High using them to work on other word skills such as word families, multiple-meaning
words, and parts of speech. Pair or group Advanced High students with students
of lower levels of English language proficiency to support them in becoming
familiar with the high-frequency words.

NOTES

Lesson 2.1 Sight Vocabulary / High-Frequency Words 2–9

 LESSON 2.2 VOCABULARY STRATEGIES
2 Applying Phonics Skills to New Vocabulary
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to apply a variety
of phonics skills to decode new vocabulary
words.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
syllable a unit of spoken language
prefix a word part in front of a root word
that affects its meaning
suffix a word part at the end of a root word
that affects its meaning
Go To Section 3 for Content Area Lessons that
use the Applying Phonics Skills to New
Vocabulary strategy.
Science, pp. 3–12 to 3–21
Language Arts, pp. 3–98 to 3–105
Go To Section 4 for Blackline Master.
Flash Cards, p. 4–71, and
Phonics Transfers, p. 4–5.
2–10 Section 2 Strategy Models
DEFINING the Strategy
• Applying phonics rules helps students learn new words and
pronounce them correctly.
• Being able to decode new vocabulary words is crucial for English
Language Learners to understand content.
• Breaking words into syllables to pronounce them helps students
make connections between sounds of words they already know
and new vocabulary.
USING the Strategy
• Before reading, preview vocabulary words that students might not
know. Have students repeat the words. Point out related phonics
rules as you preview the words.
• Encourage students to make connections between vocabulary
words and words they already know. Point out the letters and
sounds in the new vocabulary words and letters and sounds of
the words students already know.
• Read or play a recording of the new vocabulary words again,
pausing after each word to give a brief explanation or to use
another method (such as showing realia) to introduce the words.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Give students a list of words that have similar letter sounds, such
as long or short vowels or consonant clusters. Have students
pronounce words correctly and use one of the words in a
sentence.
• Provide students with a clue to identify one word from a
group of words. Have students use the clue to read the word.
For example, If you do something completely every way, you do it
. (thoroughly)
• Show students two or more words with similar pronunciations,
such as sympathy and symphony. Say one of the words and have
students point to the correct word, pronounce it, write it, and use
it in a sentence.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a chemistry lesson on the periodic table. See routine
how the Applying Phonics Skills to New Vocabulary routine is modeled in
Applying Phonics Skills
the Interactive Question-Response that follows. Before implementing
the strategy instruction, begin with the Preparing Students for Learning to New Vocabulary
routine in Section 1, p. 1–32. BEFORE READING
Step 1 Say each vocabulary word.
Development of the Periodic Table of Elements Have students repeat. Point out
Amazingly, the Periodic Table of Elements was being developed common phonics rules as you
in 1869 by two different chemists. Working apart from one another, pronounce words.
Lothar Meyer and Dimitri Mendeleev succeeded at ordering the DURING READING

elements in very similar ways. Mendeleev, however, is often named Step 2 Encourage students to make
the “father” of the Periodic Table. He arranged elements by atomic connections between vocabulary
weight, while also grouping them into columns according to their words and words they already
know.
2
chemical and physical properties. Gaps in his table allowed him
to predict the existence of new elements, which scientists later Step 3 Read the list again, pausing
discovered. after each word to give a brief
Step 1 Look at the boldface vocabulary words. Listen as I say each word: explanation or to use another
periodic, elements, atomic, existence. Repeat the words with me: periodic, method (such as showing images
elements, atomic, existence. Look at the word periodic. When you see a long or realia) to introduce words.
word, break it down into syllables. Periodic has four syllables. Repeat after AFTER READING

me: per-i-o-dic. Notice that the first i has the long e sound and the o has the Step 4 Distribute the Flash Cards, and
short o sound. Let’s say the word again: periodic. Which syllable is stressed help students complete.
in this word? the third syllable Good. Let’s repeat the word with special
emphasis on the third syllable.
Repeat Step 1 for the remaining vocabulary words. Play a recording of the
words to provide further practice.
Step 2 Do you see a word that you recognize within the word periodic?
period That’s right, periodic includes the word period.
Step 3 What do you think the word period means? Period SCIENCE
has to do with time, such as a class period or a part of a school
day. Good! Using what you know about period, can you Flash Cards
guess the meaning of periodic? maybe “happening during
sections of time”? That is an excellent guess. Point out a
classroom or textbook copy of the periodic table. Repeat the periodic happening at regular times
above procedure for each vocabulary word.
Step 4 Distribute the Flash Cards. Write the word periodic
on one side of a flash card. Then write a short definition
of the word on the other side of the card. Try to draw a
picture that will help you remember the word. Using the
cards, work with a partner to practice saying and defining
the word.

Lesson 2.2 Applying Phonics Skills to New Vocabulary 2–11

 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Applying Phonics Skills
to New Vocabulary
BEFORE READING
Step 1 Say each vocabulary word.
Have students repeat. Point out
common phonics rules as you
pronounce words.
DURING READING
Step 2 Encourage students to make
connections between vocabulary
words and words they already
know.
Step 3 Read the list again, pausing
after each word to give a brief
explanation or to use another
method (such as showing images
or realia) to introduce words.
AFTER READING
Step 4 Distribute the Flash Cards, and
help students complete.
SOCIAL STUDIES
Flash Cards
colonize
2–12 Section 2 Strategy Models
SOCIAL STUDIES Interactive Question-Response
The passage below is from a lesson about the cultural geography of
Latin America. See how the Applying Phonics Skills to New Vocabulary
routine is modeled in the Interactive Question-Response that follows.
Before implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
Cultural Blending
After the discovery of the New World in 1492, Europeans began
to colonize the Americas, changing the lives of Native Americans
in many ways. From religion to language to clothing, the cultural
characteristics of the Maya, Aztec, and Inca were transformed. One
major change was the adoption of the language of the colonizing
country. In Brazil, for example, Portuguese is spoken, whereas
in Haiti, French is one of the official languages. Today, Spanish is
the language of most Latin American countries, though it is not
the Spanish of Spain. Instead, it is a blended language of Spanish
and Native American words, including words from indigenous
languages, such as Quechua, Nahuatl, and Mayan.
Step 1 Look at the boldface vocabulary words. Listen as I say each word:
colonize, transformed, official, indigenous. Repeat the words with me: colonize,
transformed, official, indigenous. Look at the word colonize. When you see a
word like colonize, break it down into syllables. Colonize has three syllables.
Repeat after me: col-o-nize Which of the three syllables is stressed? the first
syllable That’s correct. Let’s repeat the word with special emphasis on the first
syllable. Now look at the ending of colonize. When a word ends with a vowel,
consonant, and an e, remember that the e is silent: colonize.
Repeat Step 1 for the remaining vocabulary words. Play a recording of the
words to provide students with further practice.
Step 2 Look at the word colonize. Does colonize look like
any other words you know? It looks like the word colony.
That’s right. Colonize looks like the word colony. Does
anyone know what a colony is? land that another country
controls from far away
to create a colony Step 3 The word colonize ends with -ize. This word ending
tells us the word is a verb. Using what you know about
the word colony and the -ize ending, what do you think
the word colonize might mean? making or creating a colony
You are right. Point out the locations of places named in the
passage on a map. Continue the process of explaining the
other boldface words.
Step 4 Distribute the Flash Cards. Write the word colonize
on one side of a flash card. On the other side of the flash
card, write a short definition of the word. Then draw a
picture or a map that will help you remember the word.
Using the cards, work with a partner to practice saying
and defining the word.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is from a language arts lesson based on a passage routine
from Letters of Annie Sullivan. See how the Applying Phonics Skills
Applying Phonics Skills
to New Vocabulary routine is modeled in the Interactive Question-
Response that follows. Before implementing the strategy instruction, to New Vocabulary
begin with the Preparing Students for Learning routine in Section 1, BEFORE READING

p. 1–32. Step 1 Say each vocabulary word.

Have students repeat. Point out
from Letters of Annie Sullivan common phonics rules as you
I went downstairs and got some cake (she is very fond of sweets). I pronounce words.
showed Helen the cake and spelled c-a-k-e in her hand, holding the DURING READING

cake toward her. Of course she wanted it and tried to take it, but I Step 2 Encourage students to make
spelled the word again and patted her hand. She made the letters connections between vocabulary
rapidly, and I gave her the cake, which she ate in a great hurry, words and words they already
know.
2
thinking, I suppose, that I might take it from her. Then I showed her
the doll and spelled the word again, holding the doll toward her Step 3 Read the list again, pausing
as I held the cake. She made the letters d-o-l and I made the other after each word to give a brief
l and gave her the doll. She ran downstairs with it and could not be explanation or to use another
induced to return to my room all day. method (such as showing images
Step 1 Look at the boldface vocabulary words. Listen as I say each word: or realia) to introduce words.
AFTER READING
rapidly, suppose, induced. Repeat the words with me: rapidly, suppose,
induced. Look at the word suppose. What consonant is double in suppose? Step 4 Distribute Flash Cards, and help
p When a word has a double consonant, the vowel sound before the students complete.
double consonant is usually a short sound. What sound does the u make in
suppose? /u/ Now look at the ending of suppose. When a word ends with a
vowel, consonant, and an e, remember that the e is silent: suppose.
Repeat Step 1 for the remaining vocabulary words. Play a recording of the
words to provide students with further practice.
Step 2 Look at the word rapidly. Do you recognize any
parts of the new word? It looks like the word rapid. Yes, the LANGUAGE ARTS
word rapid is in rapidly.
Step 3 Using what you know about the word rapid and Flash Cards
the -ly ending, what do you think the word rapidly might
mean? to do something in a rapid way, to do something
quickly Yes, that is a very good guess. Continue the process rapidly to do something quickly
for the other boldface words.
Step 4 Write the word rapidly on one side of a Flash
Card. On the other side of the flash card, write a short
definition of the word. Then draw a picture that will help
you remember the word. Using the flash cards, work with
a partner to practice saying the word and using it in a
sentence.

Lesson 2.2 Applying Phonics Skills to New Vocabulary 2–13

 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Applying Phonics Skills
to New Vocabulary
BEFORE READING
Step 1 Say each vocabulary word.
Have students repeat. Point out
common phonics rules as you
pronounce words.
DURING READING
Step 2 Encourage students to make
connections between vocabulary
words and words they already
know.
Step 3 Read the list again, pausing
after each word to give a brief
explanation or to use another
method (such as showing images
or realia) to introduce words.
AFTER READING
Step 4 Distribute Flash Cards, and help
students complete.
MATHEMATICS
Flash Cards
irrational
2–14 Section 2 Strategy Models
MATHEMATICS Interactive Question-Response
The passage below is from an algebra lesson about real numbers. See
how the Applying Phonics Skills to New Vocabulary routine is modeled in
the Interactive Question-Response that follows. Before implementing
the strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Real Numbers
The real number system is composed of the set of rational numbers
and the set of irrational numbers. A rational number is any
number that can be expressed as a ratio of two integers with the
denominator not equal to zero. Natural numbers, whole numbers,
and integers all belong to the set of rational numbers.
Step 1 Look at the boldface vocabulary words. Listen as I say each word:
rational, irrational, ratio, integers. Repeat the words with me: rational,
irrational, ratio, integers. Look at the word irrational. When you see a long
word like irrational, break it down into syllables. Irrational has four syllables.
Repeat after me: ir-ra-tion-al. Notice how the letters tion make the shun
sound, as in nation. Repeat the word again: ir-ra-tion-al. Which is the
stressed syllable? the second syllable Good. Let’s repeat the word with
special emphasis on the second syllable.
Repeat Step 1 for the remaining vocabulary words. Play a recording of the
words to provide students with further practice.
Step 2 Look at the word irrational. Do you recognize any parts of the new
word? It looks like the word rational. Yes, the word rational is in irrational.
The letters ir- at the beginning of the word are called a prefix. The prefix ir-
means “not.”
Step 3 Using what you know about the word rational and the prefix ir-,
what do you think the word irrational might mean? maybe “not rational” Yes,
that is a very good guess. Continue explaining the other
boldface words. Use a number line and write ratios to help
illustrate meaning.
Step 4 Write the word irrational on one side of a Flash
Card. On the other side of the flash card, write a short
definition of the word. Then write an example of an
not rational
irrational number that will help you remember and
understand the word. Using the flash cards, work with a
partner to practice saying and defining the word.
STRATEGY: Applying Phonics Skills to New Vocabulary
Reaching All English Language Learner Proficiency Levels
Beginning Preview the vocabulary words with students. Help students identify the sounds
of each word. Break each word down into its syllables. Explain any prefixes or
suffixes. See if students know any other words that have the same sounds or use
the same affixes and make a list of the words. Then, have students repeat each
vocabulary word after you, first as syllables, then as the entire word. Point out the
proper intonation and stressed syllables.

Intermediate Have students listen to a recording of the text and identify the vocabulary words
as they hear them. Then have pairs practice reading the words to each other and
have them use the words in sentences and write examples of the words.

Advanced As a before-reading activity, have students scan the text for the new vocabulary 2
words. Have students write the word and take notes explaining what they think
is each word’s correct pronunciation and meaning. Then students can look up the
meaning and correct pronunciation of each word in a dictionary and correct their
notes accordingly.

Advanced Have students use their Flash Cards to brainstorm connections between new
High vocabulary words and words they already know. For example, they can list
rhyming words or words that have the same prefix or suffix. Then have students
explain the words on their list to a partner.

NOTES

Lesson 2.2 Applying Phonics Skills to New Vocabulary 2–15

 LESSON 2.3 VOCABULARY STRATEGIES
2 Using Word Analysis With New Vocabulary
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to pronounce and
define words.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
word analysis recognition of word parts
prefix a word part at the beginning of
a word
suffix a word part at the end of a word
synonym a word that has a similar meaning
to another word
antonym a word that has an opposite
meaning to another word
DEFINING the Strategy
• Word analysis enables readers to decode unfamiliar multisyllabic
words by breaking down the word into its component parts,
including the root and affixes.
• Learning word analysis also helps students learn the parts
of speech, spell and pronounce words correctly, and discover
meaning.
• Learning word-analysis strategies helps students read
independently and expand their vocabulary.
USING the Strategy
• Use syllabication and word analysis to break down a word into its
components, such as the root word, prefix, and suffix.
• Elaborate ways for students to analyze word parts for
pronunciation and meaning of academic vocabulary.
• Use a graphic organizer to reinforce vocabulary through word
analysis, meaning, synonym and antonym development, and
example.

CHECKING the Strategy

Go To Section 3 for Content Area Lessons that
use the Using Word Analysis With New
Vocabulary strategy.
Social Studies, pp. 3–38 to 3–45
Fine and Applied Arts, pp. 3–158
to 3–165
After strategy instruction, use a variety of activities to check
students’ understanding of the strategy.
• Provide several shuffled cards with affixes and root words for
students to build words. Have students decode words and use
them in sentences.
• Provide a CLOZE sentence or paragraph about the topic with a
bank of words using different affixes for students to complete.

Go To Section 4 for Blackline Master.

Four Square, p. 4–73, and
Common Prefixes and Suffixes, p. 4–16
Common Latin and Greek Roots, p. 4–17.

Teacher Resources
Online

To watch a video related to this lesson, go

to ellevate.glencoe.com and click on
Section 2 then Lesson 3.

2–16 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a biology lesson about interdependence. See routine
how the Word Analysis routine is modeled in the Interactive Question-
Word Analysis
Response that follows. Before implementing the strategy instruction,
BEFORE READING
begin the Preparing Students for Learning routine in Section 1, p. 1–32.
Step 1 Point out how the word is
Bats and the Agave Plant spelled. Say the syllables aloud
While many bats eat only insects, others feed on the nectar and with students.
pollen of flowers. Long-nosed bats have special body parts that Step 2 Identify the root word with
help them find and eat nectar and pollen. Their long tongues allow students and discuss its meaning.
them to reach deep inside flowers to find food. Long-nosed bats
and plants like the agave have a strong interdependence. The Step 3 Analyze the word with students
agave plant provides bats with food. Without this food, bats might to identify any affixes and their
starve. In return, bats help agave plants by spreading their pollen. meanings.
2
Without bats, agaves most likely could not reproduce. Step 4 Work with students to combine
word parts. Use a dictionary to
BEFORE READING check meaning.
Step 1 Point to the word interdependence. Spell it with me. Point to each DURING READING

letter as I spell the word. i-n-t-e-r-d-e-p-e-n-d-e-n-c-e Say it with me. in-ter- Step 5 Read the paragraph aloud.
de-pen-dence How many syllables do you hear in this word? five Review word pronunciation and
Step 2 Does any part of the word look familiar? depend Yes, depend is the discuss its meaning in context.
root word of interdependence. What does depend mean? to need or rely on AFTER READING

Step 3 A prefix is a word part added to the beginning of a root word. What Step 6 Complete a Four Square to
prefix do you see in interdependence? inter-This prefix means “between.” A reinforce word analysis and
suffix is a word part added to the end of a word. What suffix do you see? meaning.
-ence This suffix means “an act or process.”
Step 4 What do you think interdependence means? Let’s look at each part of
the word. What does the prefix inter- mean? between What about -ence?
an act or process Now put the parts together. between—to rely on—the act of
doing that SCIENCE
DURING READING
Step 5 Let’s read the paragraph aloud. Here’s a word we
Four Square
know. Say it aloud. interdependence What does it mean in
this paragraph? Bats and agave plants depend on or need
each other to survive.

AFTER READING the act of relying on inter- (prefix); depend (root);

each other -ence (suffix)
Step 6 Let’s complete a Four Square. Write the word
interdependence in the center. Write a definition in the
box on the top left. the act of relying on each other Write
the parts of the word in the top right. inter- (prefix); interdependence
depend (root); -ence (suffix) Write a word that might mean
the opposite of interdependence in the bottom right. Bats and
independence Use the word in a sentence in the bottom
agave plants survive through independence
left. Bats and agave plants survive through interdependence.
interdependence.

Lesson 2.3 Using Word Analysis With New Vocabulary 2–17

 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Word Analysis
BEFORE READING
Step 1 Point out how the word is
spelled. Say the syllables aloud
with students.
Step 2 Identify the root word with
students and discuss its meaning.
Step 3 Analyze the word with students
to identify any affixes and their
meanings.
Step 4 Work with students to combine
word parts. Use a dictionary to
check meaning.
DURING READING
Step 5 Read the paragraph aloud.
Review word pronunciation and
discuss its meaning in context.
AFTER READING
Step 6 Complete a Four Square to
reinforce word analysis and
meaning.
SOCIAL STUDIES
Four Square
something that goes across a trans- (prefix); continent
continent (root); -al (suffix)
transcontinental
The
transcontinental
local
railroad connected the
East Coast to the West Coast.
2–18 Section 2 Strategy Models
SOCIAL STUDIES Interactive Question-Response
The passage below is from a social studies lesson about railroads in the
West. See how the Word Analysis routine is modeled in the Interactive
Question-Response that follows. Before implementing the strategy
instruction, begin the Preparing Students for Learning routine in
Section 1, p. 1–32.
Railroads in the West
Before the 1860s, the fastest way to travel from the East Coast to the
West Coast of the United States was by ship. A trip from New York
to San Francisco by ship took many months. In the late 1860s, two
railroad companies worked to create the first U.S. transcontinental
railroad. The Union Pacific Railroad began building a railroad from
Nebraska to the west. The Central Pacific Railway began building a
railroad from California to the east. In 1869, the two railways met in
Promontory, Utah. Soon people could travel across the country in
one week.
BEFORE READING
Step 1 Point to the word transcontinental. Point to each letter as I spell the
word. Spell it with me: t-r-a-n-s-c-o-n-t-i-n-e-n-t-a-l. Say it with me: trans-
con-ti-nen-tal. How many syllables are in trans-con-ti-nen-tal? five
Step 2 Can you find a smaller word that you know inside transcontinental?
continent Yes, continent is the root word of transcontinental. What is a
continent? a large piece of land
Step 3 A prefix is added to the beginning of a root word. What prefix do you
see in transcontinental? trans- This prefix means “across.” A suffix is added to
the end of a word. What suffix do you see? -al This suffix means “relating to.”
Step 4 Let’s put the word parts together to figure out what transcontinental
means. What does the prefix trans- mean? across What
does the suffix -al mean? related to Good. Now put the
meanings together. across—a continent—related to that
Let’s use a dictionary to check the meaning.
Step 5 Let’s read the paragraph aloud. Follow along with
your finger as I read. Here’s a word we know. Say it aloud.
transcontinental What does it mean in this paragraph?
something that goes across the continent What went across
the continent? the railroad How do you know it went
across? It went from one coast to the other coast.
Step 6 Let’s complete a Four Square. Write the word
transcontinental in the center. Write a definition of the
word in the box on the top left. something that goes across
a continent Write the parts of the word in the top right.
trans- (prefix); continent (root); -al (suffix) Write a word
that might mean the opposite of transcontinental in the
bottom right. local Use the word in a sentence in the
bottom left. The transcontinental railroad connected the
East Coast to the West Coast.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is a book review of The Lorax by Dr. Seuss. See routine
how the Word Analysis routine is modeled in the Interactive Question-
Word Analysis
Response that follows. Before implementing the strategy instruction,
BEFORE READING
begin the Preparing Students for Learning routine in Section 1, p. 1–32.
Step 1 Point out how the word is
Book Review: The Lorax by Dr. Seuss spelled. Say the syllables aloud
The Lorax by Dr. Seuss is a wonderful children’s book and a meaningful with students.
allegory of greed. A character called the Lorax tells the sad tale of Step 2 Identify the root word with
what happened. The greedy Once-ler moved to town and started students and discuss its meaning.
a factory. He chopped down all of the trees. With nowhere left to
live and nothing left to eat, the Brown Bar-ba-loots are forced to Step 3 Analyze the word with students
move. This is an example of how wildlife, like bears, are affected by to identify any affixes and their
deforestation. meanings.
2
Step 4 Work with students to combine
BEFORE READING word parts. Use a dictionary to
Step 1 Point to the word deforestation. Spell it with me: d-e-f-o-r-e-s-t-a-t- check meaning.
i-o-n Say it with me: de-for-es-ta-tion DURING READING

Step 2 Does any part of the word look familiar? forest Yes, forest is the root Step 5 Read the paragraph aloud.
word of deforestation. What is a forest? a large group of trees Review word pronunciation and
Step 3 A prefix or suffix at the beginning or end of a root word can discuss its meaning in context.
AFTER READING
change the word’s meaning. Is there a prefix at the beginning of the word
deforestation? de- Is there a suffix at the end of the word deforestation? -ation Step 6 Complete a Four Square to
Step 4 De-forest-ation. What do you think it means? Use a dictionary or reinforce word analysis and
another resource to analyze the word parts. Start with de-. The prefix de- meaning.
means “to remove.” Good. And -ation? The suffix -ation means “an action or a
process.” It tells us the word is a noun. Now put the meaning together. To
remove—a forest—a process that does that

DURING READING
LANGUAGE ARTS
Step 5 Let’s read the paragraph aloud. Follow along
with your finger as I read. Here’s a word we know. Say it
aloud. deforestation What does it mean in this paragraph?
Four Square
Wildlife, like bears, are affected by deforestation, the process
of removing the forest. Does that make sense? yes

AFTER READING
the process of de- (prefix); forest (root);
Step 6 Let’s complete a Four Square to make our
knowledge of the word stronger. Write the word
removing a forest -ation (suffix)
deforestation in the center. Write a definition of the word
in the box on the top left. the process of removing a forest
Write the parts of the word in the top right. de- (prefix); deforestation
forest (root); -ation (suffix). Reforestation, the act of planting
new trees, is the opposite of deforestation. Write it in the
bottom right box. Then use deforestation in a sentence in Deforestation
the bottom left. Deforestation destroys animals’ homes. reforestation
destroys animals’ homes.

Lesson 2.3 Using Word Analysis With New Vocabulary 2–19

 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Word Analysis
BEFORE READING
Step 1 Point out how the word is
spelled. Say the syllables aloud
with students.
Step 2 Identify the root word with
students and discuss its meaning.
Step 3 Analyze the word with students
to identify any affixes and their
meanings.
Step 4 Work with students to combine
word parts. Use a dictionary to
check meaning.
DURING READING
Step 5 Read the paragraph aloud.
Review word pronunciation and
discuss its meaning in context.
AFTER READING
Step 6 Complete a Four Square to
reinforce word analysis and
meaning.
MATHEMATICS
Four Square
not based on in- (prefix); depend (root);
something else
independent
The
number of hours rented
is the independent variable.
2–20 Section 2 Strategy Models
MATHEMATICS Interactive Question-Response
The passage below is an algebra problem. See how the Word Analysis
routine is modeled in the Interactive Question-Response that follows.
Before implementing the strategy instruction, begin the Preparing
Students for Learning routine in Section 1, p. 1–32.
Mr. Wagner needs to rent a truck. The rental company charges a $20
fee and $6 for each hour that Mr. Wagner uses the truck. He uses
the equation c = 20 + 6h to represent the cost of renting the truck,
where c is the total cost and h is the number of hours. What is the
independent variable in this equation?
BEFORE READING
Step 1 Point to the word independent. Spell it with me. Point to each letter
as I spell the word. i-n-d-e-p-e-n-d-e-n-t Say it with me: in-de-pen-dent How
many syllables do you hear in this word? four
Step 2 Does any part of the word look familiar? depend Yes, depend is the
root word of independent. What part of speech is the word depend? verb Yes,
depend is a verb. What does depend mean? to be based on or rely on
Step 3 A prefix is a word part added to the beginning of a root word. What
prefix do you see in independent? in- This prefix means “not.” A suffix is
added to the end of a word. What suffix do you see? -ent This suffix changes
a verb to an adjective. It means something that does an action.
Step 4 What do you think independent means? Let’s look at each part of the
word. What does the prefix in- mean? not What about -ent? an act or process
Now put the parts together. not—to be based on—something that does that
DURING READING
Step 5 Let’s read the mathematics problem aloud. In order to answer
the problem, we need to know what independent means. Say it aloud.
independent What does it mean in this problem? It
means the variable that is not based on other variables in the
problem. Which variable in the problem is independent,
or not based on the other variable? h
AFTER READING
Step 6 Let’s complete a Four Square to make our
knowledge of the word stronger. Write the word
-ent (suffix) independent in the center. Write a definition in the box
on the top left. not based on something else Write the parts
of the word in the top right. in- (prefix); depend (root);
-ent (suffix) Write a word that means the opposite of
independent in the bottom right. dependent Use it in a
sentence in the bottom left. The number of hours rented is
the independent variable.
dependent
STRATEGY: Using Word Analysis With New Vocabulary
Reaching All English Language Learner Proficiency Levels
Beginning Have students work in mixed cooperative groups. Provide students with two
lists: one list with common affixes, and one list with meanings of the affixes.
Have students match the affixes with their meanings, using a dictionary when
necessary. Challenge students to name one word that contains each affix.

Intermediate Provide students with several words containing affixes. Have pairs work together
to identify the affixes and the root words. Then have pairs use knowledge of the
word parts to define the words. Remind students to use a dictionary for help.

Advanced Give each student a root word. Have them use a list of common prefixes and
suffixes to add word parts to the root to make as many new words as possible.
Have them check the accuracy of their work with a partner by using a dictionary. 2
Advanced Have individual students use a list of common prefixes, suffixes, and root words.
High Tell them to write down three newly acquired words with a prefix, a suffix, or
both. Have students trade papers with a partner and try to find three antonyms
for those words. Finally, have them work with a partner to use all of the words in a
sentence.

NOTES

Lesson 2.3 Using Word Analysis With New Vocabulary 2–21

 LESSON 2.4 VOCABULARY STRATEGIES
2 Identifying Word Families
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to identify,
understand, link, and use word families.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
word family nouns, verbs, adjectives, and/
or adverbs that contain the same base word
Go To Section 3 for Content Area Lessons
that use the Identifying Word Families
strategy.
Social Studies, pp. 3–64 to 3–71
Fine and Applied Arts, pp. 3–166
to 3–175
Go To Section 4 for Blackline Master.
Pyramid Chart, p. 4–76
2–22 Section 2 Strategy Models
ELV912_TX_S2_L04_893449.indd 22
DEFINING the Strategy
• Many nouns, verbs, adjectives, and adverbs in English can be
grouped into word families according to a similar base word.
This strategy helps English Language Learners understand and
correctly use many vocabulary words in English.
• Learning the meanings of common base words found in
word families in English can help students understand more
vocabulary words.
• Differentiating the uses of words with common roots helps
students use the English language more effectively in all four
language domains across the content areas.
USING the Strategy
• Build students’ knowledge of common base meanings of words
in word families through clarifying, paraphrasing, restating,
elaborating, and asking questions.
• Point out common word endings found within word families so
that students are able to recognize, understand, and use the
words correctly.
• Use the Pyramid Chart to help students build knowledge of
common word families encountered in content area texts.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Provide a cloze sentence for students to complete with the correct
word in a word family.
• Provide students with a base word and have students generate
and spell a list of words in that word family and write sentences
using each of the words.
2/10/10 4:55:35 PM
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a chemistry lesson about chemical change. routine
See how the Word Families routine is modeled for the word produce in
Word Families
the Interactive Question-Response that follows. Before implementing
BEFORE READING
the strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Display word families of key
words in the text. Discuss the
Chemical Reaction related meanings of the words.
When compounds and elements react with one another, they Step 2 Preview the text with students,
produce a chemical change. After a chemical change, the reactants, identifying words from the word
or original materials, are different from the products, or the results families displayed.
of the change. The creation of heat can be one sign of a chemical DURING READING
reaction. For example, when wood burns, the chemical reaction Step 3 Read the text aloud, discussing
creates heat. The production of a gas or precipitation can be the meaning and use of the 2
another sign of a chemical reaction. words and other words in the
word family.
Step 1 Look at the different word families I have listed. Point to the word AFTER READING
produce. What is this word? produce What does produce mean? to make, Step 4 Review the content with
to cause something to happen Produce is the base word for its word family. students, paraphrasing it using
Recognizing and knowing the meaning of one word in a word family will
the words and other members of
help you understand the other words in the family when you read them
the word family.
in a text.
Step 2 Let’s preview the paragraph for words from the word families listed. Step 5 Have students complete the
What words do you see from the produce word family? products, production Pyramid Chart with the word
Step 3 Follow along as I read aloud the paragraph. Look, here is the word families.
production. What is the base word in the word production? produce What do
you see at the end of the word? -tion Many words with the spelling pattern
-tion at the end are nouns. Let’s reread the sentence. What does production
mean? Turn to a partner to tell. creation
Step 4 Let’s review what we have read. What produces a
chemical change? compounds and elements reacting with SCIENCE
one another What are two possible signs that a chemical
reaction has happened? production of heat, creation of a gas Pyramid Chart
or precipitate Yes, production of heat and creation of a gas
can result from a chemical reaction.
Step 5 Let’s complete the Pyramid Chart for the base Base Word
word produce to show related words. Direct students produce
to complete the chart for produce using a dictionary as
needed. Use the words in sentences to summarize what Noun
product, production
you have learned.
Have students check their spellings of these words in the
produce Verb
dictionary.
Have students work in cooperative groups to complete a
pyramid chart for the key words react, origin, and create,
productive Adjective
and use words in the family to summarize the content.

productively Adverb

Lesson 2.4 Identifying Word Families 2–23

 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

routine The passage below is from a social studies lesson about public
transportation in the United States. See how the Word Families routine
Word Families
is modeled for the word critic in the Interactive Question-Response
BEFORE READING
that follows. Before implementing the strategy instruction, begin with
Step 1 Display word families of key the Preparing Students for Learning routine in Section 1, p. 1–32.
words in the text. Discuss the
related meanings of the words. Public Transportation in the United States
Step 2 Preview the text with students, As people move from cities to the suburbs, travel to and from
identifying words from the word suburban communities relies heavily on personal transportation.
families displayed. Most public transportation serves only the people living in major
DURING READING cities. But congested highways and rising gas prices have prompted
Step 3 Read the text aloud, discussing suburban community members to become more critical of the lack
the meaning and use of the of public transportation. Reducing the number of cars has become
words and other words in the a political, economic, and technological challenge for community
word family. leaders. To gain public support and funding, leaders must publicize
AFTER READING the benefits of alternative transportation methods.
Step 4 Review the content with
students, paraphrasing it using Step 1 Look at the different word families I have listed. Point to the word
critic. What is this word? critic What does critic mean? a person who presents
the words and other members of
an opinion about something Critic is the base word for its word family. When
the word family. you recognize and know the meaning of one word in a word family, you
Step 5 Have students complete the can use that knowledge to understand other words in the family when you
Pyramid Chart with the word read them in a text.
families. Step 2 Let’s preview the paragraph for words from the word families listed.
What word do you see from the critic word family? critical
Step 3 Follow along as I read aloud the paragraph. Look, here is the word
critical. What base word is in the word critical? critic What do you see at
the end of the word? -al Many words with the suffix -al are adjectives. Let’s
reread the sentence. What does critical mean? Turn to a
SOCIAL STUDIES partner to tell. judgmental, finding faults
Step 4 Let’s review the paragraph. What kind of
Pyramid Chart transportation is needed for people in suburbs? public
transportation Are community members happy about
or critical of the lack of public transportation? critical
Base Word Yes, they are critical of the lack of public transportation.
critic
What challenges do community leaders have? political,
economic, and technological challenges
Noun Step 5 Let’s complete the Pyramid Chart for the base
criticism
word critic to show related words. Direct students to
complete the chart for critic using a dictionary as needed.
criticize
Verb Use the words in sentences to summarize what you
have learned.
Have students work in cooperative groups to complete a
critical Adjective
pyramid chart for the other key words, and use words in
the family to summarize the content.

critically Adverb

2–24 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is from a language arts lesson about culture shock. routine
See how the Word Families routine is modeled for the word accept in
Word Families
the Interactive Question-Response that follows. Before implementing
BEFORE READING
the strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Display word families of key
words in the text. Discuss the
Culture Shock related meanings of the words.
Most people who move to a new cultural environment experience Step 2 Preview the text with students,
culture shock. This is the experience they have adjusting to the new identifying words from the word
culture. Many researchers have studied this phenomenon to better families displayed.
understand and describe it. What they have found is that people DURING READING
usually experience four stages of culture shock: 1) fascination, Step 3 Read the text aloud, discussing
2) criticism, 3) a sense of superiority, and 4) acceptance. Those the meaning and use of the 2
who survive the second and third stages finally become comfortable words and other words in the
with the new culture and may even come to love it. But they have to word family.
be patient—getting through the stages can take years! AFTER READING
Step 4 Review the content with
Step 1 Look at the different word families I have listed. Point to the word students, paraphrasing it using
accept. What is this word? accept What does accept mean? to take what is
the words and other members of
given Accept is the base word for its word family. Recognizing and knowing
the meaning of one word in a word family will help you understand the
the word family.
other words in the family when you read them in a text. Step 5 Have students complete the
Step 2 Let’s preview the paragraph for words from the word families listed. Pyramid Chart with the word
What word do you see from the accept word family? acceptance families.
Step 3 Follow along as I read aloud the paragraph. Look, here is the word
acceptance. What base word is in the word acceptance? accept What do you
see at the end of the word? -ance Many words with -ance at the end of the
word are nouns. Let’s reread the sentence. What does acceptance mean?
Turn to a partner to tell. agreement
Step 4 Let’s review what we have read. Who experiences LANGUAGE ARTS
culture shock? people who move to a new cultural
environment What are the four stages of culture shock? Pyramid Chart
fascination, criticism, superiority, acceptance What happens
in the last stage of culture shock? People accept the new
culture. Yes, there is acceptance of the new culture. Base Word
accept
Step 5 Let’s complete the Pyramid Chart for the base word
accept to show related words. Direct students to complete the
chart for accept using a dictionary as needed. Use the words Noun
acceptance
in sentences to summarize what you have learned.
Have students work in cooperative groups to complete a
Verb
pyramid chart for the key words fascinate, critic, and superior, accept
and use words in the family to summarize the content.

acceptable Adjective

acceptably Adverb

Lesson 2.4 Identifying Word Families 2–25

 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

routine
Word Families
BEFORE READING
Step 1 Display word families of key
words in the text. Discuss the
related meanings of the words.
Step 2 Preview the text with students,
identifying words from the word
families displayed.
DURING READING
Step 3 Read the text aloud, discussing
the meaning and use of the
words and other words in the
word family.
AFTER READING
Step 4 Review the content with
students, paraphrasing it using
the words and other members of
the word family.
Step 5 Have students complete the
Pyramid Chart with the word
families.
MATHEMATICS
Pyramid Chart
appro- Base Word
ximate
approximate
The passage below is from a general mathematics lesson about
estimation. See how the Word Families routine is modeled for the
word approximate in the Interactive Question-Response that follows.
Before implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
Estimation
One way to check your answer in a computation problem is to
estimate the answer. You can round the numbers used in the
problem to the nearest ten, hundred, or thousand and calculate an
approximate answer. If the estimate and the answer are close, or
approximately the same, then the answer is probably right.
Step 1 Look at the different word families I have listed. Point to the word
approximate. What is this word? approximate What does approximate mean?
to estimate Approximate is the base word for its word family. Recognizing
and knowing the meaning of one word in a word family can help you
understand other words in the family when you read them.
Step 2 Let’s preview the paragraph for words from the word families listed.
What word do you see from the approximate word family? approximately
Step 3 Follow along as I read aloud the paragraph. Look, here is the word
approximately. What base word is in the word approximately? approximate
What do you see at the end of the word? -ly Many words that end with -ly
are adverbs. Let’s reread the sentence. What does approximately mean?
Turn to a partner to tell. about
Step 4 Let’s review what we have read. What kind of mathematics
problem do you use estimation for? computation problem How can you
use estimation to tell if an answer to a computation problem is correct?
see if the estimate is approximately the same as the answer Yes, your answer is
probably correct if the answer is approximately the same
as the estimate.
Step 5 Let’s complete the Pyramid Chart for the base
word approximate to show related words. Direct students
to complete the chart for approximate using a dictionary as
needed. Use the words in sentences to summarize what
you have learned.
Have students work in cooperative groups to complete a
Noun pyramid chart for the other key words, and use words in
the family to summarize the content.

approximation Verb

approximate Adjective

approximately Adverb

2–26 Section 2 Strategy Models

STRATEGY: Identifying Word Families
Reaching All English Language Learner Proficiency Levels
Beginning Add key words to a word families word wall. Work with students on decoding
skills to sound out the words. Encourage students to refer to the word wall for
support in comprehending text and contributing to discussions.

Intermediate Have students create Flash Cards of word family words encountered in text. Help
them develop meaningful contexts on the backs of the cards, such as simple
sentences with the words in context, simple definitions, or drawings. They should
employ the spelling rules and patterns as they write the new words. Work with
students on decoding skills to sound out the words. Have students do sorting
activities with the cards, such as sorting them into words with the same base
word or into words with similar endings. Discuss classifying with them.
2
Advanced Encourage students to revisit their Pyramid Chart often, refining their
understandings of the words’ meanings and uses. Have them write notes in the
margins of their chart as their understanding of word families grows. Encourage
students to use word family words in their speaking and writing.

Advanced Have students write summaries of the content using various forms of the words
High in the word family to share with other students.

NOTES

Lesson 2. 4 Identifying Word Families 2–27

 LESSON 2.5 VOCABULARY STRATEGIES
2 Using Prior Knowledge With Vocabulary
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to activate prior
knowledge and experience to learn new
vocabulary.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
prior knowledge information that a
student already knows about a topic before
reading
concept an abstract idea related to a topic
Go To Section 3 for Content Area Lessons that
use the Using Prior Knowledge With
Vocabulary strategy.
Social Studies, pp. 3–46 to 3–55
Mathematics, pp. 3–124 to 3–131
Go To Section 4 for Blackline Master.
Concept Web, p. 4–66
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 2 then Lesson 5.
2–28 Section 2 Strategy Models
DEFINING the Strategy
• Activating students’ prior knowledge helps them to connect
new knowledge with what they already know, reinforcing
comprehension and retention.
• This strategy helps students access their background knowledge
through interaction with peers and teachers.
• This strategy helps students personalize their own learning
strategies, leading to improved recall of new material and
increased independent comprehension.
USING the Strategy
• Activate prior knowledge by having students share any
experiences they have had with a new vocabulary word.
• Encourage students to write down word associations based on
prior knowledge and experience.
• Have students use a graphic organizer to see connections
between their prior knowledge and word meanings. Interactions
with peers can help expand vocabulary knowledge.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Have students write sentences using the words from their
concept web.
• Have students use their concept web to describe how their
understanding of the word changed.
• Provide sentence stems for students to complete relating their
prior knowledge to the meaning of new vocabulary.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a science lesson on Earth’s geology. See routine
how the Prior Knowledge and Vocabulary routine is modeled in the
Prior Knowledge and
Interactive Question-Response that follows. Before implementing the
strategy instruction, begin with the Preparing Students for Learning Vocabulary
routine in Section 1, p. 1–32. BEFORE READING
Step 1 Introduce the new vocabulary
Geysers word. Activate student’s prior
Geysers are one of Earth’s most dramatic geologic features. A geyser knowledge.
is a blast of boiling hot water that bursts into the sky. Geysers form
Step 2 In pairs, have students
when water from aquifers flows into deep underground chambers
brainstorm ideas related to the
or rooms. Molten rock deep below Earth’s crust heats the water to
new word. Have students add
more than 100°C. The heated water turns to steam and explodes
these ideas to their
toward the surface and into the air. The western United States is
Concept Web. 2
home to Old Faithful, one of the world’s best-known geysers. Old DURING READING
Faithful erupts every 50 to 90 minutes, which is how it got the
Step 3 Read aloud. Model the strategy
name “faithful.”
of identifying prior knowledge
Step 1 I see the word geyser in the title and in the text. I want to use what I for students. Guide students to
already know to help me understand this word. Does anybody know what make notes on their web.
AFTER READING
a geyser is? hot water that blasts from the ground into the air That’s right; a
geyser is boiling water and steam that explodes into the sky. Has anyone Step 4 Have students make adjustments
ever seen a geyser? What was it like? to their web.
Step 2 Write geyser in the center circle of your Concept Web. Let’s think Step 5 Have students discuss their final
about what we know about geysers. What is a geyser made of? water and steam web with a partner.
Based on what you know, is the water hot or cold? hot With a partner, talk
about what you know about geysers. Write your ideas in the smaller circles.
Step 3 Now I’ll read the text aloud. As I read, I’ll think about what I already
know and how that can help me understand geysers. SCIENCE
Read aloud, pausing as needed. The text says that geysers
are made of boiling hot water. I know that boiling water Concept Web
is very hot. As it boils, it turns into steam. I will add this
to my web. Can anyone make another connection to hot water that blasts
geysers? I saw geysers on a nature show. When they erupt, into the air
they look like a big fountain of hot water. Continue reading
and pausing until finished.
made of hot water
Step 4 Now that we’ve finished reading, let’s make and steam
changes to our web. Did you learn anything new about
geysers? yes What did you learn? The water in geysers gets
hot because it’s heated by liquid rock deep below Earth’s
geyser
surface. Skim back over the passage and make any more
changes to your concept web.

looks like a
fountain

happens because
water is heated
deep underground

Lesson 2.5 Using Prior Knowledge With Vocabulary 2–29

 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Prior Knowledge and
Vocabulary
BEFORE READING
Step 1 Introduce the new vocabulary
word. Activate student’s prior
knowledge.
Step 2 In pairs, have students
brainstorm ideas related to the
new word. Have students add
these ideas to their
Concept Web.
DURING READING
Step 3 Read aloud. Model the strategy
of identifying prior knowledge
for students. Guide students to
make notes on their web.
AFTER READING
Step 4 Have students make adjustments
to their web.
Step 5 Have students discuss their final
web with a partner.
SOCIAL STUDIES
Concept Web
make rules and
lead country
government
3 branches
2–30 Section 2 Strategy Models
ELV912_TX_S2_L05_893449.indd 30
SOCIAL STUDIES Interactive Question-Response
The passage below is a social studies lesson about the U.S. federal
government. See how the Prior Knowledge and Vocabulary routine is
modeled in the Interactive Question-Response that follows. Before
implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
U.S. Federal Government
A federal government is the groups, people, and laws that rule a
country. The government of the United States has three branches,
or parts: the executive, judicial, and legislative. Each part has
its own job. The president, vice president, and cabinet are part of
the executive branch. They enforce the country’s laws. The judicial
branch interprets laws and makes sure they are fair. The legislative
branch, or Congress, makes laws. In the United States, the Congress
has two parts: the Senate and House of Representatives.
Step 1 I see the word government in the title and text. You probably
already know some things about what a government is. We can use what
we already know to help us understand more in our reading. What is a
government? the people and groups that make rules and lead our country
That’s right.
Step 2 Before we read, let’s think about what we know about the
government. Write government in the center circle of your Concept Web.
What does the word government make you think of? making laws, the
president, Washington, D.C. With a partner, talk about the word government.
Write what you know about the government in the smaller circles.
Step 3 Now I’ll read the text aloud. As I read, I’ll think about what I
already know about government and use it to help me
understand my reading. Read aloud pausing as needed.
The text says that the government has three branches.
I know that the president is not part of Congress. Does
anyone else have a new connection? The word judicial
sounds like judges. That must be about the court system.
Continue reading and pausing until finished.
Step 4 Now that we’ve finished reading, let’s make
president;
changes to our web. Did you learn anything new about
Congress
the U.S. government? yes What new ideas did you learn?
The government has three branches. Skim back over the
passage and make any more changes to your web.
Step 5 Work with your partner again, and describe and
explain your understanding of what government is.
Connect your understanding to what you already knew.
judges
2/10/10 4:56:25 PM
APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is an introduction to a persuasive essay on being routine
a vegetarian. See how the Prior Knowledge and Vocabulary routine is
Prior Knowledge and
modeled in the Interactive Question-Response that follows. Before
implementing the strategy instruction, begin with the Preparing Vocabulary
Students for Learning routine in Section 1, p. 1–32. BEFORE READING
Step 1 Introduce the new vocabulary
Being a Vegetarian word. Activate student’s prior
The persuasive essay you are about to read is about being a knowledge.
vegetarian. In a persuasive essay, the author tries to convince
Step 2 In pairs, have students
you of one side of the argument. The author will present evidence
brainstorm ideas related to the
and details to support her main argument. She believes that
new word. Have students add
people should be vegetarian for health, ecological, and humane
these ideas to their
reasons. The author will also argue against people who say being
Concept Web. 2
a vegetarian is not natural for humans. Those people believe that DURING READING
eating meat is part of a traditional diet and that being a vegetarian Step 3 Read aloud. Model the strategy
is unhealthy. The author brings the argument back to the side of of identifying prior knowledge
vegetarianism with a strong conclusion. for students. Guide students to
Step 1 I see the word vegetarian in the title and in the text. I’m not sure make notes on their web.
AFTER READING
that I know this word. Does anybody know what a vegetarian is? someone
who does not eat meat or food made from animals That’s right. Do you know Step 4 Have students make adjustments
someone who is a vegetarian? Can you think of reasons why someone to their web.
would or wouldn’t be a vegetarian? Step 5 Have students discuss their final
Step 2 Write vegetarian in the center circle of your Concept Web. Let’s think web with a partner.
about what we know about vegetarians. What does the word vegetarian
make you think of? vegetables, helping animals Based on what you know,
what does a vegetarian eat? fruit, vegetables, beans With a partner, talk
about the word vegetarian. Write your ideas in the smaller LANGUAGE ARTS
circles.
Step 3 Now I’ll read the text aloud. As I read, I’ll think Concept Web
about what I already know about vegetarians. Read
aloud, pausing as needed. The text says that some people
a person who
are vegetarians for health reasons. I know that eating doesn’t eat meat
too much red meat can be bad for a person’s heart. I
will add this to my web. Does anyone else have a new
connection? The word ecological reminds me of a movie eats fruit, vegetables,
beans
I saw that talked about how being a vegetarian can be good
for the environment. Continue reading and pausing until
finished.
Step 4 Now that we’ve finished reading, let’s make vegetarian
changes to our web. Did you learn anything new about
vegetarians? yes What new ideas did you learn? People
have different reasons for being a vegetarian. Skim back over
doesn’t harm animals health reasons
the passage and make any more changes to your web.
Step 5 Work with your partner again, and describe and
explain your understanding of what a vegetarian is. helps the
Connect your understanding to what you already knew. environment

Lesson 2.5 Using Prior Knowledge With Vocabulary 2–31

 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

routine
Prior Knowledge and
Vocabulary
BEFORE READING
Step 1 Introduce the new vocabulary
word. Activate student’s prior
knowledge.
Step 2 In pairs, have students
brainstorm ideas related to the
new word. Have students add
these ideas to their
Concept Web.
DURING READING
Step 3 Read aloud. Model the strategy
of identifying prior knowledge
for students. Guide students to
make notes on their web.
AFTER READING
Step 4 Have students make adjustments
to their web.
Step 5 Have students discuss their final
web with a partner.
MATHEMATICS
Concept Web
helps us find
answers
calculator
calculate
The passage below is from a mathematics lesson on the Pythagorean
Theorem. See how the Prior Knowledge and Vocabulary routine is
modeled in the Interactive Question-Response that follows. Before
implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
The Pythagorean Theorem
The Pythagorean Theorem can be used to calculate the length
of a leg or hypotenuse of a right triangle. It can also be used to
determine whether a triangle is a right triangle. The formula is
a2 + b2 = c2, where a and b are the lengths of the legs and c is the
length of the hypotenuse.
Step 1 I see the word calculate in this mathematics lesson. I’m going to use
what I already know to help make sure I understand what calculate means.
Does anybody know what calculate means? to find an answer using math
That’s right. Can you name something you have calculated this week? a
budget, how much something costs, a distance
Step 2 Write calculate in the center circle of your Concept Web. What does
the word calculate make you think of? numbers, finding answers Based on
what you know, what are some different ways you can calculate an answer?
use a calculator, use pen and paper, in your head With a partner, talk about the
word calculate. Write what you already know about the word in the
smaller circles.
Step 3 Now I’ll read the text aloud. As I read, I’ll think about what I already
know about the word calculate. Read aloud, pausing as needed. I know that I
use formulas in math to calculate different values. I will add this to my web.
Does anyone else have a new connection to something
we can calculate in triangles? We can also calculate the
perimeter of a right triangle if we know the lengths of the
three sides. Continue reading and pausing until finished.
Step 4 Now that we’ve finished reading, let’s make
changes to our web. What did you already know about
the word calculate? There are different ways to calculate; we
calculate to find answers. Skim back over the passage. Did
you learn anything new about the word calculate and
the Pythagorean Theorem? Make changes to your
concept web.
Step 5 Work with your partner again. Describe and
explain how the Pythagorean Theorem helps us calculate.
Connect your understanding to what you already knew.

pen and paper

in my head

2–32 Section 2 Strategy Models

STRATEGY: Using Prior Knowledge With Vocabulary
Reaching All English Language Learner Proficiency Levels
Beginning Have students create illustrations to sort and classify the information on their
Concept Web. Depending on the content, they can categorize vocabulary
according to word type, cause and effect, or linear sequence.

Intermediate Have students write simple sentences for each of the circles on their Concept
Web. Instruct students to begin with a sentence defining the concept and then
write one sentence for each of the other circles.

Advanced Have students write a paragraph with a topic sentence and conclusion sentence
that summarizes their Concept Web. Remind students that the ideas in the small
circles should become their body sentences.

Advanced Have partners compare their final Concept Web and draw a conclusion about the 2
High concept. Then have them research the topic further and present two new pieces
of information.

NOTES

Lesson 2.5 Using Prior Knowledge With Vocabulary 2–33

 LESSON 2.6 VOCABULARY STRATEGIES
2 Using Context Clues
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to identify the
meaning of unfamiliar words by using
context clues.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
context clue the words that come before or
after an unfamiliar word that help explain
or define the word
Go To Section 3 for Content Area Lessons that
use the Using Context Clues strategy.
Science, pp. 3–22 to 3–29
Language Arts, pp. 3–90 to 3–97
Go To Section 4 for Blackline Master.
Three-Column Chart, p. 4–80
2–34 Section 2 Strategy Models
DEFINING the Strategy
• Students can often find context clues in content-area texts to
help them identify the meaning of unfamiliar words. Using
context clues to monitor meaning will help English Language
Learners increase independent comprehension.
• Context clues are the words and sentences around an unfamiliar
word or idea. There are several types of context clues: definitions,
synonyms, antonyms, examples, and restatements.
• Identifying the type of context clue and then using it to
determine meaning will help students acquire additional basic
and academic vocabulary.
USING the Strategy
• Students preview the text for unfamiliar words.
• Read the text aloud one sentence at a time, pointing out context
clues that can help explain the meaning of unfamiliar words.
• Model rereading to confirm word meanings.
• Use a graphic organizer to help students organize information
visually to see the word in context, the clues, and the meaning
of the word.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Provide a sentence that contains an unfamiliar word and context
clues about the word’s meaning. Have students choose the correct
meaning from three or four choices.
• Provide a sentence that contains an unfamiliar word and a synonym.
Have students identify the synonym of the unfamiliar word.
• Have students choose a word and create a sentence using a
context clue for that word. Have partners use the context clues to
determine the meaning of the word.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a science lesson about a theory of dinosaur routine
extinction. See how the Using Context Clues routine is modeled in the
Using Context Clues
Interactive Question-Response that follows. Before implementing the
BEFORE READING
strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Preview the text with students
to prepare them for reading
Death of the Dinosaurs the content. Guide them to
Scientists have different ideas and explanations for what caused identify unfamiliar content area
the extinction of dinosaurs on Earth. One scientific theory is that vocabulary.
DURING READING
dinosaurs died as a result of a giant meteorite. A meteorite is a kind
of rock that falls from space and hits Earth’s surface. According to Step 2 Read the text aloud. Pause to
the theory, the meteorite collided with Earth at a very high speed. model identifying a context
When it hit the planet, it caused a huge cloud of dust that blocked clue and using it to find a word’s
meaning. 2
out the sun for years. As a result, plants could not grow and animals
starved to death. Step 3 Guide students to fill in the
first two columns of their
Step 1 Before we read this paragraph, let’s preview it to find words that are
Three-Column Chart.
unfamiliar. Then we can look for clues that help us understand the boldface
words. What are the words? extinction, theory, meteorite, collided Step 4 Work with students to determine
Step 2 Listen while I read the first two sentences aloud. If I don’t know and write the meaning of the
what the word extinction means, I can look at the context, or nearby words, unfamiliar word in the last
for clues. What words in the first sentence give a clue about extinction? column on their chart.
It’s something that happened to dinosaurs. That’s right. What words in the AFTER READING
second sentence also provide a clue? dinosaurs died Step 5 Reread the sentence to confirm
Step 3 Let’s use a Three-Column Chart to help us understand the clues the word’s meaning.
and the meaning of extinction. Write the word extinction in the first column.
In the second column, let’s write the clues. What clues did we find about
the word’s meaning? It’s something that happened to dinosaurs; dinosaurs
died. Good. Now write them in your chart.
Step 4 Now let’s use the clues to figure out the meaning SCIENCE
of the word extinction and write it in the third column of
our chart. What do you think extinction means? dying out, Three-Column Chart
no longer existing Good. Now write them in your chart. Word in Context Clues Word Meaning
Explain any challenging words in the definition.
Step 5 Let’s check our understanding of the word
• extinction • “It’s something • dying out; no longer
extinction. Let’s read the first sentence again. Does that happened to existing
• theory
extinction make sense here? yes What happened to dinosaurs; dinosaurs
• meteorite • an idea or explanation
dinosaurs? They all died. The context clues helped us died.” based on evidence
understand an unfamiliar word. Continue reading. • collided • “ideas, explanations, • a rock that falls from
Repeat the routine for each boldface word. scientific” space to the surface
• “kind of rock, falls of Earth
from space, hits Earth” • hit
• “hit the planet”

Lesson 2.6 Using Context Clues 2–35

 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

routine The passage below is from a social studies lesson about the feudal
system. See how the Using Context Clues routine is modeled in the
Using Context Clues
Interactive Question-Response that follows. Before implementing the
BEFORE READING
strategy instruction, begin with the Preparing Students for Learning
Step 1 Preview the text with students routine in Section 1, p. 1–32.
to prepare them for reading
the content. Guide them to Feudalism
identify unfamiliar content area The political system in Western Europe during the early Middle Ages
vocabulary. was called feudalism. This was a system in which a king owned all
DURING READING
the land. The king leased parts of his land to certain men. They paid
Step 2 Read the text aloud. Pause to money to the king for the use of the land. The men, often called
model identifying a context barons, were often wealthy and powerful allies of the king. The
clue and using it to find a word’s barons controlled the peasants and knights who lived on their land.
meaning. Each baron had the power to mint, or make, his own money and to
Step 3 Guide students to fill in the collect taxes.
first two columns of their
Step 1 Before we read this paragraph, let’s preview it to find words that are
Three-Column Chart.
unfamiliar. Then, as we read, we can look for clues for these words. They are
Step 4 Work with students to determine shown in boldface. What are the words? feudalism, leased, barons, mint
and write the meaning of the Step 2 Listen while I read the first two sentences aloud. If I don’t know what
unfamiliar word in the last the word feudalism means, I can look at the context, or nearby words, for
column on their chart. clues. What words in the first sentence give a clue about what feudalism is?
AFTER READING political system That’s right. What words in the second sentence also provide
Step 5 Reread the sentence to confirm a clue? a king owned all the land We can use these clues to understand the
the word’s meaning. meaning of feudalism.
Step 3 Let’s write the word feudalism in the first column of our
Three-Column Chart. In the second column, let’s write the clues. What
clues did we find about the word’s meaning? political system, a king owned
all the land
SOCIAL STUDIES Step 4 Now let’s write the meaning of the word feudalism
in the third column of our chart. a political system in which
Three-Column Chart a king owned all the land Explain any challenging words in
Word in Context Clues Word Meaning the definition. A political system is the way a government
works.
Step 5 Let’s check our understanding of the word
• feudalism • “political system, a • a political system
king owned all of the in which the king feudalism. Let’s read the first sentence in the text again.
• leased
land” owned all the land Does the meaning of feudalism make sense here? yes
• barons The context clues helped us understand an unfamiliar
• “The men paid money • to pay someone to
• mint to the king to use the use land word. Continue reading. Repeat the routine for each
land.” • wealthy, powerful boldface word.
• “wealthy and allies of the king
powerful allies of the • create money
king”
• “make”

2–36 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The paragraph below is a biographical passage about Lady Bird routine
Johnson. See how the Using Context Clues routine is modeled in the
Using Context Clues
Interactive Question-Response that follows. Before implementing the
BEFORE READING
strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Preview the text with students
to prepare them for reading
Lady Bird Johnson the content. Guide them to
As First Lady, or the president’s wife, Lady Bird Johnson made identify unfamiliar content area
it her mission to improve the way Washington, D.C., looked. Her vocabulary.
DURING READING
goal or purpose was to beautify the city. She thought that the
city should be a model for the rest of the country. In addition to Step 2 Read the text aloud. Pause to
planting flowers and trees around the city, she was concerned model identifying a context
about other urban issues, including pollution, poverty, crime, and clue and using it to find a word’s
meaning. 2
public transportation. The improvements to Washington, D.C., were
just one of many environmental accomplishments during Mrs. Step 3 Guide students to fill in the
Johnson’s life. first two columns of their
Three-Column Chart.
Step 1 Before we read this biography about Lady Bird Johnson, let’s
preview it to find words that are unfamiliar. Then, as we read, we can look Step 4 Work with students to determine
for clues that tell us what these words mean. They are shown in boldface. and write the meaning of the
What are the words? mission, beautify, urban unfamiliar word in the last
Step 2 Listen while I read the first two sentences aloud. If I don’t know column on their chart.
what the word mission means, I can look at the context, or nearby words, AFTER READING
for clues. What word in the second sentence gives a clue about what a Step 5 Reread the sentence to confirm
mission is? goal. That’s right. What other word in the second sentence also the word’s meaning.
provides a clue? purpose We can use these clues to understand the meaning
of mission.
Step 3 Let’s use a Three-Column Chart to help us understand the clues
and the meaning of mission. Write the word mission in
the first column. In the second column, let’s write the LANGUAGE ARTS
clues. What clues did we find about the word’s meaning?
something Lady Bird wanted to do, goal, purpose Three-Column Chart
Step 4 Now let’s use the clues to figure out the meaning Word in Context Clues Word Meaning
of the word mission and write it in the third column of
our chart. What do you think mission means? a goal that
• mission • “goal, purpose” • a goal that someone
someone wants to complete
• beautify • “improve the way wants to complete
Step 5 Let’s check our understanding of the word mission. Washington looked; • to make beautiful
Let’s read the first sentence in the text again. Does the • urban
model for the rest of • related to a city
meaning for the word mission make sense here? yes the country”
What was Lady Bird’s mission? to make the city a better place • “city, Washington,
The context clues helped us understand an unfamiliar D.C.”
word. Repeat the routine for each boldface word.

Lesson 2.6 Using Context Clues 2–37

 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

routine The mathematics word problem below asks students to calculate the
mean. See how the Using Context Clues routine is modeled in the
Using Context Clues
Interactive Question-Response that follows. Before implementing the
BEFORE READING
strategy instruction, begin with the Preparing Students for Learning
Step 1 Preview the text with students routine in Section 1, p. 1–32.
to prepare them for reading
the content. Guide them to Lara collected data about her entertainment expenses during five
identify unfamiliar content area months. She recorded the information in a table. She spent $26,
vocabulary. $48, $35, $42, and $24 on entertainment. Lara wants to know the
DURING READING mean amount she spent each month. What is the average amount
Step 2 Read the text aloud. Pause to she spent on entertainment?
model identifying a context
clue and using it to find a word’s Step 1 Some mathematics problems may contain words we do not know.
meaning. We can look for clues that help us understand unfamiliar words. This can
help us solve the mathematics problem. Let’s scan the text for difficult
Step 3 Guide students to fill in the words. They are shown in boldface. What are the words? data, expenses,
first two columns of their mean
Three-Column Chart. Step 2 Listen while I read the first two sentences aloud. If I don’t know
Step 4 Work with students to determine what the word data means, I can look at the context, or nearby words,
for clues. What words in the first sentence give a clue about what data is?
and write the meaning of the
collected, five months That’s right. What words in the second sentence also
unfamiliar word in the last provide a clue? recorded, information, in a table We can use these clues to
column on their chart. understand the meaning of data.
AFTER READING
Step 3 Let’s write the word data in the first column of our
Step 5 Reread the sentence to confirm
Three-Column Chart. In the second column, let’s write the clues. What
the word’s meaning. clues did we find about the word’s meaning? collected, five months, recorded,
information, in a table
Step 4 Now let’s write the meaning of the word data in the third column
of our chart. numbers and information that we can collect and record Explain
MATHEMATICS any challenging words in the definition.
Step 5 Let’s check our understanding of the word data.
Three-Column Chart Read the first sentence again. Does the word data make
sense here? yes What data are Lara collecting? the amount
Word in Context Clues Word Meaning of money she spent over four months The context clues
helped us understand an unfamiliar word. Continue
• data • “collected, five • numbers and reading. Repeat the routine for each boldface word.
• expenses months, recorded, information that we
information, in a can collect and record
• mean table” • amount of money
• “spent $26, $48, $35, spent on something
$42, and $24” • average
• “each month, average
amount”

2–38 Section 2 Strategy Models

STRATEGY: Using Context Clues
Reaching All English Language Learner Proficiency Levels
Beginning Guide students using gestures and pantomime as they complete the graphic
organizer. Encourage them to illustrate the meaning of each word. Review
synonyms and antonyms as necessary.

Intermediate Use prompts to help students identify the context clues in the passage. For
example, ask: Is a baron a king’s friend or enemy? When you mint money, do you
make it or spend it? Model answering in complete sentences and have students
repeat.

Advanced Before reading, have students work independently to complete the graphic
organizer and identify the meaning of the boldface words in the passage. During
reading, have students share their answers. 2
Advanced Have students create a crossword puzzle with clues to the words from the
High passage. Encourage them to use different types of context clues, such as
definitions, synonyms, antonyms, and examples, when writing their puzzle clues.
Have students trade puzzles to solve them.

NOTES

Lesson 2.6 Using Context Clues 2–39

 LESSON 2.7 VOCABULARY STRATEGIES
2 Focusing on Key Words
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to learn new
vocabulary words.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
key vocabulary meaningful, content-
based words
Go To Section 3 for Content Area Lessons that
use the Focusing on Key Words strategy.
Social Studies, p. 3–56 to 3–63
Mathematics, p. 3–106 to 3–113
Go To Section 4 for Blackline Master.
Definition Map, p. 4–68, and
Academic Vocabulary, p. 4–21.
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 2 then Lesson 7.
2–40 Section 2 Strategy Models
DEFINING the Strategy
• For English Language Learners, understanding key academic
vocabulary words used in specific content areas is essential to
comprehending content-based texts.
• Learning to understand key vocabulary in context and to use
vocabulary to make predictions about text improves students’
reading comprehension.
• Increasing knowledge of academic vocabulary through the use of
dictionaries, activities, and visual support can broaden students’
knowledge base.
USING the Strategy
• Paraphrase key content to make it accessible to all students. This
allows ELLs to make connections between the new content and
new vocabulary and what they already know.
• Encourage students to rephrase key vocabulary words in context.
• Use graphic organizers to help students see relationships between
terms and between key vocabulary and words they already know.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• As students are reading, have them paraphrase the new
vocabulary in context.
• Have students use key vocabulary words to complete cloze
sentences that you provide. They can also create flash cards
with a word on one side of the card and the word’s meaning on
the other.
• Have students draw pictures or provide labels for pictures to
show they understand the meaning of the new words.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a science text about osmosis in plant routine
roots. See how the Focusing on Key Words routine is modeled in the
Focusing on Key Words
Interactive Question-Response that follows. Before implementing the
BEFORE READING
strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Present and pronounce the key
vocabulary words. Have students
The Process of Osmosis repeat. Elicit definitions or have
Plants take in water through the process of osmosis. This students use dictionaries. Explain
process occurs in plants when water moves from an area of high definitions if necessary.
concentration to an area of low concentration through the plant’s Step 2 Use the key vocabulary to make
cell walls in the roots. Water keeps coming into the roots until the predictions about the text.
cell walls are stretched to their limit and push back, or apply turgor DURING READING
pressure. In fact, it is the water in plant cells that helps the plant to Step 3 Read aloud the text together. 2
remain turgid, or rigid. If the soil surrounding a plant’s roots dries Have students stop and
up or becomes desiccated, then water will not move into the plant paraphrase the key vocabulary
cells, and the plant will also dry up and die. in context.
AFTER READING
Step 1 Show students a word card. This is the word osmosis. Repeat the Step 4 Help students complete a
word after me. osmosis Let’s read the first couple of sentences. Did you
Definition Map.
hear the meaning of osmosis? Water moving from high concentration to low
concentration through a cell wall. Good. Repeat Step 1 for turgor pressure. Step 5 Use cooperative learning
Step 2 Now that we’ve seen the new words, let’s use them to make a activities to help students
prediction. Since we have been studying how plants live, and we know internalize the key words.
these new key words, what do you think we will be reading about today?
how plants get water Good.
Step 3 Read aloud with me. Read to the end of the third sentence again. So
let’s paraphrase using the definitions instead of the key words. Plants take
in water when the soil has more water than their roots. Yes, SCIENCE
and what happens then? The cell walls push back and keep
more water from coming in. Good. Definition Map
Step 4 Everybody find a partner. The pairs on this side of
the room will fill out the Definition Map for osmosis, and the pressure cell walls give against water coming in
the pairs on this side of the room will fill out a map for
turgor pressure. I will walk around and help you. You can a tight balloon
also use your dictionaries to get more information about keeping more air
your words. from coming in
Step 5 Who can be our expert for osmosis? Please tell us
an inner tube
what you have for each of the boxes. Repeat with turgor turgor
keeping more air
pressure. pressure
from coming in

a tight water balloon

keeping more water
from coming in

Example: A droopy plant

Nonexample: a limp
is limp, but when you
plant in a draught
water it, it gets stiff.

Lesson 2.7 Focusing on Key Words 2–41

 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

routine
Focusing on Key Words
BEFORE READING
Step 1 Present and pronounce the key
vocabulary words. Have students
repeat. Elicit definitions or have
students use dictionaries. Explain
definitions if necessary.
Step 2 Use the key vocabulary to make
predictions about the text.
DURING READING
Step 3 Read aloud the text together.
Have students stop and
paraphrase the key vocabulary
in context.
AFTER READING
Step 4 Help students complete a
Definition Map.
Step 5 Use cooperative learning
activities to help students
internalize the key words.
SOCIAL STUDIES
Definition Map
an economic system in which all decisions regarding
pricing and supply are made by the government
command
economy
The paragraph below is from a social studies chapter that covers the
four main types of economic systems. See how the Focusing on Key
Words routine is modeled in the Interactive Question-Response that
follows. Before implementing the strategy instruction, begin with the
Preparing Students for Learning routine in Section 1, p. 1–32.
Command Economy
After the family economy and the market economy, the third type
of economic system is the command economy. In the command
economy, all resources are centrally controlled by the government,
and the government makes all decisions regarding supply, price,
goods, and services. Because resources are controlled by a single,
central entity (the government), the command economy can be a
very stable economic system. Examples of countries with a command
economy include Cuba, China, and the former Soviet Union.
Step 1 Remember that this week we have been talking about economic
systems. Show students a word card. This is our key vocabulary for the next
section. Repeat after me: command economy. command economy Does
anybody know the meaning of command economy? a type of economic
system where somebody is in command Right.
Step 2 Let’s use what we already know to make a prediction. We talked
about small groups like families or communities making choices in
family economies. We talked about consumers making choices in market
economies. Who do you think is in command in a command economy?
the government That’s right.
Step 3 Read aloud with me. After the first sentence, we will stop and see if
we can remember the meaning of the key term command
economy. Read the first sentence and then see if students
can paraphrase the meaning of the key term. Provide help
if necessary. Finish reading the paragraph using choral
reading.
Step 4 Everybody find a partner. One member in each pair
will fill in the Characteristics boxes on the Definition Map.
the canteen
at camp The other member of each pair will fill in the Examples
boxes. I will walk around the room and help you.
a store in prison Step 5 Now let’s share what we’ve learned. (See Definition
Map example.)
synonym: planned
economy

antonyms: free
choice/market
economy

former Nonexample:
China
Soviet Union United States

2–42 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is from a biography about Sir William Golding, routine
the author of Lord of the Flies. See how the Focusing on Key Words
Focusing on Key Words
routine is modeled in the Interactive Question-Response that follows.
BEFORE READING
Before implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
Step 1 Present and pronounce the key
vocabulary words. Have students
Sir William Golding, author repeat. Elicit definitions or have
Sir William Golding was born in 1911 in Cornwall, England. He students use dictionaries. Explain
graduated from Oxford College and became a teacher. However, definitions if necessary.
he served in the Royal Navy during World War II and returned to Step 2 Use the key vocabulary to make
teaching afterward. His novel Lord of the Flies is a tale of good and predictions about the text.
evil. In the novel, a group of English schoolboys become stranded DURING READING
on a deserted island and form a government that degrades into Step 3 Read aloud the text together. 2
primitive behavior before they are rescued. Golding said his novel Have students stop and
was based on his experiences as a teacher and in the navy. paraphrase the key vocabulary
in context.
Step 1 Show students a word card. This is the word stranded. Repeat the AFTER READING
word after me. stranded Does anybody know the meaning of stranded? to be
Step 4 Help students complete a
left alone someplace without a way to leave Repeat Step 1 for degrades.
Definition Map.
Step 2 Now that we’ve seen the new words, let’s use them to make a
prediction. We are going to read about an author. Our key vocabulary words Step 5 Use cooperative learning
tell about his novel Lord of the Flies. What do you think this novel might be activities to help students
about? people who get stuck somewhere alone Yes, what else? What do you internalize the key words.
think the word degrades means in this context? Something gets worse.
Step 3 Read aloud with me. We are going to stop after each key term to
talk about it. In the novel, a group of English schoolboys become stranded
on a deserted island . . . Stop there for a minute. Try to replace the key
word with a definition of the word. What is another word
LANGUAGE ARTS
for stranded? stuck Good. In the novel, a group of English
schoolboys become stuck on a deserted island. Continue Definition Map
the process for the rest of the key words.
Step 4 Everybody find a partner. The pairs on this side of to be stuck somewhere and unable to leave
the room will fill out a Definition Map for stranded, and
the pairs on this side of the room will fill out a map for adjective
degraded. I will walk around the room and help you. You
can also use your dictionaries to get more information
about your words. verb form: strand

Step 5 Who can be our expert for stranded? Please tell stranded
us what you have for each of the boxes. Repeat with synonym:
shipwrecked
degraded.
antonyms:
rescued, saved

Example: Tom Hanks Example: The polar Nonexample: Watching

was stranded in the bear was stranded on a video you don’t like
movie Cast Away. the ice floe. is different from being
stranded.

Lesson 2.7 Focusing on Key Words 2–43

 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

routine The passage below is from a mathematics text explaining conditional
probability. See how the Focusing on Key Words routine is modeled in
Focusing on Key Words
the Interactive Question-Response that follows. Before implementing
BEFORE READING
the strategy instruction, begin with the Preparing Students for Learning
Step 1 Present and pronounce the key routine in Section 1, p. 1–32.
vocabulary words. Have students
repeat. Elicit definitions or have Conditional Probability
students use dictionaries. Explain The issue of probability is complicated somewhat when conditions
definitions if necessary. change. Consider the example from the previous section, in which
Step 2 Use the key vocabulary to make Tim closed his eyes and drew from a bowl containing 6 red apples
predictions about the text. and 4 green apples. He had a 60% probability of drawing a red
DURING READING apple and a 40% probability of drawing a green one. So far, so
Step 3 Read aloud the text together. good. But once Tim draws an apple, conditions change. Let’s say
Have students stop and Kara (also with her eyes closed) is next in line. We cannot figure out
paraphrase the key vocabulary the probabilities for her apple color unless we know the color of
in context. Tim’s apple. That is conditional probability at work.
AFTER READING
Step 4 Help students complete a Step 1 Show students a word card. This is the key term we will be studying
today: conditional probability. Repeat the term after me. conditional probability
Definition Map.
Step 2 Now, based on yesterday’s lesson, in which we learned that
Step 5 Use cooperative learning probability is the chance of something happening, does anybody have a
activities to help students prediction about the meaning of conditional probability? Is it the chance of
internalize the key words. something happening under different conditions? Exactly.
Step 3 Read aloud with me. Read the first sentence. Who knows what
a condition is? A condition is a state of being. For example, the weather
conditions are rainy and cold today. Our chances (or our probability) of
driving safely would be better if the conditions change. Okay, let’s read on
MATHEMATICS to the end of the paragraph.
Step 4 Everybody find a partner. The pairs on this side
Definition Map of the room will fill out the example squares on the
Definition Map, and the pairs on this side of the room
probability that changes depending
upon changing variables will fill out the characteristics squares. I will walk around
the room and help you. You can also use the glossary in
your mathematics book to get more information.
regular probability Step 5 Review the maps with students, making sure that
each student understands the concept of conditional
Conditional probability.
figuring odds
Probability

a stacked
deck of cards

Your odds of getting The odds of you

Nonexample: No
a good job are winning at poker are
matter what happens,
conditional on you conditional on whether
things change.
staying in school. you have practiced as
much as your opponent.

2–44 Section 2 Strategy Models

STRATEGY: Focusing on Key Words
Reaching All English Language Learner Proficiency Levels
Beginning Pairs of students can make two sets of Flash Cards with a key vocabulary word
on one side and a picture and definition on the other side. One student can hold
the card with the picture and definition side up, and the other can look at the
card with the word side up. One student should read the word and show it to the
partner. The partner can then find the corresponding picture and definition card.
After all cards have been matched, students can switch tasks.

Intermediate Before reading, pairs of students can use a dictionary to make Flash Cards with a
key vocabulary word on one side and a definition on the other. After reading the
text, they take turns to quiz each other by reading the definition first and then
asking the partner to provide the correct matching word.
2
Advanced With your assistance, students write cloze sentences for each of the new key
vocabulary words. Then they switch papers with a partner and complete the
partner’s sentences.

Advanced Students should use the key vocabulary words in a written summary of the text.
High They should read their summary to a partner and discuss.

NOTES

Lesson 2.7 Focusing on Key Words 2–45

 LESSON 2.8 VOCABULARY STRATEGIES
2 Using Multiple-Meaning Words
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to understand and
use multiple-meaning words.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
multiple-meaning word a word that has
more than one meaning
Go To Section 3 for Content Area Lessons that
use the Using Multiple-Meaning Words
strategy.
Science, p. 3–4 to 3–11
Fine Arts, p. 3–140 to 3–147
Go To Section 4 for Blackline Masters.
Four Square, p. 4–73
Word Cards, p. 4–84
2–46 Section 2 Strategy Models
ELV912_TX_S2_L08_893449.indd 46
DEFINING the Strategy
• Many words in English have more than one meaning. English
Language Learners must be able to determine which meaning
makes the most sense in order to understand content.
• Students develop predicting and comprehension skills when
determining the intended meanings of multiple-meaning words.
They learn how to use context and a dictionary to determine the
correct meaning of a word.
• Understanding the intended meaning of multiple-meaning words
helps students communicate more efficiently in their content-
area classes. Students understand that some words, such as mouse,
can have one meaning in biology, for example, and another in
computer science.
USING the Strategy
• Read through the text with students, identifying familiar words
and discussing their known meanings. Clarify for students to see
if the meanings make sense given the topic.
• Use context clues, or the words and sentences around the
unknown word, and a dictionary to see if the word’s meaning is
familiar or new.
• Use a graphic organizer to help students keep a record of and
record words with multiple meanings.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
Define a multiple-meaning word in simple language. Then give an
example of the word in context, and ask students a question whose
answer shows understanding of the word.
• Say or write a sentence that includes a familiar word with multiple
meanings, such as table. Provide students with two definitions and
have them use the context to indicate which is correct.
• Provide students with a multiple-meaning word and four
definitions, two of which apply to the word. Have students
indicate which definitions are appropriate for the word and then
use the word in sentences with those meanings.
2/10/10 4:57:54 PM
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a biology lesson on taxonomy. See how the routine
Using Multiple-Meaning Words routine is modeled in the Interactive
Using Multiple-Meaning
Question-Response that follows. Before implementing the strategy
instruction, begin with the Preparing Students for Learning routine in Words
BEFORE READING
Section 1, p. 1–32.
Step 1 Write a familiar multiple-
Linnaeus’s System of Taxonomy meaning word from the text.
Linnaeus’s System of Taxonomy is a naming system for all organisms. Discuss the word’s meaning.
The system was developed by Swedish botanist Carl Linnaeus. This Explain that words can have
system has two main features. The first is a two-part (or binomial) multiple meanings.
nomenclature. In other words, each organism’s scientific name has DURING READING

two parts. The second feature of this system is the classification of Step 2 Read the text aloud, identifying
organisms. Linnaeus created a hierarchy to classify each living thing. familiar words used in different
ways. Determine if word
2
The names of each “step” in the hierarchy are Kingdom, Phylum,
Class, Order, Family, Genus, and Species. meanings known by students
make sense in the context.
Step 1 Write the word class on the board. What does the word mean? a
group of students Yes, that is one meaning of the word. But class has more Step 3 Use context and a dictionary to
than one meaning. Words like this are called multiple-meaning words. check the words’ meanings.
AFTER READING
Step 2 Read the paragraph aloud. Look at the boldface word class. Does
the meaning of the word make sense here? no Right, the word is used Step 4 Remind students that some
differently here. words in English have more than
Step 3 Since the paragraph does not give us a lot of clues, let’s look one meaning. Review methods
up class in the dictionary. Ask a volunteer to look up the word and read students can use to check a
the definition(s) aloud. In school, a class is a “group of students who are word’s intended meaning.
taught together,” but in biology, class is a level in Linnaeus’s taxonomy Step 5 Use a Four Square to keep a
for classifying animals. Repeat the above procedure with the other multiple- record of the multiple meanings
meaning words.
of familiar words.
Step 4 In English, lots of words have multiple meanings. Sometimes you
can tell the meaning of a familiar word that is used in an unfamiliar way by
looking at the context, or the sentence it appears in. What SCIENCE
is another way to figure out the meaning? Look up the
word in the dictionary.
Four Square
Step 5 We will use a Four Square to take notes about
the word class. Write class in the center circle. Now use
the surrounding squares to write about the different
meanings of class. You can draw pictures or write notes to
help you remember the different meanings of the word. a group of students taught a group of animals similar
Share your notes with a partner. Repeat the procedure together in some way
with other multiple-meaning words as time allows.
class

a period a group
of time for learning of people in society

Lesson 2.8 Using Multiple-Meaning Words 2–47

 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Using Multiple-Meaning
Words
BEFORE READING
Step 1 Write a familiar multiple-
meaning word from the text.
Discuss the word’s meaning.
Explain that words can have
multiple meanings.
DURING READING
Step 2 Read the text aloud, identifying
familiar words used in different
ways. Determine if word
meanings known by students
make sense in the context.
Step 3 Use context and a dictionary to
check the words’ meanings.
AFTER READING
Step 4 Remind students that some
words in English have more than
one meaning. Review methods
students can use to check a
word’s intended meaning.
Step 5 Use a Four Square to keep a
record of the multiple meanings
of familiar words.
SOCIAL STUDIES
Four Square
a structure
a connection between two
that cars use to cross over
land masses
rivers
bridge
a part of a
a part of the nose
pair of glasses
2–48 Section 2 Strategy Models
SOCIAL STUDIES Interactive Question-Response
The passage below is from a lesson about adapting to the environment.
See how the Using Multiple-Meaning Words routine is modeled in the
Interactive Question-Response that follows. Before implementing the
strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Early Americans
Archeologists believe that native cultures from Asia used a land
bridge to migrate to North America. Some of these early Native
Americans settled in the desert regions of present day Arizona,
New Mexico, and Colorado, a dry, arid land. Though they had few
resources, communities such as the Hohokam from Arizona learned
to adapt to their desert environment. The Hohokam people found
ways to irrigate their farmland. They built a complex network of
irrigation canals to divert water from nearby rivers. One of these
prehistoric canals was fifteen miles long and over twelve feet wide.
In addition to raising crops, the water was also used for drinking,
cooking, and making pottery.
Step 1 Write the word bridge on the board. What does the word mean?
something that lets cars cross rivers Yes, that is one meaning of the word.
But bridge has more than one meaning. Words like this are called multiple-
meaning words.
Step 2 Read the paragraph aloud. Look at the boldface word bridge. Does
the meaning of the word make sense here? no Right, the word is used
differently here.
Step 3 Let me read the first sentence again. It seems that the context,
or the other words in the sentence, around bridge describes how people
moved from one continent to another. We can check a dictionary to better
understand the meaning of bridge. What have we learned about this use of
bridge? A bridge is sometimes used in a new way, to describe a
narrow piece of land instead of something that is made.
Step 4 Many words in English have more than one
meaning. What other meanings does the word bridge
have? a part of the nose, a part of a pair of glasses, a game of
cards, a connecting part in music How can we understand
the correct meanings of words when we read? Look at the
word’s context and use a dictionary.
Step 5 Let’s use a Four Square to take notes about
the word bridge. Put bridge in the middle. Then use the
outer sections to take notes on the different meanings
of bridge. Share your notes with a partner. Now we will
continue reading, looking for other multiple-meaning
words. (present, land, network)
APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is from a language arts lesson based on a piece routine
of literary criticism about author Toni Morrison. See how the Using
Using Multiple-Meaning
Multiple-Meaning Words routine is modeled in the Interactive
Question-Response that follows. Before implementing the strategy Words
BEFORE READING
instruction, begin with the Preparing Students for Learning routine in
Section 1, p. 1–32. Step 1 Write a familiar multiple-
meaning word from the text.
Toni Morrison, an American Author Discuss the word’s meaning.
One of the most well-known contemporary American authors is Explain that words can have
Toni Morrison. Literary committees around the world recognize multiple meanings.
the importance of her work. In 1987, she received the Pulitzer Prize DURING READING

in Fiction for her novel Beloved, and in 1993, she received the Nobel Step 2 Read the text aloud, identifying
Prize for Literature, making her the first African American to receive familiar words used in different
ways. Determine if word
2
the award. Her significant contributions to American literature often
address issues of social inequity and the concerns of those forced to meanings known by students
live on the margins of a predominantly white society. make sense in the context.

Step 1 Write the word recognize on the board. What does the word Step 3 Use context and a dictionary to
mean? to know who someone is Yes, that is one meaning of the word. check the words’ meanings.
But recognize has more than one meaning. Words like this are called AFTER READING

multiple-meaning words. Step 4 Remind students that some

Step 2 Read the paragraph aloud. Look at the boldface word recognized. words in English have more than
Does the meaning of the word make sense here? no Right, the word is used one meaning. Review methods
differently here. students can use to check a
Step 3 Let me read the second sentence again. It seems that the context word’s intended meaning.
around recognize, or the other words in the sentence, tells me this is a Step 5 Use a Four Square to keep a
special kind of recognize. We can check a dictionary to understand this record of the multiple meanings
meaning of recognize better. What have we learned about this use of
of familiar words.
recognize? Sometimes it means “to show appreciation.”
Step 4 Many words in English have more than one meaning.
Look at the word margins. What does margins usually LANGUAGE ARTS
mean? the edges of a paper Right. But here what does it
seem to mean? the edges of society Good! How can we
Four Square
check our understandings of familiar words used in new
ways? We can use the context and what else? Look it up in
the dictionary. Very good!
Step 5 Let’s use a Four Square to take notes about show appreciation for
the word recognize. Put recognize in the middle. Then something good or to know who someone is
use the outer sections to take notes on the different important
meanings of recognize. Share your notes with a partner.
Now we will continue reading, looking for other multiple-
recognize
meaning words.

admit or
accept to be true

Lesson 2.8 Using Multiple-Meaning Words 2–49

 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

routine
Using Multiple-Meaning
Words
BEFORE READING
Step 1 Write a familiar multiple-
meaning word from the text.
Discuss the word’s meaning.
Explain that words can have
multiple meanings.
DURING READING
Step 2 Read the text aloud, identifying
familiar words used in different
ways. Determine if word
meanings known by students
make sense in the context.
Step 3 Use context and a dictionary to
check the words’ meanings.
AFTER READING
Step 4 Remind students that some
words in English have more than
one meaning. Review methods
students can use to check a
word’s intended meaning.
Step 5 Use a Four Square to keep a
record of the multiple meanings
of familiar words.
MATHEMATICS
Four Square
The passage below is from a geometry lesson about triangles. See
how the Using Multiple-Meaning Words routine is modeled in the
Interactive Question-Response that follows. Before implementing the
strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Triangles
A triangle is a two-dimensional figure with three sides. The base of
a triangle can be any of its three sides. The altitude of a triangle is
the perpendicular distance from a base to the opposite vertex.
Step 1 Write the word figure on the board. What does the word mean?
to think of something by using clues Yes, that is one meaning of the word.
But figure has more than one meaning. Words like this are called multiple-
meaning words.
Step 2 Read the paragraph aloud. Look at the boldface word figure. Does
the meaning of the word make sense here? no Right, the word is used
differently here.
Step 3 Let me read the first sentence again. It seems that the context, or
the other words in the sentence, helped me discover the meaning of the
word figure. We can check a dictionary to understand this meaning of
figure better. What have we learned about this use of figure?
In geometry, a figure is a shape.
Step 4 Many words in English have more than one meaning. Figure can
also mean a number or a famous person. Look at the word base. What
does base usually mean? a safe place, like in baseball Right. But here what
does it seem to mean? the bottom of the triangle Good! How can we check
our understandings of familiar words used in new ways? We can use the
context and what else? Look it up in the dictionary. Very good!
Step 5 Let’s use a Four Square to take notes about the
word figure. Put figure in the middle. Then use the outer
sections to take notes on the different meanings of figure.
Share your notes with a partner. Now we will continue
reading, looking for other multiple-meaning words.

to think of something
a shape
by using clues

figure

a famous
a number
person

2–50 Section 2 Strategy Models

STRATEGY: Using Multiple-Meaning Words
Reaching All English Language Learner Proficiency Levels
Beginning Help students understand the concept of synonyms, or multiple-meaning words,
by using realia such as a pair of glasses, a glass of water, and something made of
glass. Allow students to handle the props, and use pantomime as necessary. Once
students understand the concept of synonyms, they will grasp new multiple-
meaning words more readily.

Intermediate Use a graphic organizer such as the Four Square to help students track multiple-
meaning words and the various ways they are used. Encourage students to
review their graphic organizer frequently to commit each word’s many meanings
to memory.

Advanced Encourage students to use multiple-meaning words appropriately in their 2

writing. Provide pairs of students with a list of multiple-meaning words. Have
students write two or more sentences for each vocabulary word, using at least
two of the words’ different meanings.

Advanced Have small groups of students find examples of multiple-meaning words by

High watching or listening to news programs on the radio, television, Internet, or
other forms of media. Students can compile lists of multiple-meaning words as
they are listening or viewing. Students can then present to the class a summary
of one story they listened to that included a multiple-meaning word. Part of the
presentation should show how the multiple-meaning word was used in the story
and explain other meanings the word could possibly have in other contexts.

NOTES

Lesson 2.8 Using Multiple-Meaning Words 2–51

 LESSON 2.9 VOCABULARY STRATEGIES
2 Recognizing Cognates
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to identify
cognates when reading texts in English.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
cognate a word that is related to another
word that shares the same root word and
a similar spelling, pronunciation, and
meaning
false cognate a word that appears to be
related to another word by sound and
spelling, but that has a different meaning
Go To Section 3 for Content Area Lessons that
use the Recognizing Cognates strategy.
Mathematics, pp. 3–114 to 3–123
Go To Section 4 for Blackline Master.
Three-Column Chart, pp. 4–80
2–52 Section 2 Strategy Models
DEFINING the Strategy
• Cognate awareness allows students to use their first-language
knowledge to acquire new vocabulary.
• Recognizing cognates is an especially important strategy for
Spanish-speaking English Language Learners to acquire as more
than a third of all English words share common Latin-based root
words with Spanish.
• Learning to use context to recognize false cognates helps students
acquire a more sophisticated understanding of English.
USING the Strategy
• Read text aloud while students flag words that they recognize
as cognates. Pairs of students should look the words up in a
dictionary to ensure that they are not false cognates.
• Discuss false cognates and their possible origin. Note for
students that often false cognates come from the same root but
differentiated in meaning over hundreds of years.
• Have students keep ongoing lists of cognates and practice
spelling and pronunciation frequently.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Present a list of cognates to students, along with a cloze exercise
in which they are to fill in sentence blanks from a list of cognates.
Have them use a bilingual dictionary to check their spelling.
• Present students with a list of cognates that has some false
cognates mixed in. Have the students pair the English and
Spanish versions of the words and then provide definitions
for both.
• Present students with a list of cognates. Have them use the words
in sentences.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is an excerpt from a biography about the routine
scientist Edwin Hubble. See how the Recognizing Cognates routine is
Recognizing Cognates
modeled in the Interactive Question-Response that follows. Before
BEFORE READING
implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
Step 1 Define cognate and give
examples. Ask volunteers for
Edwin Hubble examples of cognates they know.
DURING READING
The Hubble Telescope is a very powerful telescope that gives us
an amazing view of the universe. The telescope was named after Step 2 Preview cognates in the
Edwin Hubble, one of the most important astronomers of recent text. Practice differences in
times. His observations altered the way scientists thought about pronunciations.
the universe. He discovered galaxies beyond our Milky Way Galaxy Step 3 Read the text aloud. Pause
and calculated that the universe is expanding. How did Hubble to review meanings and 2
become such an accomplished astronomer? pronunciations in the text.
Discuss the concept of false
Step 1 Some words in English look similar to words in other languages.
cognates.
These words are called cognates. For example, the English word giant AFTER READING
sounds like the Spanish word gigante. Cognates are spelled similarly, and
they mean the same thing. Do you know any other examples? family, familia
Step 4 Write English words, cognates,
and definitions on the Three-
Step 2 Let’s skim the paragraph to see if there are any cognates. I see the
Column Chart. (Do not record
word telescope. Pronounce telescope. What Spanish word does telescope
remind you of? telescopio Right. Telescope looks like the Spanish word
false cognates.)
telescopio. It is spelled similarly, and it means the same thing. Have a volunteer Step 5 Use the chart to review cognates
help you pronounce the word. Point out the differences in pronunciation. in a cooperative learning activity.
Step 3 Follow along as I read aloud. When you hear a word that sounds
like a cognate, make a small mark next to it. What did you find? important,
astronomer, observations Very good. Say the words and have a volunteer say
their cognates. But sometimes a cognate means different things in Spanish
and English. These words are called false cognates. Be sure to check the
meanings in a dictionary so that you can recognize false SCIENCE
cognates.
Step 4 Let’s use the Three-Column Chart to record the Three-Column Chart
cognates and their definitions. Let’s label the columns
English, Spanish, and Definition. Okay, so our first word will English Spanish Definition
be telescope in English and telescopio in Spanish. What
is a telescope? a machine used for looking at the sky that telescope telescopio an instrument for
looking at stars
makes the sky look closer That’s right. Write that in the third important importante
column. Have students use a bilingual dictionary to check astronomer astrónomo something with much
value
their definitions. observation observación
one who studies stars
Step 5 With a partner, work through the other cognates and space
we discovered.
a record or description

Lesson 2.9 Recognizing Cognates 2–53

 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

routine The passage below is an excerpt from a social studies text that discusses
the building of the Panama Canal. See how the Recognizing Cognates
Recognizing Cognates
routine is modeled in the Interactive Question-Response that follows.
BEFORE READING
Before implementing the strategy instruction, begin with the Preparing
Step 1 Define cognate and give Students for Learning routine in Section 1, p. 1–32.
examples. Ask volunteers for
examples of cognates they know. The Panama Canal
DURING READING
One look at a map of Panama will show that the Atlantic and
Step 2 Preview cognates in the Pacific oceans are about only 50 miles apart. The Panama Canal is a
text. Practice differences in passageway made by people that connects the Atlantic and Pacific
pronunciations. oceans. Following a failed French attempt to build the canal in the
Step 3 Read the text aloud. Pause 1880s, the project was finally completed in the early 1900s by the
to review meanings and United States. The building of the canal resulted in the combined
pronunciations in the text. death toll of over 25,000 people. Malaria took many lives, as did
Discuss the concept of false yellow fever. In addition, many workmen died in landslides during
cognates. construction. In fiscal year 2008, nearly 15,000 ships were assisted
AFTER READING through the canal, saving countless hours and many thousands of
Step 4 Write English words, cognates, dollars.
and definitions on the Three-
Column Chart. (Do not record Step 1 Some words in English look similar to words in other languages.
These words are called cognates. For example, the English word important
false cognates.)
looks like the Spanish word importante. Cognates are spelled similarly, and
Step 5 Use the chart to review cognates they mean the same thing. Do you know any other examples? national,
in a cooperative learning activity. nacional
Step 2 Let’s skim the paragraph to see if there are any cognates. I see the
word map. What Spanish word does map remind you of? mapa Right. Map
looks like the Spanish word mapa. It is spelled similarly, and it means the
same thing. Have a volunteer help you pronounce the word. Point out the
differences in pronunciation.
SOCIAL STUDIES Step 3 Follow along as I read the paragraph aloud. When
you hear a word that sounds like a cognate, make a
Three-Column Chart small mark next to it. What did you find? canal, combined,
malaria, assisted Very good. Say the words and have a
English Spanish Definition volunteer say their cognates. Sometimes a cognate means
different things in Spanish and English. These words are
map mapa a flat representation of called false cognates. Be sure to check the meanings in a
canal canal all or part of Earth
dictionary so that you can recognize false cognates.
combined combinado something with much
value Step 4 Let’s use the Three-Column Chart to record the
malaria malaria cognates and their definitions. Let’s name the columns
to put two or more
things together English, Spanish, and Definition. Okay, so our first word
will be map in English and mapa in Spanish. What is
a tropical disease that
causes high fever a map? a chart that shows how to get someplace That’s
right. Write that in the third column. Have students use a
bilingual dictionary to check their definitions.
Step 5 With your partner, work through the other
cognates we discovered.

2–54 Section 2 Strategy Models

 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is an excerpt from a language arts text that routine
introduces the novel The Milagro Beanfield War. See how the
Recognizing Cognates
Recognizing Cognates routine is modeled in the Interactive Question-
BEFORE READING
Response that follows. Before implementing the strategy instruction,
begin with the Preparing Students for Learning routine in Section 1, Step 1 Define cognate and give
p. 1–32. examples. Ask volunteers for
examples of cognates they know.
The Milagro Beanfield War DURING READING

The Milagro Beanfield War is a novel by author John Nichols that was Step 2 Preview cognates in the
published in 1974. The story is based on true events that involved text. Practice differences in
one man fighting back against a large dam that was ruining local pronunciations.
farming efforts, the former life-blood of the town of Milagro. The Step 3 Read the text aloud. Pause
story is a tale of competing priorities and differing views about to review meanings and 2
the meaning of rich. Does money make a town rich? Does a tie to pronunciations in the text.
the land and to one’s neighbors make a town rich? According to this Discuss the concept of false
novel, it depends upon your perspective. cognates.
AFTER READING
Step 1 Some words in English look similar to words in other languages. Step 4 Write English words, cognates,
These words are called cognates. For example, the English word bank looks
and definitions on the Three-
like the Spanish word banco. Cognates are spelled similarly, and they mean
Column Chart. (Do not record
the same thing. Do you know any other examples? globe, globo
false cognates.)
Step 2 Let’s skim the paragraph to see if there are any cognates. I see the
word author. What word in Spanish does author remind you of? autor Right. Step 5 Use the chart to review cognates
Author looks like the Spanish word autor. It is spelled similarly, and it means in a cooperative learning activity.
the same thing. Have a volunteer help you pronounce the word. Point out the
differences in pronunciation.
Step 3 Follow along as I read the paragraph aloud. When you hear a word
that sounds like a cognate, make a small mark next to it. What did you find?
story, large, ruining, competing, priorities, rich Good. Say the
words and have a volunteer say their cognates. Sometimes LANGUAGE ARTS
a cognate means different things in Spanish and English.
These words are called false cognates. Be sure to check Three-Column Chart
the meanings in a dictionary so that you can recognize
false cognates. English Spanish Definition
Step 4 Let’s use the Three-Column Chart to record the
author autor a person who writes
cognates and their definitions. Let’s label the columns
English, Spanish, and Definition. Okay, so our first word story historia a telling of events, real
or imagined
will be author in English and autor in Spanish. What is an ruining arruinando
author? somebody who writes That’s right. Let’s put the competing compitiendo destroying
definition in the third column of the chart. Have students priorities prioridades things that are in
use a bilingual dictionary to check their definitions. conflict are competing
rich rico
Step 5 With your partner, work through the other ideas put into order
from most to least
cognates we discovered. important
having an abundance
of something, often
money

Lesson 2.9 Recognizing Cognates 2–55

ELV912_TX_S2_L09_893449.indd 55 2/10/10 4:58:35 PM

 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

routine The passage below provides directions for a story problem that
students were asked to work on when they arrived to class. See how the
Recognizing Cognates
Recognizing Cognates routine is modeled in the Interactive Question-
BEFORE READING
Response that follows. Before implementing the strategy instruction,
Step 1 Define cognate and give begin with the Preparing Students for Learning routine in Section 1,
examples. Ask volunteers for p. 1–32.
examples of cognates they know.
DURING READING Pop Quiz
Step 2 Preview cognates in the Directions: Copy the problem that I will soon reveal onto a blank
text. Practice differences in sheet of paper. Then complete the calculation, using the map on
pronunciations. page 108 of your textbook and everything we have learned about
Step 3 Read the text aloud. Pause distance problems. When you finish, you may assist your partner.
to review meanings and
Step 1 Some words in English look similar to words in other languages.
pronunciations in the text.
These words are called cognates. For example, the English word kilogram
Discuss the concept of false
looks like the Spanish word kilogramo. Cognates are spelled similarly, and
cognates. they mean the same thing. Do you know any other examples? pearl, perla
AFTER READING
Step 2 Let’s skim the paragraph to see if there are any cognates. I see
Step 4 Write English words, cognates,
the word directions. What Spanish word does directions remind you of?
and definitions on the Three-
direcciones Right. Directions looks like the Spanish word direcciones. It is
Column Chart. (Do not record spelled similarly, and it means the same thing. Have a volunteer help you
false cognates.) pronounce the word. Point out the differences in pronunciation.
Step 5 Use the chart to review cognates Step 3 Follow along as I read the directions aloud. When you hear a
in a cooperative learning activity. cognate, make a small mark next to it. Read the directions. What did you
find? copy, paper, calculate, map, distance, problems Very good. Say the words
and have a volunteer say their cognates. Sometimes a cognate means
different things in Spanish and English. These words are called false
cognates. Be sure to check the meanings in a dictionary so that you can
recognize false cognates.
MATHEMATICS Step 4 Let’s use the Three-Column Chart to record the
cognates and their definitions. Let’s label the columns
Three-Column Chart English, Spanish, and Definition. Okay, so our first word
will be directions in English and direcciones in Spanish.
English Spanish Definition What are directions? information that tells you how to
do something That’s right. Let’s put the definition in the
directions direcciones words that tell you third column of the chart. Have students use a bilingual
copy copia how to do something dictionary to check their definitions.
paper papel to make another one Step 5 With your partner, work through the other
like the first one
calculate calcular cognates we discovered.
a thing to write on
map mapa
figure out
distance distancia
a flat representation of
problem problema Earth or part of Earth
the amount of space
between two points
something that needs
to be figured out

2–56 Section 2 Strategy Models

ELV912_TX_S2_L09_893449.indd 56 2/10/10 4:58:38 PM

STRATEGY: Recognizing Cognates
Reaching All English Language Learner Proficiency Levels
Beginning Pronounce all of the English cognates on the Three-Column Chart and have
students repeat. Put students in mixed cooperative learning groups with
Advanced and Advanced High students to create flash cards to practice the
pronunciations and meanings of the words.

Intermediate Have students read a section of text, identifying possible cognates and then
looking them up in the dictionary to ensure that none of them are false cognates.

Advanced Have partners take turns reading the text aloud, identifying possible cognates.
They should discuss spelling differences and definitions and decide if the words
they identified are cognates or false cognates. Have students confirm their
predictions by looking up the words in a dictionary. 2
Advanced Pair Advanced High students with Beginning and Intermediate students. Have
High the pairs read sections of text together to identify and define cognates and false
cognates.

NOTES

Lesson 2.9 Recognizing Cognates 2–57

 LESSON 2.10 VOCABULARY STRATEGIES
2 Identifying Idioms and Expressions
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to understand
and use idioms and expressions.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
expression a figure of speech or saying
idiom an expression whose literal meaning
is different from its actual meaning, such as
catch his eye, turn the tables, or over the hill
Go To Section 3 for Content Area Lessons
that use the Identifying Idioms and
Expressions strategy.
Language Arts, pp. 3–72 to 3–79
Go To Section 4 for Blackline Master.
Flash Cards, p. 4–71
2–58 Section 2 Strategy Models
DEFINING the Strategy
• English Language Learners must be able to identify idioms,
sayings, and expressions to realize that the phrases are not to be
taken literally.
• Determining the meanings of idioms, sayings, and expressions
requires that students use context, dictionaries, peer support, and
other resources to determine meaning.
• Understanding the meanings of idioms, sayings, and expressions
in English helps students build better communication skills to
use in everyday situations and in the classroom.
USING the Strategy
• Read through the text, identifying idioms, sayings, and
expressions and discussing how knowledge of the individual
words in the phrases does not necessarily support comprehension.
• Use context, a dictionary, or another language resource, such as
peers, to understand the correct meaning of an idiom, saying, or
expression.
• Use flash cards to record idioms, sayings, and expressions and
their meanings.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Provide students with a sentence that contains strong context to
figure out the meaning of an idiom, saying, or expression in the
sentence. Have them select the correct meaning from a list of
three or four possible choices.
• Have students act out idioms, sayings, or expressions they have
learned in conversation or during the course of a lesson, such as
slow as molasses or as quiet as a mouse. Then have students use the
idioms or expressions in sentences to demonstrate meaning.
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a science lesson discussing the fight- routine
or-flight response. See how the Idioms and Expressions routine is
Idioms and Expressions
modeled in the Interactive Question-Response that follows. Before
BEFORE READING
implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32. Step 1 Point out how understanding
the individual words in an idiom
The Fight-or-Flight Response or expression do not necessarily
The autonomic nervous system is responsible for the fight-or-flight help the reader understand its
response, the body’s preparation to expend energy in panicky meaning.
DURING READING
situations. For example, if someone challenges you, you need either
to fight or to run away (flight). The body senses your situation and Step 2 Emphasize the use of context to
directs blood flow away from non-emergency functions, such as figure out the meaning of the
digestion, and toward the large muscle groups needed to fight or idiom or expression.
AFTER READING 2
run. But the body does not always know when nervousness is caused
by life-threatening situations or something less frightening. That is
Step 3 Point out that dictionaries
and other resources, such as
why, when you have some stress—such as when giving a speech
conversations with peers, can
or taking a test—you might still have a fight-or-flight response and
help confirm meanings.
experience “butterflies in your stomach.”
Step 4 Direct students to make Flash
Step 1 In the last sentence of this paragraph, we see an idiom. An idiom Cards as a record of idioms and
is an expression, or saying, that has a meaning that is different from the
expressions found in texts.
combined meaning of its parts. Sometimes idioms are used in an informal
or casual setting. Let’s read the sentence, and you will see what I’m talking
about. Read the sentence. What does it mean to have “butterflies in your
stomach”? to feel fluttering in your stomach Right. But we cannot get that
meaning from the meaning of the words butterfly and stomach. Would a
doctor use that expression? No. Why not? Because it is a casual expression.
Step 2 Oftentimes we can tell the meaning of an idiom, saying, or
expression from the context, or the surrounding information. Here, the
paragraph talks about blood flowing to muscles in case SCIENCE
a person should have to run away or fight. We know that
blood goes away from the stomach, and we know that Flash Cards
butterflies flutter. When you get nervous, how might your
stomach feel? It might feel like butterflies fluttering in my butterflies in the stomach a fluttery feeling in
stomach. Good. We can use the context to understand the stomach caused by
that blood rushing away from the stomach might cause a nervousness
fluttery feeling.
Step 3 Some other sources for finding the meaning of
idioms, sayings, or expressions are your friends, teachers,
online idiom databases, and sometimes dictionaries.
Step 4 We are going to start a deck of Flash Cards to
keep track of new idioms, sayings, or expressions we
come across and their meanings. You can add to this deck
in other classes or while you are reading for fun. If you
find idioms, sayings, or expressions outside of this class,
please share them with the group next time you attend
this class.

Lesson 2.10 Identifying Idioms and Expressions 2–59

ELV912_TX_S2_L10_893449.indd 59 2/10/10 4:59:30 PM

 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Idioms and Expressions
BEFORE READING
Step 1 Point out how understanding
the individual words in an idiom
or expression do not necessarily
help the reader understand its
meaning.
DURING READING
Step 2 Emphasize the use of context to
figure out the meaning of the
idiom or expression.
AFTER READING
Step 3 Point out that dictionaries
and other resources, such as
conversations with peers, can
help confirm meanings.
Step 4 Direct students to make Flash
Cards as a record of idioms and
expressions found in texts.
SOCIAL STUDIES
Flash Cards
bear market a financial market that is
moving down
2–60 Section 2 Strategy Models
ELV912_TX_S2_L10_893449.indd 60
SOCIAL STUDIES Interactive Question-Response
The passage below is from a social studies text describing the financial
market. See how the Idioms and Expressions routine is modeled in the
Interactive Question-Response that follows. Before implementing the
strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
The Financial Market
The financial market, or stock market, is a worldwide mechanism
that allows groups and individuals to buy and sell financial
securities such as stocks and bonds. The market has been observed
to have cyclical highs and lows, with some cycles being short and
some being fairly long. When the market is down, it is said to be
a bear market. This kind of market is difficult for investors. When
the market is up, it is said to be a bull market. The term bearish
is also used to express pessimisms regarding the market, and the
term bullish is used to express optimism.
Step 1 This paragraph contains some idioms. An idiom is an expression,
or saying that has a meaning that is different from the combined meaning
of its parts. Listen to this sentence, “When the market is down, it is said to
be a bear market.” We cannot figure out the meaning of bear market from
its parts bear and market. It is not a place to buy bears, and it is not a place
where bears shop. What does the expression mean? a financial market that
is down Right.
Step 2 Oftentimes we can tell the meaning of an idiom, saying or,
expression from the context, or the surrounding information. That is what’s
happening in this paragraph. Each idiom is defined in the paragraph. What
is the definition of a bull market? a market that is up Right.
Step 3 Some other sources for finding the meaning of
idioms, sayings, and expressions are your friends, teachers,
online idiom databases, and sometimes dictionaries.
Step 4 We are going to start a deck of Flash Cards to
keep track of new idioms, sayings, and expressions we
come across and their meanings. You can add to this deck
in other classes or while you are reading for fun. If you
find idioms, sayings, and expressions outside of this class,
please share them next time you attend this class.
2/10/10 4:59:32 PM
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is from a language arts lesson based on a passage routine
from Tarzan of the Apes by Edgar Rice Burroughs. See how the Idioms
Idioms and Expressions
and Expressions routine is modeled in the Interactive Question-
BEFORE READING
Response that follows. Before implementing the strategy instruction,
begin with the Preparing Students for Learning routine in Section 1, Step 1 Point out how understanding
p. 1–32. the individual words in an idiom
or expression do not necessarily
from Tarzan of the Apes by Edgar Rice Burroughs help the reader understand its
We all tried to look on the bright side of things, but Mr. Philander, meaning.
DURING READING
and Mr. Clayton—he joined us in London just for the adventure—
both felt as skeptical as I. Well, to make a long story short, we found Step 2 Emphasize the use of context to
the island and the treasure—a great iron-bound oak chest, wrapped figure out the meaning of the
in many layers of oiled sailcloth, and as strong and firm as when it idiom or expression.
AFTER READING 2
had been buried nearly two hundred years ago.
Step 3 Point out that dictionaries
Step 1 In the first sentence of this paragraph, we see an idiom. An idiom and other resources, such as
is an expression, or saying, that has a meaning that is different from the conversations with peers, can
combined meaning of its parts. Let’s read the first sentence, and you will help confirm meanings.
see what I’m talking about. Read the sentence. What is a more formal way to
say “look on the bright side”? to think positive thoughts Right. But we cannot Step 4 Direct students to make Flash
get that meaning from the meaning of the words look, bright, and side. Cards as a record of idioms and
expressions found in texts.
Step 2 Oftentimes what we can do is to tell the meaning of an idiom,
saying, or expression from the context, or the surrounding information.
Here, we see “We tried to look on the bright side but…” The word but tells
us that whatever follows is going to be the opposite of what has come
before. Now look at the word skeptical. Do you think skeptical means “to
look on the bright side”? No. What do you think it means? It means
not to look on the bright side. Good!
Step 3 Some other sources for finding the meaning of
idioms, sayings, or expressions are your friends, teachers, LANGUAGE ARTS
online idiom databases, and sometimes dictionaries.
Step 4 We are going to start a deck of Flash Cards to Flash Cards
keep track of new idioms, sayings, or expressions we
come across and their meanings. You can add to this deck to look on the bright side to think positively
in other classes or while you are reading for fun. If you
find idioms, sayings, or expressions outside of this class,
please share them with the group next time you attend
this class.

Lesson 2.10 Identifying Idioms and Expressions 2–61

ELV912_TX_S2_L10_893449.indd 61 2/10/10 4:59:34 PM

 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Idioms and Expressions
BEFORE READING
Step 1 Point out how understanding
the individual words in an idiom
or expression do not necessarily
help the reader understand its
meaning.
DURING READING
Step 2 Emphasize the use of context to
figure out the meaning of the
idiom or expression.
AFTER READING
Step 3 Point out that dictionaries
and other resources, such as
conversations with peers, can
help confirm meanings.
Step 4 Direct students to make Flash
Cards as a record of idioms and
expressions found in texts.
MATHEMATICS
Flash Cards
work around the clock
2–62 Section 2 Strategy Models
ELV912_TX_S2_L10_893449.indd 62
MATHEMATICS Interactive Question-Response
The passage below is from a mathematics story problem. See how the
Idioms and Expressions routine is modeled in the Interactive Question-
Response that follows. Before implementing the strategy instruction,
begin with the Preparing Students for Learning routine in Section 1,
p. 1–32.
In order to complete the work, the contractor worked around
the clock. In fact, beginning on a Wednesday, he and his crew of
17 workers worked 2,000 hours in two weeks. They did not work
weekends, and one person left after two average days of work.
Another person could work only 4 hours a day. 1. How many hours
did the average worker put in during an average day? 2. How
many hours did an average worker put in over the course of the
two weeks? 3. If the highest wage was $40 per hour, the lowest
wage was $17 per hour, and the average wage was $25 per hour,
how much money did the average worker make in the two weeks?
Remember, the worker got 150% of his wage for every hour worked
over 40 hours.
Step 1 In the first sentence of this story problem, we see an idiom. An
idiom is an expression, or saying, that has a meaning that is different from
the combined meaning of its parts. Let’s read the first sentence, and you
will see what I’m talking about. Read the sentence. What does it mean to
“work around the clock”? to work a long day Right. But we cannot get that
meaning from the meaning of the words work, around, and clock. After all,
this contractor is not a clock-maker.
Step 2 Oftentimes what we can do is tell the meaning of an idiom, saying,
or expression from the context, or the surrounding information. Here, the
story problem talks about the workers working very long hours. We know
that in a day, the hands on a clock travel around. So what
do you think the idiom “around the clock” means in this
context? The workers worked all day, like the hands of a
clock going around all day. Good!
to work long hours Step 3 Besides context, some sources for finding the
meaning of idioms, sayings, and expressions are your
friends, teachers, online idiom databases, and sometimes
dictionaries.
Step 4 We are going to start a deck of Flash Cards to
keep track of new idioms, sayings, and expressions we
come across and their meanings. You can add to this deck
in other classes or while you are reading for fun. If you
find idioms, sayings, and expressions outside of this class,
please share them with the group next time you attend
this class.
2/10/10 4:59:37 PM
STRATEGY: Identifying Idioms and Expressions
Reaching All English Language Learner Proficiency Levels
Beginning Explain that some idioms and expressions are appropriate for formal, or serious,
purposes, and others are appropriate for informal, or casual purposes. Have
students use Flash Cards and simple statements to respond to either/or and
yes/no questions about the idioms, sayings, and expressions in text. Ask students
to tell if the idiom is formal or informal.

Intermediate Have students sort idiom and expression Flash Cards according to their topics,
such as expressions about people, expressions about money, expressions about
emotions, and so on. Have students identify the topics they used to sort the
idioms and expressions and have them respond to appropriate questions that
you ask. Example: If you want to tell about how much you like something, what
idioms or expressions can you use? 2
Advanced Encourage students to recognize familiar idioms, sayings, and expressions
while listening and reading. Have them identify and keep a list of idioms and
expressions used in popular songs, advertising slogans they hear on the radio or
see on television, or another form of media. Students can present the lists to the
class in context and explain the meanings of the idioms or expressions.

Advanced Have students compile a list of idioms and expressions they hear in everyday
High conversation, television programs, or in advertising campaigns. Students can
work in small groups to write a short story or play that features the idioms,
sayings, or expressions. The groups should then act out the story or play for the
class. After the presentation, the groups can restate the meanings of the idioms
and expressions featured in the story or play.

NOTES

Lesson 2.10 Identifying Idioms and Expressions 2–63

 LESSON 2.11 VOCABULARY STRATEGIES
2 Using Vocabulary to Retell
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to increase reading
comprehension and internalize vocabulary by
retelling stories or information.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
caption a comment or dialogue that
accompanies a picture
Go To Section 3 for Content Area Lessons that
use the Using Vocabulary to Retell
strategy.
Fine and Applied Arts, pp. 3–148 to
3–157, 3–176 to 3–183
Go To Section 4 for Blackline Master.
Caption Notes, p. 4–64.
2–64 Section 2 Strategy Models
ELV912_TX_S2_L11_893449.indd 64
DEFINING the Strategy
• Retelling stories and information by sequencing and describing
events or facts helps students expand oral language proficiency.
• For English Language Learners, retelling a story or information
requires that students grasp the meaning of new vocabulary
words used in different contexts. They must understand and
internalize the new words before they can use them to retell
stories or information.
• Retelling stories or information helps students understand
specific components of stories, such as setting, plot, and
characters, as well as components of information, such as main
ideas, details, facts, and opinions.
USING the Strategy
• Students will retell a story or information by using accessible
language and new vocabulary words. Preview the meanings of the
new vocabulary words they will use to retell information.
• Have students read the text and underline new vocabulary words
as they go.
• Ask the class questions to help them paraphrase the key elements
in the story or information by using new vocabulary words.
The student summaries will serve as captions for the graphic
organizers.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Ask questions to determine if students understood what
happened in the story or the main idea of the information
presented. The questions should be structured so that students
can use vocabulary words to answer them.
• Have students use a graphic organizer to retell a story or
information to the class or small groups. If necessary, ask
questions to prompt students to give more information.
Encourage the class to ask questions as well.
2/10/10 5:00:29 PM
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is drawn from a section of geology text covering routine
mountain formation. See how the Using Vocabulary to Retell routine is
Using Vocabulary to Retell
modeled in the Interactive Question-Response that follows. Before
BEFORE READING
implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
Step 1 Preview the vocabulary words
and their meanings. Tell students
The Making of Mountains they can use vocabulary words to
Forces underneath the Earth’s surface create mountains in a variety retell stories or information.
DURING READING
of ways. Tectonic plate convergence, when plates on the earth’s
surface collide, causes fold or fault mountains. These types of Step 2 Read the text aloud. Have the
mountains tend to run in lines called ranges. Many of the Rocky students underline vocabulary
Mountains are fold mountains. Several mountains in Utah are words and repeat them aloud.
fault block mountains. Volcanic action also forms mountains. Step 3 Lead students to deduce the 2
Sometimes volcanoes erupt, causing cone-shaped mountains. meaning of key vocabulary words.
Other times, magma pushes the earth up but does not always break AFTER READING
through, causing dome-shaped mountains. Step 4 Ask the class questions to
paraphrase key events or
Step 1 We will study mountain formations. The paragraph contains words information.
that you know. It also introduces some new vocabulary. After we read, we
will create a comic strip that shows what we learned. First let’s preview the Step 5 Students use the information and
words. Using word cards, have students repeat the words. vocabulary words to complete
Step 2 Follow along as I read. In this first reading, I will stop when we come the Caption Notes.
to a vocabulary term. You repeat the word after me and underline it. Read
until you come to the term plate convergence. Okay, underline the term and
Step 6 Students use the graphic
say it with me. plate convergence Good. Stop at each vocabulary word. organizer to retell the story or
information.
Step 3 Let’s see if we can tell the meaning of each vocabulary word. Again,
read to the end of the sentence containing plate convergence. Did you see the
definition? when plates on the Earth’s surface collide Good. Collide means “run
into each other.” Lead the class to define all the vocabulary. SCIENCE
Step 4 Now let’s tell the information in our own words. Caption Notes
Use the key words plate convergence and ranges. Mountain
Plate convergence is one
ranges are formed in different ways. One way is from plate way to make mountains.
convergence. Another way is from volcanic action. Perfect.
Step 5 Using the Caption Notes, let’s retell the story
with the three vocabulary words. At the top, we want
to use plate convergence in our sentence and show it in
the illustration. What can you write? Plate convergence is Plate convergence makes
one way to make mountains. Good. Repeat with the other mountain ranges.
vocabulary words.
Step 6 Who would like to retell the information using the
comic strip you created in the graphic organizer?

Volcanic action makes cone-

shaped or dome-shaped
mountains.

Lesson 2.11 Using Vocabulary to Retell 2–65

 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

routine
Using Vocabulary to Retell
BEFORE READING
Step 1 Preview the vocabulary words
and their meanings. Tell students
they can use vocabulary words to
retell stories or information.
DURING READING
Step 2 Read the text aloud. Have the
students underline vocabulary
words and repeat them aloud.
Step 3 Lead students to deduce the
meaning of key vocabulary words.
AFTER READING
Step 4 Ask the class questions to
paraphrase key events or
information.
Step 5 Students use the information and
vocabulary words to complete
the Caption Notes.
Step 6 Students use the graphic
organizer to retell the story or
information.
SOCIAL STUDIES
Caption Notes
The Liberty Bell was iconic.
The women’s suffrage
movement adopted the
Liberty Bell as a symbol.
The passage below is from an American history lesson about a replica
of the Liberty Bell. See how the Using Vocabulary to Retell routine is
modeled in the Interactive Question-Response that follows. Before
implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
The Other Liberty Bell
The Liberty Bell had reached such an iconic state by the early 20th
century that the women’s suffrage movement adopted it in their
own way. Katerine Ruschenberger bought a replica of the bell and
had the bell’s clapper chained so that it could not be rung. When
women gained the right to vote in 1919, the clapper was unchained,
and the “Justice Bell” was rung for the first time.
Step 1 We will read about a little-known twist on the Liberty Bell’s fame.
After we read, we will create a comic strip that retells the information we
have learned. First let’s preview new vocabulary. Using word cards, have
students repeat the words after you show and say them.
Step 2 Follow along as I read. In this first reading, I will stop when we come
to a vocabulary word. You repeat the word after me and underline it. “The
Liberty Bell had reached such an iconic state.” Okay, underline the word
iconic and say it with me. iconic Good. Stop at each vocabulary word.
Step 3 Let’s see if we can tell the meaning of each vocabulary word. Read
the entire first sentence. Why would the women want to adopt the Liberty
Bell? because it was famous Good. Lead class to define each word. Provide
definition if necessary.
Step 4 Now let’s paraphrase what we’ve learned, or tell it again in our own
words. Remember, the Liberty Bell was iconic. The Liberty Bell was famous.
The women who wanted to vote made a copy of it and did not
ring it until they got the right to vote.
Step 5 Using the Caption Notes, let’s retell the
information with the three vocabulary words. At the top,
we want to use iconic in our sentence and draw a picture
to show iconic. What will the sentence be? The Liberty
Bell was iconic. Good. And what will the picture be? People
gathered around the original, cracked bell. Repeat with the
other vocabulary words.
Step 6 Who would like to retell the information using the
comic strip you created in the graphic organizer?

They made a replica of

the bell.

2–66 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is a fable by Aesop. See how the Using Vocabulary routine
to Retell routine is modeled in the Interactive Question-Response that
Using Vocabulary to Retell
follows. Before implementing the strategy instruction, begin with the
BEFORE READING
Preparing Students for Learning routine in Section 1, p. 1–32.
Step 1 Preview the vocabulary words
The Wind and the Sun and their meanings. Tell students
The North Wind and the Sun were disputing which was the they can use vocabulary words to
stronger, when a traveler came along wrapped in a warm cloak. They retell stories or information.
DURING READING
agreed that the one who first succeeded in making the traveler
take his cloak off should be considered stronger than the other. Step 2 Read the text aloud. Have the
Then the North Wind blew as hard as he could, but the more he students underline vocabulary
blew the more closely did the traveler fold his cloak around him; and words and repeat them aloud.
at last the North Wind gave up the attempt. Then the Sun shined Step 3 Lead students to deduce the 2
warmly, and immediately the traveler took off his cloak. And so the meaning of key vocabulary words.
North Wind was obliged to confess that the Sun was the stronger AFTER READING
of the two. Step 4 Ask the class questions to
paraphrase key events or
Step 1 We will read a fable with three new vocabulary words. After we information.
read, we will create a comic strip that retells the story. First let’s preview the
words. Using word cards, have students repeat the words after you show and Step 5 Students use the information and
say them. vocabulary words to complete
Step 2 Follow along as I read. The first time, I will stop when we come to a the Caption Notes.
vocabulary word. You repeat the word after me and underline it. “The sun
and the wind were disputing.” Okay, underline the word and say it with me.
Step 6 Students use the graphic
disputing Good. Stop at each vocabulary word as you read. organizer to retell the story or
information.
Step 3 Let’s read through again and see if we can tell the meaning of
each vocabulary word. “The sun and the wind were disputing which was
stronger…” What can we tell about the meaning of disputing? They were
arguing. Very good. Lead class to define each word. LANGUAGE ARTS
Step 4 Now let’s paraphrase the story. That means we will Caption Notes
tell it again in our own words. Remember, the sun and the
The Sun and the North Wind
wind were disputing. They argued who was stronger. They were disputing who was
tried to get the man to take off his coat. The sun made it hot stronger. They tried to see
and won. who could get a man to
Step 5 Using the Caption Notes, let’s retell the story take his cloak off.
with the three vocabulary words. At the top, we want to
use disputing in our sentence and draw a picture to show The North Wind attempted
disputing. What will the sentence be? The Sun and the to blow off the cloak. The
North Wind were disputing who was stronger. Good. And man hugged his cloak
what will the picture be? the two arguing Repeat with the tighter.
other vocabulary words.
Step 6 Who would like to retell the story using the comic
strip you created in the graphic organizer? The Sun shined and the
man took off the cloak. The
Sun succeeded.

Lesson 2.11 Using Vocabulary to Retell 2–67

 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Using Vocabulary to Retell
BEFORE READING
Step 1 Preview the vocabulary words
and their meanings. Tell students
they can use vocabulary words to
retell stories or information.
DURING READING
Step 2 Read the text aloud. Have the
students underline vocabulary
words and repeat them aloud.
Step 3 Lead students to deduce the
meaning of key vocabulary words.
AFTER READING
Step 4 Ask the class questions to
paraphrase key events or
information.
Step 5 Students use the information and
vocabulary words to complete
the Caption Notes.
Step 6 Students use the graphic
organizer to retell the story or
information.
MATHEMATICS
Caption Notes
The circumference is the
distance around a circle.
The radius of this circle is
4 feet.
The diameter of this circle
is 8 feet.
2–68 Section 2 Strategy Models
MATHEMATICS Interactive Question-Response
The story problem below is from a section of mathematics text
that covers circles. See how the Using Vocabulary to Retell routine is
modeled in the Interactive Question-Response that follows. Before
implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
Find the circumference, or perimeter, of a circle. The circle’s radius
is 4 feet. Remember that the process is to multiply the diameter of
the circle times pi.
Step 1 We are going to read and investigate this mathematics problem
together. After we read, we will create a comic strip that retells the meaning
of the new vocabulary. First let’s preview the words. Using word cards, have
students repeat the words after you show and say them.
Step 2 Follow along as I read. The first time, I will stop when we come to a
vocabulary word. You repeat the word after me and underline it. “Find the
circumference, or perimeter, of a circle.” Okay, underline circumference and
say it with me. circumference Good. Stop at each vocabulary word.
Step 3 Let’s read through again and see if we can tell the meaning of each
vocabulary word. “Find the circumference, or perimeter, of a circle.” It looks
like circumference means the same as perimeter. Who remembers from
yesterday what these words mean? the distance around Right. Perimeter is
the distance around something. Circumference is the distance around a
circle. Very good. Lead class to define each word.
Step 4 Now let’s paraphrase what we have learned. That means we will tell it
again in our own words. Remember, we are finding the circumference. To find
the distance around a circle, you multiply the distance across the circle times pi.
Step 5 Using the Caption Notes, let’s retell the
information with the three vocabulary words. At the top,
we want to use circumference in our sentence and draw
a picture to show circumference. What will the sentence
be? The circumference is the distance around a circle.
Good. And what will the picture be? a circle with an arrow
pointing to the outside line Repeat with the other vocabulary
words.
Step 6 Who would like to retell the information using the
comic strip you created in the graphic organizer?
STRATEGY: Using Vocabulary to Retell
Reaching All English Language Learner Proficiency Levels
Beginning Read a passage aloud and have students repeat vocabulary words after you.
Give students images that feature the vocabulary words, and have them match
the images with the correct information or events.

Intermediate Read the story chorally with students. Students work in pairs to complete the
graphic organizer by using another selection you provide that features boldface
vocabulary words. Students must use at least one vocabulary word per panel in
the graphic organizer.

Advanced Students read the text silently on their own and complete two graphic
organizers. The first panel is a title for the selection. The next five panels include
at least one vocabulary word in the Caption Notes. 2
Advanced Students work in pairs to read a news article that you provide with vocabulary
High words circled in the text. Students then complete two graphic organizers to
retell the information. They should include at least one vocabulary word in each
caption. Coach the students to retell the articles using a variety of grammatical
structures, sentence lengths and types, and connecting words.

NOTES

Lesson 2.11 Using Vocabulary to Retell 2–69

 LESSON 2.12 VOCABULARY STRATEGIES
2 Reviewing and Memorizing Vocabulary
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to review and
memorize vocabulary.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
mnemonic a short rhyme, phrase, or other
mental technique used to make information
easier to memorize
Go To Section 3 for Content Area Lessons that
use the Reviewing and Memorizing
Vocabulary strategy.
Language Arts, pp. 3–80 to 3–89
Mathematics, pp. 3–132 to 3–139
Go To Section 4 for Blackline Master.
Four Square, p. 4–73
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 2 then Lesson 12.
2–70 Section 2 Strategy Models
DEFINING the Strategy
• In all content areas, students are constantly introduced to new
vocabulary. It is critical for English Language Learners to know
how to reinforce newly acquired vocabulary.
• Reviewing new vocabulary will help students to increase
comprehension. Memorizing words enables students to quickly
recall meanings.
• The use of a mnemonic device, such as an acronym (a word
formed from parts of other words), a rhyme, grouping words
together, or creating an image, will help students memorize words
and their meanings.
USING the Strategy
• Preview the text with students for unfamiliar, content-related
vocabulary words.
• Use the Frayer Model with a graphic organizer to help students
understand the meaning of unfamiliar vocabulary.
• Develop a mnemonic device to use with one or more sections of
the graphic organizer.
• Make a recording of the definitions of new words. Have students
listen to and repeat the definitions.
• Review the text on the graphic organizer several times until
students are able to memorize the information.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Ask a multiple-choice question that requires students to choose
the definition of the word from a list of four choices.
• Provide a CLOZE sentence with a characteristic, a nonexample,
or an example of a word for students to complete.
• Use an “Expert” activity to have students explain the meaning of
one vocabulary word. Have each student choose one word and
use the graphic organizer to teach the word to a partner.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a science text about types of precipitation. routine
See how the Reviewing and Memorizing Vocabulary routine is
Reviewing and Memorizing
modeled in the Interactive Question-Response that follows. Before
implementing the strategy instruction, begin with the Preparing Vocabulary
Students for Learning routine in Section 1, p. 1–32. BEFORE READING
Step 1 Preview the text and identify
In order for rain to fall, condensation must first take place. unfamiliar words.
Condensation is when matter (in this case, water) changes from
Step 2 Write one vocabulary word in the
a gaseous state to a liquid state. Water vapor naturally condenses
center of the Four Square.
onto surfaces that are cooler than the vapor itself. For example, in DURING READING
hot weather, water vapor condenses onto the outside of a glass filled Step 3 Write the definition in the upper
with cool liquid. This condensate is called dew. In the atmosphere, left corner of the graphic organizer.
water vapor condenses onto particles of dust or other matter and
Step 4 Work with students to identify
2
falls as rain.
and add characteristics,
Step 1 Let’s review the paragraph to find key vocabulary. Can anybody nonexamples, and examples
identify important words? condensation Good. And how do we know it is to the appropriate boxes of the
important? the boldfacing Right. graphic organizer.
Step 2 Let’s use the Four Square to explore the term condensation. Write AFTER READING
condensation in the center oval. Step 5 Have students list additional
Step 3 In the upper left corner write the definition of the term. Who sees characteristics, examples, and
the definition? when water changes from a gas to a liquid Good. Now write this nonexamples.
in your graphic organizer. Play a recording of the definition.
Step 6 Create a mnemonic device for one
Step 4 Follow along as I read aloud. Read the passage, pausing as
appropriate. What characteristics about condensation did you read?
section of the graphic organizer.
Vapor condenses onto surfaces that are cooler than the vapor. Add this to the Step 7 Have partners use the graphic
top right box. organizer to review and
I see two examples of condensation. What are they? memorize each word.
dew, rain Very good. Write these examples in the bottom left box.
Condensation is when a gas turns to a liquid. What is it called when a liquid
turns to a solid? Think about when water turns to ice. SCIENCE
freezing Right. So freezing or ice are nonexamples. Write
these in the bottom right box. Four Square
Step 5 Now that we have finished reading, turn to a
partner and discuss the term condensation. Talk about Definition Characteristics
each box. when water changes from a gas to Vapor condenses onto surfaces that
Step 6 Let’s get some hands-on experience with our a liquid are cooler than the vapor.
example. See the water condensed on the sides of this
glass? Let students touch the glass.
Step 7 Work with a partner. Review the information on condensation
your organizer by reading it aloud several times.

Examples Nonexamples
dew freezing
rain ice

Lesson 2.12 Reviewing and Memorizing Vocabulary 2–71

 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

routine The passage below is from a social studies text about leaders during
World War II. See how the Reviewing and Memorizing Vocabulary
Reviewing and Memorizing
routine is modeled in the Interactive Question-Response that follows.
Vocabulary Before implementing the strategy instruction, begin with the Preparing
BEFORE READING
Students for Learning routine in Section 1, p. 1–32.
Step 1 Preview the text and identify
unfamiliar words. Leaders During World War II
A dictator is a leader who rules with absolute power. Dictators may
Step 2 Write one vocabulary word in the
use their power unjustly. In World War II, the dictators Hitler in
center of the Four Square.
DURING READING
Germany, Mussolini in Italy, and Hirohito in Japan formed the Axis
Step 3 Write the definition in the upper Powers in an attempt to take over other governments. The United
left corner of the graphic organizer. States under President Roosevelt formed the Allied Powers with
British Prime Minister Churchill. Although he ruled the Soviet Union
Step 4 Work with students to identify as a dictator, Stalin joined the Allies.
and add characteristics,
nonexamples, and examples Step 1 Before we read this paragraph, let’s preview it to find new words
to the appropriate boxes of the about the topic. Look for boldface words. What unfamiliar word do you
graphic organizer. see? dictators
AFTER READING Step 2 Write the word dictator in the center of your Four Square.
Step 5 Have students list additional Step 3 Read the first sentence aloud. I see the definition of the word. What is
characteristics, examples, and a dictator? a leader who rules with absolute power Write the definition in the
nonexamples. top left box. Play a recording of the definition.
Step 4 Follow along as I continue reading aloud. Continue reading, pausing
Step 6 Create a mnemonic device for one
as appropriate. What characteristics about dictators did you read? They may
section of the graphic organizer. use their power unjustly. Add this to the top right box.
Step 7 Have partners use the graphic What are the names of the dictators? Hitler, Hirohito, Mussolini, Stalin
organizer to review and These are examples of dictators. Write these names in the bottom left box.
memorize each word. What are the names of leaders who are not dictators? Roosevelt, Churchill
These are nonexamples of dictators. Write these names in the bottom
right box.
SOCIAL STUDIES Step 5 Now that we have finished reading, turn to a
partner and discuss the term dictators. Talk about each
Four Square box and write down any new details you think of.
Step 6 Look at the list of examples. We’ll use the first
Definition Characteristics letter of each name to make an acronym, or a new
a leader who rules with may use power unjustly word that will help you remember the names: HHMS
absolute power (pronounce “hums”). Say each with me and record the
acronym on your organizer.
Step 7 Work with a partner. Review the information on
your organizer by reading it aloud several times. Use the
dictator acronyms to help you memorize the names.
Examples
Hitler
Hirohito Nonexamples
Mussolini Roosevelt
Stalin (HHMS) Churchill

2–72 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is from the novel Little Women by Louisa May routine
Alcott. See how the Reviewing and Memorizing Vocabulary routine is
Reviewing and Memorizing
modeled in the Interactive Question-Response that follows. Before
implementing the strategy instruction, begin with the Preparing Vocabulary
Students for Learning routine in Section 1, p. 1–32. BEFORE READING
Step 1 Preview the text and identify
from Little Women by Louisa May Alcott unfamiliar words.
Nobody spoke for a minute; then Meg said in an altered tone, “You
Step 2 Write one vocabulary word in the
know the reason Mother proposed not having any presents this
center of the Four Square.
Christmas was because it is going to be a hard winter for everyone; DURING READING
and she thinks we ought not to spend money for pleasure, when Step 3 Write the definition in the upper
our men are suffering so in the army. We can’t do much, but we can left corner of the graphic organizer.
make our little sacrifices, and ought to do it gladly. But I am afraid
Step 4 Work with students to identify
2
I don’t.” And Meg shook her head, as she thought regretfully of all
the pretty things she wanted. and add characteristics,
nonexamples, and examples
Step 1 Before we read this paragraph, let’s preview it to find new words to the appropriate boxes of the
about the topic. Look for boldface words. What unfamiliar word do you graphic organizer.
see? regretfully AFTER READING
Step 2 Write the word regretfully in the center of your Four Square. Step 5 Have students list additional
Step 3 Read the passage aloud. I don’t see the definition of the word, but characteristics, examples, and
I see hints. Who can tell what regretfully means? sadly Good. Write the nonexamples.
definition in the top left box. Play a recording of the definition.
Step 6 Create a mnemonic device for one
Step 4 I am going to read the paragraph again. Please listen for hints that
section of the graphic organizer.
tell us regretfully means “sadly.” suffering, not gladly Add these to the top
right box. Step 7 Have partners use the graphic
Let’s see if we can find examples of things that caused Meg to think organizer to review and
regretfully. hard winter, no money, sacrifices Good. Write these names in the memorize each word.
bottom left box.
Now let’s see if we can see any words that are the opposite
of regretfully. We see that they should make sacrifices LANGUAGE ARTS
gladly, but Meg doesn’t. She does it regretfully instead. Is
there an opposite there? gladly Write gladly in the bottom Four Square
right box.
Step 5 Now that we have finished filling in the graphic Definition Characteristics
organizer, talk with a partner about the term regretfully. sadly suffering, not gladly
Write down any new details you think of.
Step 6 Let’s draw a picture to help us remember what
regretfully means. Look at the list of characteristics in the
top right box. What should we draw? a sad face Good.
regretfully
Step 7 Work with a partner. Review the information on
your organizer by reading it aloud several times. Use the
picture to help you memorize the meaning of regretfully. Examples
hard winter
no money Opposites
sacrifices gladly

Lesson 2.12 Reviewing and Memorizing Vocabulary 2–73

 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Reviewing and Memorizing
Vocabulary
BEFORE READING
Step 1 Preview the text and identify
unfamiliar words.
Step 2 Write one vocabulary word in the
center of the Four Square.
DURING READING
Step 3 Write the definition in the upper
left corner of the graphic organizer.
Step 4 Work with students to identify
and add characteristics,
nonexamples, and examples
to the appropriate boxes of the
graphic organizer.
AFTER READING
Step 5 Have students list additional
characteristics, examples, and
nonexamples.
Step 6 Create a mnemonic device for one
section of the graphic organizer.
Step 7 Have partners use the graphic
organizer to review and
memorize each word.
MATHEMATICS
Four Square
Definition
the longest side of a right triangle
hypotenuse
C
A
B Nonexamples
Examples
the side across from the right angle
2–74 Section 2 Strategy Models
MATHEMATICS Interactive Question-Response
The passage below is from a mathematics text about triangle
geometry. See how the Reviewing and Memorizing Vocabulary routine
is modeled in the Interactive Question-Response that follows. Before
implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
The hypotenuse is the longest side of the right triangle, the side
opposite the right angle. It is worthwhile to note that a right triangle
is the only type of triangle that has a hypotenuse. The other sides,
or edges, of a triangle are simply line segments. To find the length
of the hypotenuse, use the Pythagorean theorem, which states that
the square of the hypotenuse is equal to the sum of the squares of
the other two sides.
Step 1 Before we read this paragraph, let’s preview it to find new words
about the topic. Look for boldface words. What unfamiliar word do you
see? hypotenuse
Step 2 Write the word hypotenuse in the center of your Four Square.
Step 3 Read the first sentence aloud. Did you hear the definition of the word
hypotenuse? the longest side of a right triangle Good. Write it in the top left
box. Play a recording of the definition.
Step 4 Follow along as I continue reading. What characteristics about a
hypotenuse did you read? only right triangles have a hypotenuse Good. Add
this to the top right box.
What else can we say about the hypotenuse? the side across from the right
angle Good. Let’s call that our example. Write this in the bottom left box.
What do we know about the other two sides of a right triangle? They are
shorter. Right. So for a nonexample in the bottom right square, we can write
“the two short sides of a right triangle.”
Step 5 Now that we have finished reading, turn to a partner and discuss
the term hypotenuse. Write any new details.
Step 6 Look at the definition of hypotenuse. Let’s draw an
illustration to help us remember what a hypotenuse is.
Draw a right triangle on the board. If this is triangle ABC,
Characteristics what is the hypotenuse? C Very good. Draw this in the
only right triangles have one bottom left box.
Step 7 Work with a partner. Review the information on
your organizer. Use the illustration to help you memorize
the meaning of the word hypotenuse.
the two short sides of a right
triangle
STRATEGY: Reviewing and Memorizing Vocabulary
Reaching All English Language Learner Proficiency Levels
Beginning Help students identify unknown words by reading the text aloud. Tell students
to raise their hand when they hear a word they don’t know. Use a word
wall to record words. Complete the graphic organizer as a group. Use visual
representations whenever possible. Play a recording of the information in
students’ graphic organizer.

Intermediate Provide students with a copy of the text. Instruct them to use colored pencils
or highlighters to mark the text while reading. Have students use one color
to represent each of the boxes on the graphic organizer. After reading, have
students transfer information to their graphic organizer.

Advanced Have students create their own mnemonic device for one or more sections of the 2
graphic organizer. Have students share their mnemonic device with a partner
and explain how the device helps them.

Advanced Provide students with a new passage to read independently. To practice

High reviewing and memorizing vocabulary, have students complete a graphic
organizer about an unknown word of their own choosing. Have students present
their completed organizer to a partner.

NOTES

Lesson 2.12 Reviewing and Memorizing Vocabulary 2–75

 LESSON 2.13 COMPREHENSION STRATEGIES
2 Using Prior Knowledge and Experiences
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to apply prior
knowledge to make connections between
what they already know and information
presented in the text.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
prior knowledge information a student
already knows about a topic before reading
making connections relating the content
to oneself, to another text, or to the world
Go To Section 3 for Content Area Lessons that
use the Using Prior Knowledge and
Experiences strategy.
Language Arts, pp. 3–80 to 3–89
Applied Arts, pp. 3–166 to 3–175
Go To Section 4 for Blackline Masters.
KWL Chart, p. 4–74 and
Signal Words, 4–20.
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 2 then Lesson 13.
2–76 Section 2 Strategy Models
DEFINING the Strategy
• Using prior knowledge is critical for English Language Learners
because it gives them a base on which to build comprehension
and engage their interest.
• Using prior knowledge requires students to think about what
they already know about a topic. Students describe their own
personal experiences and relate them to content-area topics.
• Making connections enables students to connect their prior
knowledge to new content-area information or to a story they are
reading in language arts.
USING the Strategy
• Before reading, give students the topic of the text. Have them
share what they already know about the topic, giving examples
from their prior knowledge and/or personal experience.
• Next, have students scan the text to find key words, dates, and
names. Ask students to tell what they know about these words,
dates, and names.
• As students read, guide them to connect their prior knowledge
and experience to the information in the text.
• Use a graphic organizer to help students organize information
visually to see the relationship between what they already know,
what they want to learn, and what they learned.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Ask students to tell something they already knew about the topic
before they began reading.
• Ask students to explain how using the KWL Chart helped them
connect their prior knowledge and experiences to the text and
understand it better.
• Write a topic on the board that is unlikely to be familiar to
students. Then have students tell what the topic reminds them of.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a lesson on severe weather patterns. See routine
how the Using Prior Knowledge routine is modeled in the Interactive
Using Prior Knowledge
Question-Response that follows. Before implementing the strategy
BEFORE READING
instruction, begin with the Preparing Students for Learning routine in
Section 1, p. 1–32.
Step 1 Distribute copies of the KWL
Chart. State the topic of the text
Tornadoes and have students complete the
Tornadoes are rotating, or turning, columns of air that usually From Experience section.
happen during a strong thunderstorm. They extend from Step 2 Preview the text and have
thunderstorm clouds to the ground. Tornadoes develop under very students record facts they know
unstable atmospheric conditions, at the boundary between a related to previewed terms.
very warm, wet air mass and a cool, dry air mass. The warm air rises
very quickly into the cooler air within the thunderstorm. This rapid Step 3 Have students record their
questions in the W section. 2
flow of air, called an updraft, begins to rotate in a cycle that can
DURING READING
become a tornado. Winds inside a tornado can reach 300 mph. If
the tornado reaches the ground, it can be very destructive. Step 4 Read the paragraph aloud. Guide
students to connect their prior
knowledge and experience to
BEFORE READING
the text.
Step 1 Before we read the text, let’s look at the title, ”Tornadoes.” We can AFTER READING
see from the title that the paragraph is about tornadoes. Has anyone Step 5 Complete the L column.
ever seen a tornado? Yes. What do you already know about tornadoes?
Tornadoes are very dangerous. A tornado has strong winds. Good. Let’s write Step 6 Have students write down what
this in the first box in the K section of your KWL Chart. they want to know more about.
Step 2 Let’s skim the text for words you know from your experience about
Step 7 Discuss ways they can learn more.
tornadoes. Look at the word rotating. What does this mean? It means
turning around. Does the word say something about tornadoes that you
Have them record their ideas.
already know? Yes, I know tornadoes turn around really fast. Good. Now
let’s look at the word thunderstorm. Does the word say
something about tornadoes that you already know? Yes, SCIENCE
I know tornadoes can happen during a big thunderstorm.
Great. Now write this in the second column in the K Tornadoes
section of your chart. K - What I Already Know
From Experience From Previewing
Dangerous Rotate really fast
Strong winds Happens during thunderstorms

W - What I Want to Learn

How do tornadoes form?
What causes a tornado?
How fast are the winds?
L - What I Learned
Tornadoes happen when warm, wet air meets cool, dry air.
The warm air rises, rotates, and forms a tornado.
What I Want to Know How I Will Learn More
More About Read articles.
What makes warm air rise? Ask an expert.
(continued)
Lesson 2.13 Using Prior Knowledge and Experiences 2–77
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response, continued

routine
routine
Using Prior Knowledge
BEFORE READING
Step 1 Distribute copies of the KWL
Chart. State the topic of the text
and have students complete the
From Experience section.
Step 2 Preview the text and have
students record facts they know
related to previewed terms.
Step 3 Have students record their
questions in the W section.
DURING READING
Step 4 Read the paragraph aloud. Guide
students to connect their prior
knowledge and experience to
the text.
AFTER READING
Step 5 Complete the L column.
Step 6 Have students write down what
they want to know more about.
Step 7 Discuss ways they can learn more.
Have them record their ideas.
Step 3 What else do you want to know about tornadoes? How do tornadoes
form? What causes a tornado? How fast are the winds in a tornado? Write these
questions in the W section of your chart.
DURING READING
Step 4 Now listen as I read the paragraph aloud. Follow along with your
finger as I read. As you listen, think about what you already know about
tornadoes. Try to make connections between what you know and the facts
that I read. You know that tornadoes rotate very quickly and they happen
during strong thunderstorms. What does the text say about the conditions
that cause tornadoes? Very warm and wet air meets very cool and dry air.
Good. How do tornadoes form? The warm air rises very quickly into the cool
air. Then the warm air rotates and forms a tornado.
AFTER READING
Step 5 What did you learn from the paragraph on tornadoes? Tornadoes
develop where a very warm, wet air mass hits a very dry, cool air mass. The warm
air rises very quickly and starts to rotate, forming a tornado. Now write these
facts in the L column of the chart.
Step 6 What else do you want to know about tornadoes? What makes the
warm air rise? Record this question on your chart.
Step 7 How can we learn more about tornadoes? Where could we look for
more information? We can do research on an educational Web site. We could
ask a tornado expert to come speak to our class. We could create a model of a
tornado in our lab. We can read newspaper articles on tornadoes. Record these
ideas on your chart.

SCIENCE

Tornadoes
K - What I Already Know
From Experience From Previewing
Dangerous Rotate really fast
Strong winds Happens during thunderstorms

W - What I Want to Learn

How do tornadoes form?
What causes a tornado?
How fast are the winds?
L - What I Learned
Tornadoes happen when warm, wet air meets cool, dry air.
The warm air rises, rotates, and forms a tornado.
What I Want to Know How I Will Learn More
More About Read articles.
What makes warm air rise? Ask an expert.

2–78 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

The passage below is from a social studies text about Susan B. routine
Anthony. See how the Using Prior Knowledge routine is modeled in
Using Prior Knowledge
the Interactive Question-Response that follows. Before implementing
BEFORE READING
the strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Distribute copies of the KWL
Chart. State the topic of the text
Susan B. Anthony (1820–1906) and have students complete the
Susan B. Anthony was a leader in the reform movement of the late From Experience section.
1800s and early 1900s. She worked for many years as an abolitionist. Step 2 Preview the text and have
In 1865 her work paid off when Congress passed the Thirteenth students record facts they know
Amendment, which ended slavery. Anthony also supported related to previewed terms.
women’s rights to vote, own property, and receive an education.
For many years she worked closely with Elizabeth Cady Stanton, Step 3 Have students record their
questions in the W section. 2
a leader for women’s rights. In 1900 she helped make it possible
DURING READING
for women to attend the University of Rochester in New York for
the first time. She continued to work for women’s suffrage until her Step 4 Read the paragraph aloud. Guide
death in 1906. The Nineteenth Amendment passed in 1920, giving students to connect their prior
women the right to vote. The amendment is often called the Susan knowledge and experience to
B. Anthony Amendment. the text.
AFTER READING
Step 5 Complete the L column.
BEFORE READING
Step 1 This paragraph gives information about a woman named Susan Step 6 Have students write down what
B. Anthony. Write her name at the top of your KWL Chart. What do you they want to know more about.
already know about her from your own experience? She helped women fight
Step 7 Discuss ways they can learn more.
for equal rights. Yes. Record your information in the first box on the K section
of your chart. What do you already know about women’s struggle for equal
Have them record their ideas.
rights? In the past, women didn’t have as many rights as they do now. They
couldn’t vote and they were expected to stay at home. Good. SOCIAL STUDIES
Add that information in the first box on the K section of
your chart. Susan B. Anthony
Step 2 Now let’s preview the text and look for key names, K - What I Already Know
dates, and other words that we know. What words or
dates do you see? She lived from 1820 until 1906. Record From Experience From Previewing
this information in the second box on the K section of Helped women fight for equal rights Lived from 1820 until 1906
your chart. Do you see the word reform in the first line? If Women did not have equal rights Worked in the reform movement
Were expected to stay at home Was an abolitionist
you separate the prefix, we see that the word is re-form.
To reform something means to change it to make it W - What I Want to Learn
better. Add information from the paragraph that includes Did Susan B. Anthony have success with her reforms?
What other causes did she support?
the word reform to the second box on the K section of Which amendment gave women the right to vote?
your chart.
Do you see the word abolitionist in the second line? An L - What I Learned
abolitionist is someone who worked to abolish slavery. Add Worked with the anti-slavery movement to pass the Thirteenth
Amendment. Helped women gain right to vote, own property, and get an
information from the paragraph that includes the word to education. The Nineteenth Amendment gave women the right to vote.
the second box on the K section of your chart.
What I Want to Know How I Will Learn
More About More
What groups did she work with? I will read more about her on an
What were some of her strategies? educational Web site.
(continued)
Lesson 2.13 Using Prior Knowledge and Experiences 2–79
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response, continued

routine
routine
Using Prior Knowledge
BEFORE READING
Step 1 Distribute copies of the KWL
Chart. State the topic of the text
and have students complete the
From Experience section.
Step 2 Preview the text and have
students record facts they know
related to previewed terms.
Step 3 Have students record their
questions in the W section.
DURING READING
Step 4 Read the paragraph aloud. Guide
students to connect their prior
knowledge and experience to
the text.
AFTER READING
Step 5 Complete the L column.
Step 6 Have students write down what
they want to know more about.
Step 7 Discuss ways they can learn more.
Have them record their ideas.
SOCIAL STUDIES
Susan B. Anthony
K - What I Already Know
From Experience
Helped women fight for equal rights Lived from 1820 until 1906
Women did not have equal rights Worked in the reform movement
Were expected to stay at home Was an abolitionist
Step 3 What else do you want to know about Susan B. Anthony? Write your
questions in the W section of the chart. Did Susan B. Anthony have success
with her reforms? What other causes did she support? Which amendment gave
women the right to vote?
DURING READING
Step 4 Let’s read the paragraph aloud. As we read, we’ll connect the
information you already know with the new information in the text. How
did the passing of the Thirteenth Amendment connect with Anthony’s
work as an abolitionist? The Thirteenth Amendment ended slavery.
Let’s read on. Besides the right to vote, how else did Anthony support equal
rights for women? She supported women’s rights to own property and to get an
education. Yes. Anthony worked for women’s suffrage until she died in 1906.
Can you use the context of the paragraph to make an inference about what
the word suffrage means? Suffrage means the right to vote.
Which two amendments did Susan B. Anthony help pass? The Thirteenth,
which ended slavery, and the Nineteenth, which gave women the right to vote.
Can you make an inference about what an amendment is? An amendment is
a correction or change.
AFTER READING
Step 5 What did you learn about Susan B. Anthony? Record your
information in the L section of your chart. She worked with the anti-slavery
movement to pass the Thirteenth Amendment. She worked to help women
gain the right to vote, to own property, and to get an education. The Nineteenth
Amendment gave women the right to vote.
Step 6 What would you like to know more about? Turn and talk with a
partner. Write your questions on the chart. What groups did she work with?
What were some of her strategies for gaining support for her
cause?
Step 7 How will you find out this information? Write your
ideas on the chart. Read about her on an educational
Web site.
From Previewing

W - What I Want to Learn

Did Susan B. Anthony have success with her reforms?
What other causes did she support?
Which amendment gave women the right to vote?

L - What I Learned
Worked with the anti-slavery movement to pass the Thirteenth
Amendment. Helped women gain right to vote, own property, and get an
education. The Nineteenth Amendment gave women the right to vote.
What I Want to Know How I Will Learn
More About More
What groups did she work with? I will read more about her on an
What were some of her strategies? educational Web site.

2–80 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is from an article about the loss of good manners routine
in society. See how the Using Prior Knowledge routine is modeled in
Using Prior Knowledge
the Interactive Question-Response that follows. Before implementing
BEFORE READING
the strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Distribute copies of the KWL
Chart. State the topic of the text
Good Manners Are Dead and have students complete the
I remember the days when propriety was the norm rather than the From Experience section.
exception. A “good morning” was a prerequisite to a conversation, Step 2 Preview the text and have
a “thank you” was mandatory upon exchange of a favor or service, students record facts they know
and a smile was always gratuitous. The young would cede their seats related to previewed terms.
to their elders. Conversations took place without the interruption
of a cell phone. Perhaps my many years have tinted my memories Step 3 Have students record their
questions in the W section. 2
with a rosy glow, but I seem to recall that social graces always had
DURING READING
their place. Nowadays, I sigh with regret when the person entering
a shop before me lets the door slip from his hand and shut in my Step 4 Read the paragraph aloud. Guide
face. The days of good manners are long dead. students to connect their prior
knowledge and experience to
the text.
BEFORE READING
AFTER READING
Step 1 Before we read the text, let’s look at the title. It’s called Good Step 5 Complete the L column.
Manners Are Dead. This article gives someone’s opinion about good
manners. Good manners are the correct or polite way to act with other Step 6 Have students write down what
people. Let’s write Good Manners Are Dead at the top of your KWL Chart. they want to know more about.
What do you know about good manners from your own experience? It is
good manners to shake someone’s hand when you meet them. Great. Let’s write Step 7 Discuss ways they can learn more.
this in the first box in the K section of the chart. What good manners do you Have them record their ideas.
experience or practice? People say “please.” Yes. Let’s also put that in the box.
Step 2 Now let’s skim the text for words and phrases that we know that
have to do with good manners. What words or phrases do LANGUAGE ARTS
you see? good morning, thank you Yes. Record this in the
second box in the K section of your chart. Good Manners Are Dead
Let’s look at some vocabulary words. Look at the word K - What I Already Know
propriety. This word means correct or proper behavior. From Experience From Previewing
Let’s add this to the second box in the K section of your
Shaking someone’s hand Saying good morning and thank
chart. Now look at the third line. Do you see the word you. Propriety is correct behavior.
mandatory? Something that is mandatory is something Saying please
Mandatory is something that must
that you must do. Let’s also write this in the second box in be done.
the K section of the chart. Go over other key
W - What I Want to Learn
vocabulary words.
Why does the author think good manners are dead?

L - What I Learned
Good manners used to be common. Now people do not have good
manners.
What I Want to Know How I Will Learn
More About More
Have good manners changed in Survey people for their opinion.
other places too? Do most people Look for other articles on manners.
feel the same way?
(continued)
Lesson 2.13 Using Prior Knowledge and Experiences 2–81
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response, continued

routine
Using Prior Knowledge
BEFORE READING
Step 1 Distribute copies of the KWL
Chart. State the topic of the text
and have students complete the
From Experience section.
Step 2 Preview the text and have
students record facts they know
related to previewed terms.
Step 3 Have students record their
questions in the W section.
DURING READING
Step 4 Read the paragraph aloud. Guide
students to connect their prior
knowledge and experience to
the text.
AFTER READING
Step 5 Complete the L column.
Step 6 Have students write down what
they want to know more about.
Step 7 Discuss ways they can learn more.
Have them record their ideas.
Step 3 The title of this article tells us something about the author’s opinion.
What do you want to know about her opinion? Why does the author think
good manners are dead? Good question. Let’s write it in the W section of
the chart.
DURING READING
Step 4 Let’s read the first few sentences of the article aloud. As we read,
think about how the information in the article connects to what we already
know. What kind of things does the author think are good manners? saying
good morning, saying thank you if someone does you a favor or gives you service,
smiling Yes. These are some of the same things you mentioned before we
started reading.
Let’s continue reading. Can you figure out what the word cede means using
the context? It means to give up. What other things does the author mention
are good manners? young people giving up their seats to older people, not using
a cell phone when talking to someone
What example does the author give to show that good manners do not
exist anymore? Now a person doesn’t hold the door open for other people.
AFTER READING
Step 5 What did you learn about the author’s opinion of good manners?
The author thinks that good manners used to be common. Now people do not
have good manners. Record this information in the L section of your chart.
Step 6 After reading this article, what would you like to know more about?
Have good manners changed in other places too? Do most people feel the same
way? Let’s put these questions in the chart.
Step 7 How can you find out this information? Write your ideas in the chart.
Survey people for their opinion. Look for other articles about manners.

LANGUAGE ARTS

Good Manners Are Dead

K - What I Already Know
From Experience From Previewing
Shaking someone’s hand Saying good morning and thank
Saying please you. Propriety is correct behavior.
Mandatory is something that must
be done.

W - What I Want to Learn

Why does the author think good manners are dead?

L - What I Learned
Good manners used to be common. Now people do not have good
manners.
What I Want to Know How I Will Learn
More About More
Have good manners changed in Survey people for their opinion.
other places too? Do most people Look for other articles on manners.
feel the same way?

2–82 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

The passage below is from an Algebra 1 text about domain and routine
range. See how the Using Prior Knowledge routine is modeled in the
Using Prior Knowledge
Interactive Question-Response that follows. Before implementing the
BEFORE READING
strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Distribute copies of the KWL
Chart. State the topic of the text
Domain and Range of Linear Equations and have students complete the
Recall that a linear equation can be written as y = mx + b. Sometimes From Experience section.
all x–values are allowed; other times, only certain values of x will be Step 2 Preview the text and have
used. For instance, if you are depositing money in a savings account students record facts they know
each month and x represents the number of months, x would related to previewed terms.
always be positive. The values of x that can be substituted into the
equation are called the domain. Limiting the domain (the allowed Step 3 Have students record their
questions in the W section. 2
values of x) also limits the possible values of y, called the range. In
DURING READING
the example above, the range would also be positive. In fact, if the
equation is y = 50x + 200, the range is all numbers greater than 200. Step 4 Read the paragraph aloud. Guide
Can you figure out why? students to connect their prior
knowledge and experience to
the text.
BEFORE READING
AFTER READING
Step 1 This paragraph explains how to find the domain and range of linear Step 5 Complete the L column.
equations. Write “Domain and Range of Linear Equations” at the top of your
KWL Chart. Step 6 Have students write down what
What do you already know about linear equations? I know the equation they want to know more about.
is y = mx + b. Yes. Record your information in the From Experience box on
Step 7 Discuss ways they can learn more.
the K section of your chart. Is this equation defined for all values of x? Yes.
Have them record their ideas.
Excellent. How many different values of y will the equation map one value
of x to? only one Good, so we know that restricting the values of x to certain
numbers also restricts the values of y. Write this in the From Experience
box.
MATHEMATICS
Step 2 Now let’s preview the text and look for key words
that we know. Some words are in boldface because they Domain and Range of Linear Equations
are important. What words do you see? domain, range K - What I Already Know
Notice that these words are defined in the text. For
example, the text says domain is the values of x that can From Experience From Previewing
be substituted into the equation. What is the definition of a linear equation is y=mx + b domain—the values of x that can
range? the possible values of y Good. Record these words restricting the values of x restricts be substituted into the equation
and their definitions in the From Previewing box on the K the values of y range—possible values of y
section of your chart. W - What I Want to Learn
Step 3 So we know that the passage is about linear What do the domain and range have to do with linear equations?
equations, and domain and range are important terms to Do the domain and range affect or change each other?
be discussed. What question do you have that you think L - What I Learned
may be answered by the passage? What do the domain The domain is the allowed values of x that can be put in the equation.
and range have to do with linear equations? Do the domain The range is the values of y that can occur. It is based on the domain.
and range affect or change each other? Write these questions
What I Want to Know How I Will Learn More
in the What I Want to Learn box. More About Look in the index of the book.
Do domain and range appear only Search the Internet.
with linear equations?
(continued)
Lesson 2.13 Using Prior Knowledge and Experiences 2–83
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response, continued

routine
Using Prior Knowledge
BEFORE READING
Step 1 Distribute copies of the KWL
Chart. State the topic of the text
and have students complete the
From Experience section.
Step 2 Preview the text and have
students record facts they know
related to previewed terms.
Step 3 Have students record their
questions in the W section.
DURING READING
Step 4 Read the paragraph aloud. Guide
students to connect their prior
knowledge and experience to
the text.
AFTER READING
Step 5 Complete the L column.
Step 6 Have students write down what
they want to know more about.
Step 7 Discuss ways they can learn more.
Have them record their ideas.
MATHEMATICS
DURING READING
Step 4 I’ll read the paragraph aloud. As I read, you think about the
information you already know and how it connects to the new information
in the text. Read aloud up to the word domain. What part of a linear
equation does the domain relate to? The values of x What does it tell us
about x? It’s the values of x that can be put in the equation. Good, for example,
maybe x represents the number of cucumbers different shoppers buy.
Since you can only buy whole cucumbers, in this case, x can only be a
whole number.
Let’s read on. Read aloud the rest of the paragraph. What part of a linear
equation does the range relate to? The values of y What does it tell us about
y? It’s the values of y that you can have. What happens if you limit the domain?
It limits the range.
AFTER READING
Step 5 Let’s try to put together what we learned. Describe what the
domain is and tell what it has to do with linear equations. The domain is the
values of x that are allowed to be used in the equation. Record your information
in the What I Learned section of your chart. Continue by guiding students to
filling in the other information they learned in Step 4.
Step 6 After reading this paragraph, I still have some questions. For
example, do domain and range show up anywhere else, or just with linear
equations? I’m going to write this in the What I Want to Know More About
section. What would you like to know more about? Turn and talk with a
partner. Write your questions on the chart.
Step 7 How can we find out this information? One way is to look in the
index of the book for domain and range. If I don’t find anything, where else
could we look? example: I could search an educational Web site for domain and
range. Write your ideas on the chart.

Domain and Range of Linear Equations

K - What I Already Know
From Experience From Previewing
a linear equation is y=mx + b domain—the values of x that can
restricting the values of x restricts be substituted into the equation
the values of y range—possible values of y

W - What I Want to Learn

What do the domain and range have to do with linear equations?
Do the domain and range affect or change each other?

L - What I Learned
The domain is the allowed values of x that can be put in the equation.
The range is the values of y that can occur. It is based on the domain.
What I Want to Know How I Will Learn More
More About Look in the index of the book.
Do domain and range appear only Search the Internet.
with linear equations?

2–84 Section 2 Strategy Models

STRATEGY: Using Prior Knowledge and Experiences
Reaching All English Language Learner Proficiency Levels
Beginning Before reading, say key terms from the paragraph aloud, one at a time. Have
students raise their hands if they have heard the term before. Have them use
a word or phrase to tell something about the term. Use yes/no questions and
prompts to help students complete the KWL Chart.

Intermediate Before reading, have students work with a partner to complete the K section of
the chart to develop vocabulary. Have partners tell each other what they know
about each term.

Advanced After students complete the L section of the graphic organizer, have them work
in small groups to compare answers and add each other’s information to their
own charts. 2
Advanced Have students use the information on the KWL Chart to give a short oral
High presentation about the passage.

NOTES

Lesson 2.13 Using Prior Knowledge and Experiences 2–85

 LESSON 2.14 COMPREHENSION STRATEGIES
2 Making Connections
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to make
connections within the text, between texts,
and between the text and the world.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
text-to-text connection relationship
between two or more facts, events,
characters, or ideas within a text or
between texts
text-to-world connection relationship
between facts, events, characters, or ideas
in a text and the world outside that text
Go To Section 3 for Content Area Lessons
that use the Making Connections
strategy.
Science, pp. 3–22 to 3–29
Go To Section 4 for Blackline Master.
Concept Web, p. 4–66, and
Signal Words, p. 4–20.
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 2 then Lesson 14.
2–86 Section 2 Strategy Models
DEFINING the Strategy
• Understanding content is dependent upon making connections
within a text or between texts, called text-to-text connections,
and between a text and the larger world, called text-to-world
connections.
• Making connections with the text requires students to activate
their prior knowledge while reading.
• Building on old and new connections while reading is a powerful
way to extend and reinforce learning.
USING the Strategy
• Students preview the text to determine the topic by looking at
headings and boldface vocabulary.
• Paraphrase content to make it accessible to all students.
Paraphrasing leads to greater ease in making connections
throughout the reading activity.
• Use a graphic organizer to help students see relationships among
the facts within the topic. Use the same graphic organizer to
demonstrate relationships between facts in the text and the world
at large.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Instruct students to create a diagram or picture of the
information in the text. Then have them add to their diagram or
drawing to show how the information relates to the larger world.
• Use a Think/Pair/Share activity to have peers collaborate by
making connections between the text and their prior knowledge.
Ask students to complete the following statement: This text
reminds me of because . Give students
a few moments to think about their answers. Then have English
Language Learners and English proficient students pair up to
share their connections. Finally, have each pair report on their
responses.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a biology lesson about cell structure. See routine
how the Making Connections routine is modeled in the Interactive
Making Connections
Question-Response that follows. Before implementing the strategy
BEFORE READING
instruction, begin with the Preparing Students for Learning routine in
Section 1, p. 1–32.
Step 1 Preview the text with students
to identify and record the topic
Cell Structure on their Concept Web. Review
Though animal and plant cells serve different functions, most of their vocabulary.
DURING READING
parts are the same. Each type of cell has a nucleus, where we find
DNA. Inside all cells is a fluid called cytoplasm. Plant cells, however, Step 2 Paraphrase the content, then
have chloroplasts. These structures make plants green and turn read the text aloud. Identify
sunlight into energy. Plant cells also have a cell wall that gives plants connections within the text and
a protective covering. Animal cells are different. They have a cell with other familiar texts. Have
students record connections on 2
membrane that allows molecules to pass in and out of the cell.
their web.
BEFORE READING Step 3 Help students make additional
Step 1 Let’s preview this paragraph to find out the topic. What is the title connections between the text
of the paragraph? Cell Structure Yes, the title is Cell Structure, which is the and the world.
topic. Let’s get more information by looking at the boldface words. What AFTER READING
do you notice about these words? all science words That’s right. Scientific Step 4 Review the connections with
words are often long and hard to read at first. I’m going to say each of the students to understand the
boldface words aloud. Repeat after me, and pay close attention to my content of the text.
pronunciation. Write the words and point to each word as you say it. Now
let’s review the meanings of these words. Draw an enlarged image of a cell.
As you discuss word meanings, ask volunteers to come up and point to the cell
part being defined.
Do the boldface words support my idea that the topic of
this paragraph will be cell structure? Yes. Write the topic SCIENCE
in the center circle of your Concept Web.
Concept Web
DURING READING
Step 2 This paragraph is about the parts of animal and They have many of
plant cells. It explains which parts are the same in both the same cell parts, such as a
cells, and which are different. Now follow along as I read nucleus.
the paragraph. Making connections between the facts in Plant cells have
this text and other texts we have read, and with what we cell walls. Animal cells
know about the world, will help us understand the text. have cell membranes.
While I read, think about the connections you can make
to this information.
I notice a connection between plant and animal cells. Cell Structure
What do animals and plants have in common? They both
have many of the same cell parts. That’s right. What is one
Chloroplasts in plant
cell part they have in common? a nucleus Write this detail Animal cells cannot turn
cells turn sunlight into
in a circle on your web. What difference do you notice sunlight into energy.
energy.
about the outside of plant cells? Plant cells have cell walls.
What about the outside of animal cells? Animal cells have Most plants are green
because of their
cell membranes. Write these differences on your web too.
chloroplasts.
(continued)
Lesson 2.14 Making Connections 2–87
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response, continued

routine I can also make a connection with the text we read earlier about why
Making Connections plants need sunlight. What is that connection? It is the chloroplasts in
plant cells that turn sunlight into the energy plants need. Write this detail on
BEFORE READING
your web.
Step 1 Preview the text with students
Step 3 Making text-to-world connections can help make new topics
to identify and record the topic
easier to understand. I see a connection between what we read about
on their Concept Web. Review chloroplasts and plants I have seen. What do you think that connection is?
vocabulary. Most plants are green because of the chloroplasts in their cells. Exactly. Write
DURING READING
this detail on your web. Also, did you know that the prefix chloro means
Step 2 Paraphrase the content, then “green”?
read the text aloud. Identify Now try connecting what we read about chloroplasts to what you already
connections within the text and know about animals. I know animals can stay inside without sunlight for a long
with other familiar texts. Have time, so I don’t think they need chloroplasts to turn sunlight into energy. Write
students record connections on this detail on your web too. Based on what you’ve read, how do you think
their web. animals would look if they had chloroplasts in their cells? green We can
see that a few small differences between cell types create big differences
Step 3 Help students make additional
between plants and animals.
connections between the text
and the world. AFTER READING
AFTER READING
Step 4 Let’s use the connections on our concept web to understand
Step 4 Review the connections with what we have learned about cell structures. First, let’s look at a text-to-
students to understand the text connection. Name a cell part that both plant and animal cells have.
content of the text. a nucleus Now let’s look at a text-to-world connection. The text says that
chloroplasts make plants green. Does what you know about plants support
this idea? yes
Now turn to a partner and ask each other how the information on your web
connects to what you know and to what you have learned in this text or
other texts you have read. Move around the room to monitor progress.
SCIENCE
Concept Web

They have many of

the same cell parts, such as a
nucleus.
Plant cells have
cell walls. Animal cells
have cell membranes.

Cell Structure

Chloroplasts in plant
Animal cells cannot turn
cells turn sunlight into
sunlight into energy.
energy.
Most plants are green
because of their
chloroplasts.

2–88 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

The passage below is from a social studies lesson about the Great routine
Depression. See how the Making Connections routine is modeled in
Making Connections
the Interactive Question-Response that follows. Before implementing
BEFORE READING
the strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Preview the text with students
to identify and record the topic
Economic Recoveries on their Concept Web. Review
Before 1930, most economic depressions in the United States vocabulary.
DURING READING
ended by themselves. When surpluses go down, demand goes up
and factories begin to hire workers again. This is called a recovery. Step 2 Paraphrase the content, then
As workers are hired, they have more money to spend. Over time, read the text aloud. Identify
the economy enters into a time of prosperity again. A full business connections within the text and
cycle can last anywhere from two to six years. The Great Depression, with other familiar texts. Have
students record connections on 2
however, lasted more than ten years. When surpluses went down in
the early 1930s, the economy still did not improve. their web.
Step 3 Help students make additional
BEFORE READING connections between the text
Step 1 Let’s preview this paragraph to find out the topic. What is the title and the world.
of the paragraph? Economic Recoveries Recover means “to bring back to a AFTER READING
normal position.” An economic recovery refers to a time after a depression, Step 4 Review the connections with
a time when the economy is very low, when the economy is on the rise students to understand the
or on its way back up. The title is Economic Recoveries, which may also be content of the text.
the topic. Let’s check by scanning the boldface words. Point to each of
these words as we review word meanings. Move around the room to ensure
students are pointing to the correct words.
How are these words connected? all about the economy I know that economic
depressions are difficult for the United States. Many people cannot find work
and become poor. Based on what we know about the SOCIAL STUDIES
Great Depression and the economy, how do you think they
Concept Web
are connected? The Great Depression was a very bad time for
the United States economy. That’s right. Since the boldface
words about the economy are connected to the title, we
can tell that the title is the same as the topic. What is the Surpluses go down.
topic of this paragraph? Economic Recoveries Write that
answer in the center circle on your Concept Web.
New workers are hired.
DURING READING
Step 2 This paragraph is about economic recoveries,
including the Great Depression. It explains how a Economic
depression normally ends and how the Great Depression Recoveries
was different. Follow along as I read the paragraph.
Making connections among the facts in the text, with
other texts we have read, and with what we know about The Great Depression lasted
People buy more things.
the world will help us understand the text. While I read, more than 10 years.
think about connections you can make.
The text tells us what happens during a normal economic A full business cycle
recovery, when a sick economy becomes healthy again. lasts 2–6 years.

(continued)
Lesson 2.14 Making Connections 2–89
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response, continued

routine
Making Connections
BEFORE READING
Step 1 Preview the text with students
to identify and record the topic
on their Concept Web. Review
vocabulary.
DURING READING
Step 2 Paraphrase the content, then
read the text aloud. Identify
connections within the text and
with other familiar texts. Have
students record connections on
their web.
Step 3 Help students make additional
connections between the text
and the world.
AFTER READING
Step 4 Review the connections with
students to understand the
content of the text.
Events are connected and happen in a specific order. What is the first thing
that has to happen in a recovery? Surpluses go down. Right. Record this step
on your web. Say I own a sneaker factory during a depression. Since I don’t
have any money to pay workers, what do I have to do? lay off workers Right.
Eventually, even in a depression, people will buy the sneakers I have left at
my factory. When my surplus of sneakers is used up, there is a demand for
more sneakers. What can I do then? hire new workers Yes, write this on your
web. And what happens when workers get paid and have money to spend?
They buy more things. That’s right. Now people can buy new sneakers more
often, and the economy is healthy again. Write this step on your web.
How long does a recovery usually take in a full business cycle? two to six
years What made the Great Depression different? The Great Depression
lasted more than ten years. Write these details on your web.
Step 3 Connecting the Great Depression to the world today can help us
understand our own economy. For example, what do we know about
a depression that lasts longer than six years? more serious than normal;
economy might not fix itself That’s right. Today we know that waiting for the
economy to get better on its own might be a bad idea. Why do you think
people interested in the economy talk so much about how many people
have jobs? If people don’t have jobs, they don’t spend money. If people don’t
spend money, the economy is in trouble.
Now think about what you know about the economy. How do you think
people felt during the Great Depression? worried, poor We can connect a
text to what we know about the world, and we can also connect what we
know about the world to a text. This helps us understand what we read and
why it’s important.

AFTER READING
SOCIAL STUDIES Step 4 Let’s use the connections on your concept web
Concept Web to understand what we have learned about economic
recoveries. First let’s review a text-to-text connection. Did
a low surplus help the economy recover from the Great
Depression? No. During the Great Depression, people still
Surpluses go down.
did not have money to buy things. Now let’s look at a text-
to-world connection. Based on what you read about
business cycles and the Great Depression, when is it time
New workers are hired.
to worry that a depression might not fix itself? after six
years Now turn to a partner and ask questions about what
we learned about economic recoveries based on your
Economic concept web. Your answers should include text-to-text
Recoveries and text-to-world connections.

The Great Depression lasted

People buy more things.
more than ten years.

A full business cycle

lasts 2–6 years.

2–90 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is from the short story “The Peterkins Celebrate routine
the Fourth of July” by Lucretia P. Hale. See how the Making
Making Connections
Connections routine is modeled in the Interactive Question-Response
BEFORE READING
that follows. Before implementing the strategy instruction, begin with
the Preparing Students for Learning routine in Section 1, p. 1–32.
Step 1 Preview the text with students
to identify and record the topic
The Peterkins Celebrate the Fourth of July on their Concept Web. Review
The day began early. A compact had been made with the little vocabulary.
DURING READING
boys the evening before. They were to be allowed to usher in the
glorious day by the blowing of horns exactly at sunrise. But they Step 2 Paraphrase the content, then
were to blow them for precisely five minutes only, and no sound of read the text aloud. Identify
the horns should be heard afterward till the family were downstairs. connections within the text and
It was thought that a peace might thus be bought by a short, though with other familiar texts. Have
students record connections on 2
crowded, period of noise.
their web.
The morning came. Even before the morning, at half-past three Step 3 Help students make additional
o’clock, a terrible blast of the horns aroused the whole family. connections between the text
and the world.
BEFORE READING AFTER READING
Step 1 Let’s preview this passage to find out about the topic. What is the Step 4 Review the connections with
title of the passage? The Peterkins Celebrate the Fourth of July Yes. What students to understand the
do you think celebrate means? to do something fun Yes. How can you tell? content of the text.
I know the Fourth of July is fun. Yes, the Fourth of July is a celebration. Now
let’s look at the boldface words. Read the boldface words. What might sound
like a celebration? the horns blowing Good. So what could a glorious day be
like? maybe a very fun day Yes, glorious means “extremely enjoyable”
or “wonderful.”
What connection can you make from the horns blowing LANGUAGE ARTS
and a glorious day? The family is celebrating. Yes. So what
Concept Web
do you think is the topic? a celebration Good! Now write
the topic in the center of your Concept Web.
Write the words compact and usher. The word compact The Fourth of July is
means “a formal or serious agreement.” The word usher an exciting celebration.
means “to lead”. Do these words sound special? Yes. Why
do you think the author chose these words to describe the People watch fireworks
celebration? The author is saying the celebration is special. and blow horns.

DURING READING
Step 2 This paragraph is about one family’s Fourth of
July celebration. Now follow along as I read the passage. a celebration
Making connections between the information in this text
and other texts we have read, and with what we know
People in Mexico play
about the world, will help us understand the text. While
mariachi music to celebrate It is a very special day.
I read, think about the connections you can make to this Cinco de Mayo.
information.
People in the U.S. have
picnics and parades.

(continued)
Lesson 2.14 Making Connections 2–91
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response, continued

routine
Making Connections
BEFORE READING
Step 1 Preview the text with students
to identify and record the topic
on their Concept Web. Review
vocabulary.
DURING READING
Step 2 Paraphrase the content, then
read the text aloud. Identify
connections within the text and
with other familiar texts. Have
students record connections on
their web.
Step 3 Help students make additional
connections between the text
and the world.
AFTER READING
Step 4 Review the connections with
students to understand the
content of the text.
For example, I can make a connection with a poem we read earlier, “Good
Night” by Carl Sandburg. What is the connection? The poem is about a
celebration on the Fourth of July too. How does Sandburg describe the
celebration? He tells about fireworks and rockets. Yes. Now, in this passage,
what do the little boys do to celebrate? They blow horns and make a lot of
noise. What connection can you make between the texts? The Fourth of July
is an exciting celebration. People watch fireworks and blow horns. It is a special
day. Good! Write these details on your web.
Step 3 Making text-to-world connections can help us make new topics
easier to understand. I see a connection between the way the boys
celebrate on the Fourth of July and all the exciting ways the country
celebrates this day. What other ways do people in the United States
celebrate the Fourth of July? They have picnics and parades. How do
countries around the world celebrate their own special days? People in
Mexico play mariachi music to celebrate Cinco de Mayo. Good! Write this detail
on your web.
AFTER READING
Step 4 Let’s use the connections on our web to understand what we have
read about the Peterkins’ Fourth of July celebration. In the passage, I see
a connection between celebrating and the Fourth of July. What is that
connection? People blow horns and watch fireworks. The day is exciting. Now
let’s look at a text-to-world connection. The Fourth of July is very special for
the United States. Countries around the world have their own celebrations too.
Now turn to a partner and ask each other how the information on your web
connects to what you know and to what you have learned in this text or
other texts you have read. Move around the room to monitor progress.

LANGUAGE ARTS
Concept Web

The Fourth of July is

an exciting celebration.

People watch fireworks

and blow horns.

a celebration

People in Mexico play

mariachi music to celebrate It is a very special day.
Cinco de Mayo.

People in the U.S. have

picnics and parades.

2–92 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

The passage below is from a general mathematics lesson on measures routine
of central tendency. See how the Making Connections routine is
Making Connections
modeled in the Interactive Question-Response that follows. Before
BEFORE READING
implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
Step 1 Preview the text with students
to identify and record the topic
Measures of Central Tendency on their Concept Web. Review
The mean of a set of values is the sum of the values divided by the vocabulary.
DURING READING
total number of values. The mean is often called the average. If a
student has test scores of 82, 76, 88, 91, and 83, the student’s mean Step 2 Paraphrase the content, then
score is 420 divided by 5, which is 84. The median of a set of numbers read the text aloud. Identify
is the middle value. To find the median, arrange the numbers from connections within the text and
smallest to largest, then select the middle value: 76, 82, 83, 88, 91. with other familiar texts. Have
students record connections on 2
The median is 83. Notice that the mean and the median are not the
same. However, in some cases they might be. The mean and the their web.
median are both measures of central tendency, which are ways to Step 3 Help students make additional
represent the “center” of a set of numbers. connections between the text
and the world.
BEFORE READING AFTER READING

Step 1 Let’s preview this paragraph to find out the topic. What is the title? Step 4 Review the connections with
Measures of Central Tendency Yes, the title is Measures of Central Tendency. students to understand the
What do you think this means? to do with measuring the middle of something content of the text.
Let’s skim the boldface words to see if we can get a clearer idea. What do
you notice? title is also a boldface phrase Good. What does this tell us about
the topic? probably same as title Write Measures of Central Tendency in the
center circle of your Concept Web.
Let’s go over the meanings of the boldface words now. Point
to each word as we discuss it. Move around the room to MATHEMATICS
ensure students are pointing to the correct words. Discuss Concept Web
multiple-meaning words, such as mean and value. Then write
several sets of values on the board, along with the mean and Both the mean and
median. Have students call out whether you are pointing to median are ways to measure
the mean/average or the median. the center of a group of
numbers.
Now that we’ve reviewed the boldface word meanings, To find the mean,
Means and medians
how are they all connected? They all tell about the “center” you do a calculation; to find
give us a way to understand
of a set of numbers. the median, you choose the
large sets of numbers. middle number.
DURING READING
Step 2 This paragraph explains how to find the mean, or Measures of Central
average, and the median of a group of numbers. While Tendency
I read, look for connections among the facts in the text,
with other texts we have read, and with what we know A median is the
middle number in a set of Bar graphs are an easy
about the world. Making connections will help you way to see the median
values arranged from
understand this topic. smallest to biggest. or mean.
I notice a connection between the mean and the median. A mean is the sum of
What is the connection? Both can be called the “center” of a all values in a set divided
set of numbers. That’s right. What is different about finding by the number of values.
(continued)
Lesson 2.14 Making Connections 2–93
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response, continued

routine
Making Connections
BEFORE READING
Step 1 Preview the text with students
to identify and record the topic
on their Concept Web. Review
vocabulary.
DURING READING
Step 2 Paraphrase the content, then
read the text aloud. Identify
connections within the text and
with other familiar texts. Have
students record connections on
their web.
Step 3 Help students make additional
connections between the text
and the world.
AFTER READING
Step 4 Review the connections with
students to understand the
content of the text.
the mean and the median? To find the mean, you need to do a calculation; to
find the median, you look at a set of values and choose the middle number. Write
these details on your web.
I can also make a connection with the text we read earlier about bar
graphs. What is that connection? Think about using the bar graph to find
measures of central tendency. A bar graph shows all the values in a set of
numbers, so it is an easy way to see the median. It also gives a good idea of the
mean. Add these details to your web.
Step 3 Let’s think about how we can connect what we’ve learned to
examples of averages, or means, we hear about in everyday life. Who has an
idea? Sports use averages a lot. You can find out the average points a basketball
player makes. How does the sports announcer come up with that number?
adds up all the points and divides it by the number of games When have you
heard the word median used? In the newspaper, I’ve seen median home prices.
What does this mean? I think someone looked at all the prices of homes for
sale in one place. Then they picked the middle number. That’s right. The middle
number is the median. Why are these ideas important in everyday life?
They give us a way to understand big sets of numbers. Write this on your web.
AFTER READING
Step 4 You’ve learned that there are different ways to describe the center
of a set of values. Work with a group of three or more to find the mean and
median of your ages, how many brothers and sisters you have, and how
many languages you speak. Write these directions on the board and point
to them as you say them. Use the connections on your concept web to talk
to your group about what your answers mean. Move around the room to
monitor progress.

MATHEMATICS
Concept Web

Both the mean and

median are ways to measure
the center of a group of
numbers.
To find the mean,
Means and medians you do a calculation; to find
give us a way to understand the median, you choose the
large sets of numbers. middle number.

Measures of Central
Tendency

A median is the
middle number in a set of Bar graphs are an easy
values arranged from way to see the median
smallest to biggest. or mean.
A mean is the sum of
all values in a set divided
by the number of values.

2–94 Section 2 Strategy Models

STRATEGY: Making Connections
Reaching All English Language Learner Proficiency Levels
Beginning Help students access text by using a diagram or an illustration to demonstrate
key points. For example, label the parts of a diagram. Before reading, explain
the diagram and labels to students using gestures and short phrases. As you
read, point out each labeled item on the diagram to show students how the
information in the diagram connects to the information in the text.

Intermediate Have students use the Think Aloud method to make text-to-text and text-to-world
connections. Model how to use this method by audibly identifying one text-to-
text connection and one text-to-world connection. Then have students share their
connections with a partner. Move around the room to monitor progress.

Advanced Students can practice oral language skills by sharing their text-to-world 2
connections about the text with a partner. Ask student pairs to see how many
text-to-world connections they can make. Tell them to keep a list. Then have two
pairs join together as a small group of four to discuss their lists.

Advanced Using their completed Concept Webs, have students work in small groups
High to develop five questions about the topic. Have groups choose two of these
questions. Then have them use classroom resources to find answers to present to
the class.

NOTES

Lesson 2.14 Making Connections 2–95

 LESSON 2.15 COMPREHENSION STRATEGIES
2 Making Predictions
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to make
predictions about content.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
prediction an educated guess using clues
from the text and prior knowledge to
determine what information will come next
context parts of the text that provide clues
to its meaning
Go To Section 3 for Content Area Lessons that
use the Making Predictions strategy.
Social Studies, pp. 3–56 to 3–63
Go To Section 4 for Blackline Master.
Three-Column Chart, p. 4–80
Teacher Resources
Online
To watch a video clip related to this lesson,
go to ellevate.glencoe.com and click on
Section 2 then Lesson 15.
2–96 Section 2 Strategy Models
DEFINING the Strategy
• Making predictions gives students a motivation and purpose
for reading. Active reading keeps students’ minds focused and
improves learning and retention.
• Students who make predictions while reading use prior knowledge
and contextual clues to determine what may happen next.
• Making predictions expands students’ thinking and builds on
previous learning, which reinforces the learning process.
USING the Strategy
• Students preview texts for clues that show what the selection
is about: title, headings, topic sentences, thesis statement, and
vocabulary.
• Ask questions to help students use the preview and what they
know about the topic to make predictions.
• Paraphrase content to make it accessible to all students.
• Use a graphic organizer to facilitate the process of making
observations, and explaining and verifying predictions.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Provide students with a short piece of text. After previewing the
text, have them use observations to make predictions about the
text and write them down. After reading, have students respond
to the predictions orally or in writing.
• Have students use a Think Aloud with a partner. One student
reads a short section aloud, then makes a prediction orally about
what will come next in the text and explains why. The second
student continues reading aloud to verify or revise the first
student’s prediction. Then have students switch roles.
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a physical science lesson about waves. See ROUTINE
how the Making Predictions routine is modeled in the Interactive
Making Predictions
Question-Response that follows. Before implementing the strategy
BEFORE READING
instruction, begin with the Preparing Students for Learning routine in
Section 1, p. 1–32. Step 1 Preview the text with students to
make and record observations on
Characteristics of Waves their Three-Column Chart.
Energy often travels through matter in the form of a wave. Energy Step 2 Guide students to use their
can take several forms, such as light or sound. Both light and observations and prior
sound can travel in wave format. Every wave has a wavelength and knowledge of the topic to predict
frequency. The wavelength is the distance between two crests what they will learn about. Have
(tops) or two troughs (bottoms) of a wave. The frequency is the them write their predictions on
number of complete wavelengths that pass a given point in one the chart. 2
second. Frequency is measured in Hertz. The frequency of a wave DURING READING
depends on the wavelength. The higher the frequency is, the shorter Step 3 Read the text aloud, pausing to
the wavelength. On the other hand, the lower the frequency is, the paraphrase and ask questions
longer the wavelength. about the content. Have students
listen for evidence to verify
BEFORE READING their predictions and make new
Step 1 Before we read this paragraph, let’s preview it to predict the observations and predictions.
topic. I think that the title will help me predict the topic. What is the title? AFTER READING

Characteristics of Waves A characteristic is a trait or quality that makes Step 4 Discuss how making
something what it is. What is a wave? a line that moves up and down like observations and predictions
on the ocean’s surface Write the words waves and characteristics in the helps comprehension.
Observations column of your chart.
Now let’s look at the boldface words in the passage. What are the boldface
words in this passage? wavelength and frequency Let’s add these words to the
Observations column of our Three-Column Chart.
Step 2 Now let’s make a prediction based on the SCIENCE
observation: I think I will learn about ocean waves. Let’s add
this prediction to the Predictions column of our chart. Three-Column Chart
Are there any other predictions we can make? Possible
Observations Predictions Verifications
answers: I will learn about waves and their traits. Wavelengths
and frequency are characteristics of waves. Good, write these
in the Predictions column of the chart. waves, characteristicsThe paragraph will be Both light and sound
wavelength, frequency about ocean waves. can travel in wave
DURING READING Wavelengths and format.
Light and sound are
Step 3 Read the passage aloud, pausing to ask questions. forms of energy. frequency are This paragraph
characteristics of discusses the qualities
I will read the first few sentences aloud. As I read, listen
waves. of waves of energy.
for evidence to support our predictions. If the evidence
Light and sound travel
doesn’t support our predictions, we may need to revise
as waves.
them or make new ones.

(continued)
Lesson 2.15 Making Predictions 2–97

p2-96-97_ELV912_TX_S2_L15_89344997 97 2/10/10 3:43:06 PM

 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response, continued

routine
Making Predictions
BEFORE READING
Step 1 Preview the text with students to
make and record observations on
their Three-Column Chart.
Step 2 Guide students to use their
observations and prior
knowledge of the topic to predict
what they will learn about. Have
them write their predictions on
the chart.
DURING READING
Step 3 Read the text aloud, pausing to
paraphrase and ask questions
about the content. Have students
listen for evidence to verify
their predictions and make new
observations and predictions.
AFTER READING
Step 4 Discuss how making
observations and predictions
helps comprehension.
What word appears in the first two sentences? energy Is there anything
about the ocean? No. Now, we know we need to revise our prediction. We
will learn about energy waves, not ocean waves.
Read the next sentence aloud to students. What new information do we get
in this sentence? Light and sound are forms of energy. Write this information
in the Observations column of your chart. Can you make a prediction about
how light and sound travel based on this observation? Light and sound
travel as waves. Great. Write that in the Predictions column of your chart.
When you come to information that verifies a prediction, write it in the
Verifications column. For example, the next sentence says, “Both light and
sound can travel in wave format.” This information verifies our prediction.
Let’s add it to our chart. If a prediction is incorrect, explain why in that
column.
Read the next sentence. Does information in these sentences help verify
any of our predictions so far? Yes. The sentence talks about wavelength and
frequency, which are characteristics of waves. This confirms our prediction for
the topic of the paragraph. Good. Write that in the Vertifications column of
your chart.
AFTER READING
Step 4 Now that we have finished reading, turn and talk with a partner.
Compare your predictions and explain to each other why you made
the predictions you did, and how you verified them. Together, explain
how predicting helped you understand what you read. Bring the class
together and ask volunteers to share ideas about how predicting improved
understanding. Knowing early on that the text was going to give characteristics
of sound and light waves helped me adjust to unfamiliar scientific material. I was
able to organize each new supporting detail as a characteristic of waves.

SCIENCE

Three-Column Chart
Observations Predictions Verifications

waves, characteristicsThe paragraph will be Both light and sound

wavelength, frequency about ocean waves can travel in wave
energy waves. format.
Light and sound are
forms of energy. Wavelengths and This paragraph
frequency are discusses the
characteristics of characteristics of waves
waves. of energy.
Light and sound travel
as waves.

2–98 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

The passage below is from a social studies lesson about civil rights routine
leaders. See how the Making Predictions routine is modeled in the
Making Predictions
Interactive Question-Response that follows. Before implementing the
BEFORE READING
strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Preview the text with students to
make and record observations on
United States Civil Rights Leaders their Three-Column Chart.
Martin Luther King, Jr.
Step 2 Guide students to use their
King used nonviolent protests to help African Americans gain their observations and prior
civil rights. He led boycotts and sit-ins. In 1964 King received the knowledge of the topic to predict
Nobel Peace prize. what they will learn about. Have
James Farmer them write their predictions on
Farmer also believed in nonviolent solutions to discrimination. the chart. 2
DURING READING
He organized “freedom rides” on public transportation in over 20
states. Step 3 Read the text aloud, pausing to
paraphrase and ask questions
Medgar Evers
about the content. Have students
Evers registered African American voters in Mississippi. He used listen for evidence to verify
peaceful ways to help integrate public schools and colleges. Evers their predictions and make new
was murdered in 1963. observations and predictions.
AFTER READING
BEFORE READING Step 4 Discuss how making
Step 1 Before we begin reading, let’s preview the text to predict the topic. observations and predictions
The title usually gives some clues about the topic of a text. What is the title? helps comprehension.
United States Civil Rights Leaders Good. Let’s write that in the Observations
column of our Three-Column Chart. Can anyone tell me what civil
rights are? basic rights of people protected by the law Good. The Civil Rights
movement was the struggle for equal rights.
What else do you notice about the text that could help us SOCIAL STUDIES
make a prediction? section heads What section heads do
you see? Martin Luther King, Jr.,; James Farmer; Medgar
Evers Good. Write these names in the Observations
Three-Column Chart
column of your chart. Observations Predictions Verifications
Finally let’s look at the boldface words. Can anyone
make an inference about what nonviolent means? The Title: United States The paragraph will They were all leaders
word violent relates to hurting and killing. I know the prefix Civil Rights Leaders be about Civil Rights of the Civil Rights
non means “not.” So, nonviolent must mean “not hurting or Martin Luther King, Jr., leaders. Movement who used
James Farmer, Medgar Martin Luther King, nonviolent means.
killing,” or “peaceful.” Good. Discrimination means treating
a group unfairly based on their race or nationality. To Evers Jr., James Farmer, and Only King won the
nonviolent, Medgar Evers were Nobel Peace Prize.
integrate means to end the separation of races. Write the leaders of the Civil
these words in the Observations column of your chart. discrimination,
integration Rights movement.
Step 2 Let’s review the notes in our Observations column The leaders used
boycott, sit-in
to make some predictions about the text. I can use the nonviolent means to
title to predict the topic of the paragraph: This paragraph end discrimination and
will be about U. S. Civil Rights leaders. Let’s write that in integrate society.
the Predictions column of our chart. All three leaders won
the Nobel Peace Prize.
(continued)
Lesson 2.15 Making Predictions 2–99
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response, continued

routine Can you make a prediction about who these three people were? They were
the leaders of the Civil Rights movement in the United States. Good. Write that
Making Predictions
information in the Predictions column of your chart.
BEFORE READING
What do the words nonviolent, discrimination, and integrate have in
Step 1 Preview the text with students to
common? Can you use them to make a prediction about the leaders? The
make and record observations on
leaders used peaceful means to end discrimination and integrate society. Great.
their Three-Column Chart. Add that to the Predictions column of your chart.
Step 2 Guide students to use their DURING READING
observations and prior
Step 3 Read the first section head and paragraph to students. Who did you
knowledge of the topic to predict
read about? Martin Luther King, Jr. What did you find out? He used peaceful
what they will learn about. Have
boycotts and sit-ins. Good. As you read further, you learn that King received
them write their predictions on the Nobel Peace Prize. What’s another prediction you could make? All three
the chart. leaders won the Nobel Peace Prize. Write this in your Predictions column.
DURING READING
As we read it is important to verify, or check, our predictions. Some
Step 3 Read the text aloud, pausing to predictions will be correct and others will be incorrect. Read aloud the last
paraphrase and ask questions two sections of the paragraph. Was your prediction about the leaders using
about the content. Have students peaceful means correct? yes The words nonviolent and peaceful verify that
listen for evidence to verify our information is correct. Let’s write the information in the Verifications
their predictions and make new column. Was your prediction about the Nobel Prize correct? no Explain why
observations and predictions. in the Verifications column.
AFTER READING
Step 4 Discuss how making AFTER READING
observations and predictions Step 4 Now that we have finished reading, turn and talk with a partner.
helps comprehension. Compare your predictions and explain to each other why you made the
predictions you did, and how you verified them. Work together to add
to your observations, predictions, and verifications. Together, explain
how predicting helped you understand what you read. Bring the class
together and ask volunteers to share ideas about how predicting improved
understanding. Understanding that the topic was the leaders
SOCIAL STUDIES of the Civil Rights movement helped me organize the three
different sections in my mind. Predicting that they all used
Three-Column Chart nonviolent means made me more aware of the similarities
Observations Predictions Verifications between the three leaders.

Title: United States The paragraph will They were all leaders
Civil Rights Leaders be about Civil Rights of the Civil Rights
Martin Luther King, Jr., leaders. Movement who used
James Farmer, Medgar Martin Luther King, nonviolent means.
Evers Jr., James Farmer, and Only King won the
nonviolent, Medgar Evers were Nobel Peace Prize.
discrimination, the leaders of the Civil
integration Rights movement.

boycott, sit-in The leaders used

nonviolent means to
end discrimination and
integrate society.
All three leaders won
the Nobel Peace Prize.

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APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is the first chapter of Up from Slavery by Booker routine
T. Washington. See how the Making Predictions routine is modeled in
Making Predictions
the Interactive Question-Response that follows. Before implementing
BEFORE READING
the strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Preview the text with students to
make and record observations on
from Up from Slavery, by Booker T. Washington their Three-Column Chart.
I had no schooling whatever while I was a slave, though I remember Step 2 Guide students to use their
on several occasions I went as far as the schoolhouse door with one observations and prior
of my young mistresses to carry her books. The picture of several knowledge of the topic to predict
dozen boys and girls in a schoolroom engaged in study made a what they will learn about. Have
deep impression upon me, and I had the feeling that to get into them write their predictions on
a schoolhouse and study in this way would be about the same as the chart. 2
getting into paradise. DURING READING
Step 3 Read the text aloud, pausing to
BEFORE READING paraphrase and ask questions
Step 1 Before we read, let’s preview the text. The title usually gives some about the content. Have students
clues about the topic of the text. What is the title? Up from Slavery Good. listen for evidence to verify
Let’s write the word slavery in the Observations column of our Three- their predictions and make new
Column Chart. Let’s look at the byline. The byline is a text feature that observations and predictions.
gives the name of the writer of the book. Who wrote the book? Booker T. AFTER READING
Washington Let’s write the author’s name in the Observations column. Step 4 Discuss how making
Step 2 Let’s review the Observations column. Use this information to make observations and predictions
a prediction about the content of the excerpt. What do you already know helps comprehension.
about Booker T. Washington? Washington was a famous African American
man. Good. What do you already know about slavery? Enslaved people were
forced to work without pay. Did enslaved people receive an education? No.
Now, based on your prior knowledge, make a prediction about the content
of the paragraph. Booker T. Washington was an African
American slave. He became famous, maybe for going to LANGUAGE ARTS
school. Great. Write that in the Predictions column of
the chart. Three-Column Chart
Observations Predictions Verifications
DURING READING
Step 3 Read the paragraph aloud. What do we learn
slavery Booker T. Washington Washington wrote
about Washington in the first sentence? He was a slave.
Booker T. Washington was a slave. about his life in Up
What word appears over and over again? I What does from Slavery.
He became famous,
this tell us? The author, Washington, must have written
maybe for going to He wrote about
the book Up from Slavery. Reread the first sentence. What school. wanting to go to
else do we learn about Booker T. Washington? He didn’t school as a child.
go to school when he was a slave. This verifies that he did
go to school at some point in his life. Write that in your
Verifications column. Continue reading the paragraph,
pausing to paraphrase and ask questions about the content.
Does any information in these sentences help verify your
prediction? Yes, he talks about wanting to go to school
as a boy. Good. Now write that in your Verifications
column.
(continued)
Lesson 2.15 Making Predictions 2–101
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response, continued

routine
AFTER READING
Making Predictions Step 4 Now that we have finished reading, work with a partner to compare
BEFORE READING your predictions. Explain to each other why you made the predictions you
Step 1 Preview the text with students to did, and how you verified them. Work together to add to your observations,
make and record observations on predictions, and verifications. Together, explain how predicting helped
their Three-Column Chart. you understand what you read. Bring the class together and ask volunteers
to share ideas about how predicting improved understanding. Making
Step 2 Guide students to use their predictions helped me make connections between what I already knew about
observations and prior slavery and Booker T. Washington and new information about his early life.
knowledge of the topic to predict
what they will learn about. Have
them write their predictions on
the chart.
DURING READING
Step 3 Read the text aloud, pausing to
paraphrase and ask questions
about the content. Have students
listen for evidence to verify
their predictions and make new
observations and predictions.
AFTER READING
Step 4 Discuss how making
observations and predictions
helps comprehension.

LANGUAGE ARTS

Three-Column Chart
Observations Predictions Verifications

slavery Booker T. Washington Washington wrote

Booker T. Washington was a slave. about his life in Up
He became famous, from Slavery.
maybe for going to He wrote about
school. wanting to go to
school as a child.

2–102 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

The passage below is from an algebra lesson about graphing lines. routine
See how the Making Predictions routine is modeled in the Interactive
Making Predictions
Question-Response that follows. Before implementing the strategy
BEFORE READING
instruction, begin with the Preparing Students for Learning routine in
Section 1, p. 1–32.
Step 1 Preview the text with students to
make and record observations on
Methods for Graphing Lines their Three-Column Chart.
Many different mathematical situations result in graphs of lines, so Step 2 Guide students to use their
graphing lines is an important skill. You can graph a line if you have observations and prior
a set of points, a point and the slope, or an equation. You already knowledge of the topic to predict
know how to graph points. If a set of points lies in a line, draw a what they will learn about. Have
line through them. If the information given is a point and the slope, them write their predictions on
graph the point first. Then use the definition of slope (rise/run) to the chart. 2
count up (or down) and over to the next point. Since two points DURING READING
define a line, you can draw a line through the points you have Step 3 Read the text aloud, pausing to
plotted. Given the equation of a line, you can use the y-intercept as paraphrase and ask questions
one point and then use the slope to find a second point. Or you can about the content. Have students
construct a T-chart to find several points. listen for evidence to verify
their predictions and make new
BEFORE READING observations and predictions.
AFTER READING
Step 1 Before we read this paragraph, let’s preview it to predict the topic.
This time, I’m going to look at the topic sentence. Read the first sentence. Step 4 Discuss how making
This sentence says that graphs of lines are common results in mathematics observations and predictions
and that therefore graphing lines is an important skill. Write these helps comprehension.
statements in the Observations column of your Three-Column Chart.
Take a look at the boldface vocabulary words. When we graph a line we
are plotting a straight path on the coordinate plane. Slope is also a term
that deals with graphing lines. Slope is the upward or downward slant of a
line. The y-intercept is the point where the line cross the MATHEMATICS
vertical, or y-axis.
Read the title and the first sentence. The title is Methods for Three-Column Chart
Graphing Lines. What are methods? procedures, ways Good.
How does the title relate to the topic sentence? The topic Observations Predictions Verifications
sentence says that graphing lines is an important skill.
Step 2 Now I’ll use these observations to make a Topic sentence: line The paragraph will This paragraph
graphs are common explain how to graph explained graphing
prediction about the topic. Because the topic sentence
results; graphing lines lines. lines.
stresses that graphing is an important skill, I think this is an important skill There is more than one There is more than one
paragraph will explain how to graph a line. Write this
Title: Methods for way to do this, so I’m method for graphing
statement in the Predictions column of your chart. Graphing Lines looking for a list. I will a line.
Based on the title and the first sentence, do you predict look for each way to I found a list of three
that there will be one way, or more than one way, to graph a line. ways, separated by
graph a line? more than one If you think there will be more It might be numbered commas.
than one way, what type of clue are you looking for as or a set of steps. I found information on
you read? I’m looking for a list. How will you recognize The ways will be each of the three ways.
that clue? It might be numbered, or it might be a set of steps explained.
separated by commas or semicolons. Write that statement in
the Predictions column.
(continued)
Lesson 2.15 Making Predictions 2–103
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response, continued

routine
Making Predictions
BEFORE READING
Step 1 Preview the text with students to
make and record observations on
their Three-Column Chart.
Step 2 Guide students to use their
observations and prior
knowledge of the topic to predict
what they will learn about. Have
them write their predictions on
the chart.
DURING READING
Step 3 Read the text aloud, pausing to
paraphrase and ask questions
about the content. Have students
listen for evidence to verify
their predictions and make new
observations and predictions.
AFTER READING
DURING READING
Step 3 As we read it is important to verify, or check, our predictions. Some
of our predictions will be correct and others will be incorrect. When you
come to information that verifies a prediction, write it in the Verifications
column. As I read aloud, listen for clues that will verify your predictions.
Read the second sentence. Does this sentence verify one of your predictions?
Yes. There are three different ways, separated by commas.
What do you predict will come next as I continue to read aloud? The three
ways will be explained. Write this information in the Predictions column of
your chart. As I continue to read aloud, listen for clues that will verify your
predictions.
AFTER READING
Step 4 Review your completed chart with your partner. Was each of
your predictions correct? If your prediction was not correct, work with
your partner to determine why. Together, write at least a three-sentence
paragraph explaining how predicting can help you comprehend as you
read. Once I realized there were different ways to graph a line, I knew that I
needed to understand each way. As I read, I looked for words that helped me
understand which way was being explained. I made a short list of the three
ways myself.

Step 4 Discuss how making

observations and predictions
helps comprehension.

MATHEMATICS

Three-Column Chart
Observations Predictions Verifications

Topic sentence: line The paragraph will This paragraph

graphs are common explain how to graph explained graphing
results; graphing lines lines. lines.
is an important skill There is more than one There is more than one
Title: Methods for way to do this, so I’m method for graphing
Graphing Lines looking for a list. I will a line.
look for each way to I found a list of three
graph a line. ways, separated by
It might be numbered commas.
or a set of steps. I found information on
The ways will be each of the three ways.
explained.

2–104 Section 2 Strategy Models

STRATEGY: Making Predictions
Reaching All English Language Learner Proficiency Levels
Beginning Help students make predictions by reading short statements with multiple
predictions about the statement. Ask students to point to the most likely
prediction for each statement. Utilizing short statements and gestures, verify or
adjust their predictions with evidence from the text.

Intermediate Have students use the Think Aloud method to make predictions about the text.
Model how to use this method by making a prediction and proceeding to verify
the prediction aloud. Instruct pairs of students to practice this method for a
chunk of text from the passage. Have partners work together to observe, predict,
and verify information.

Advanced Instruct students to work in pairs and use the Tell-Help-Check method to practice 2
making predictions. Instruct one student to give an observation from the text to
their partner. The partner then asks clarifying questions and makes a prediction
based on the observation. Finally, both partners consult the text or their notes to
verify the prediction.

Advanced Have students make one or two additional predictions about the content that
High cannot be verified by the text. Instruct small groups of students to choose one
of these predictions and use various forms of media to verify or adjust each
prediction. Have each small group write a summary and report their findings to
the class.

NOTES

Lesson 2.15 Making Predictions 2–105

 LESSON 2.16 COMPREHENSION STRATEGIES
2 Using Visual and Contextual Support
ELL Strategy
This lesson outlines a strategy English
Language Learners can employ to use visual
and contextual support to understand texts.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
visual support images or objects used to
help readers understand a text
contextual support text features, such as
titles, heads, captions, and boldface terms,
used to help readers understand a text
Go To Section 3 for Content Area Lessons that
use the Using Visual and Contextual
Support strategy.
Science, pp. 3–4 to 3–11
Mathematics, pp. 3–114 to 3–123
Go To Section 4 for Blackline Master.
Three-Column Chart, p. 4–80
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 2 then Lesson 16.
2–106 Section 2 Strategy Models
DEFINING the Strategy
• Previewing the text by analyzing visual and contextual features
activates prior knowledge, front-loads language, and anticipates
content.
• Modeling how to interpret visual and contextual clues helps
students build comprehension skills and prepares them for
independent learning.
• Having students use visual and contextual support to help them
understand what they read reinforces content area knowledge
activated during predicting and reading.
USING the Strategy
• Students preview the text for illustrations and contextual features
that help prepare them for new knowledge.
• Clarify observations with students and elaborate on ways to use
visual and contextual clues to make informed predictions.
• Use a graphic organizer to help students record the visual and
contextual support they have located in the reading. Have them
use this information to record observations, make connections,
and summarize orally what they have learned.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Ask students the 5Ws and an H question to ensure they have
understood the visual and contextual support correctly. Have
them respond orally about where they found evidence to support
their answers.
• Instruct students to create an illustration for the reading. Then
have them write a descriptive caption for their drawing.
• Provide student pairs with a visual and three possible heads for an
accompanying passage. Have students identify the correct head.
Finally, have each pair describe the reasoning behind their choice.
• Show students examples of environmental print related to the
content, such as a caution label in an experiment. Have them
identify the correct meaning of the environmental print from a
list of choices.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a lesson on Earth’s atmosphere. See how routine
the Using Visual and Contextual Support routine is modeled in the
Using Visual and
Interactive Question-Response that follows. Before implementing the
strategy instruction, begin with the Preparing Students for Learning Contextual Support
routine in Section 1, p. 1–32. BEFORE READING
Step 1 Introduce the text and have
Earth’s Atmosphere students skim the images and
Earth’s atmosphere is a layer of gases that is thickest near the ground contextual features.
and thins as it rises. The atmosphere has five layers. Weather occurs
Step 2 Model how to record the
in the first layer, or troposphere. Many airplanes fly in the second
support and its type on the
layer, the stratosphere. This section contains the ozone layer, which
Three-Column Chart.
protects Earth from ultraviolet radiation. The mesosphere is the
coldest layer. Meteors from space burn up here. Space shuttles orbit Step 3 Guide students to make
predictions or ask questions
2
Earth in the thermosphere. Finally, the exosphere is the upper
limit of Earth’s atmosphere. This is where the atmosphere thins out based on their observations. Have
until it joins with space. them record their predictions on
the chart.
DURING READING
Step 4 Relate visual and contextual
support to content with students.
Have them record what they have
learned on their chart.
AFTER READING
Step 5 Ask students to summarize the
content using their chart.

SCIENCE

Earth’s atmosphere is divided into five distinct layers. Three-Column Chart

BEFORE READING What I See What I Think It What I Know
Means
Step 1 Let’s look at the text and the picture before we
read. We can look at the title and the boldface words to the words atmosphere, the paragraph will tell Atmosphere: gases
troposphere, about the five layers of thickest at the ground,
understand what the paragraph is about. These parts stratosphere, Earth’s atmosphere thins as you go up, five
are called contextual support. Diagrams and pictures mesosphere, layers
thermosphere, and Troposphere: where
also help us understand a text. These images are called exosphere boldface in weather happens, we
visual support. Skim the text and point to examples of the text (contextual) breathe and move here
contextual support. Move around the room to be sure picture of Earth, Stratosphere: layer
students are identifying the correct contextual support. atmosphere, and outer where planes fly,
space (visual) contains ozone layer
There are many boldface words in this paragraph. Many caption about Mesosphere: coldest
of you pointed to the first one, atmosphere. Let’s say that the five layers of layer, where meteors
the atmosphere from space burn up
word together: atmosphere. The atmosphere is the layer (contextual)
of gases between Earth and space. We breathe and move Thermosphere: where
space shuttles orbit
in the part that is closest to Earth. Why do you think the Earth
author included this word? The paragraph is about the Exosphere: where
atmosphere. Yes, that is correct. atmosphere thins and
combines with space
(continued)
Lesson 2.16 Using Visual and Contextual Support 2–107
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response, continued

routine Step 2 Let’s add boldface words to the What I See column on your Three-
Using Visual and Column Chart. Are boldface words visual or contextual? contextual Good.
Add that information in parentheses after your entry in the first column.
Contextual Support Many of you also pointed to two other things. What are they? a diagram and
BEFORE READING a caption Write these two things in the same column. Is a diagram visual
Step 1 Introduce the text and have or contextual? visual Is a caption visual or contextual? contextual Write that
students skim the images and information in parentheses after each item.
contextual features. Step 3 Now use the information in your chart to think about what the
paragraph will tell you about Earth’s atmosphere. What do you think this
Step 2 Model how to record the
information tells us? The paragraph will be about the five layers. Why do you
support and its type on the think that? The diagram shows the five layers and the caption talks about five
Three-Column Chart. layers. Write your prediction, or what you think the paragraph will tell us
Step 3 Guide students to make about Earth’s atmosphere, on your chart under the What I Think It Means
predictions or ask questions head.
based on their observations. Have Let’s read the caption together. What do you think the word divided means?
them record their predictions on broken into parts Good. Now that we know that, what other information
the chart. does the caption give us? Earth’s atmosphere is broken into five parts. Using
DURING READING
visual and contextual support really helps us understand a lot about a text,
even before we start reading.
Step 4 Relate visual and contextual
support to content with students. DURING READING
Have them record what they have Step 4 Follow along while I read aloud. Listen and look for information
learned on their chart. that is the same as or different from the predictions you made in your
AFTER READING chart. Read aloud. What did you find out? Earth’s atmosphere does have five
Step 5 Ask students to summarize the layers. Each layer is one of the boldface terms. The terms match the labels on
content using their chart. the diagram. Good. What did you learn about the troposphere? Weather
happens here. We breathe and move in this layer. What did you learn about
the stratosphere? This is where planes fly. What did you learn about the
SCIENCE mesosphere? This layer is coldest. Meteors from space burn
up here. What did you learn about the thermosphere?
Three-Column Chart Space shuttles fly here. What did you learn about the
What I See What I Think It What I Know exosphere? The exosphere thins out until it joins with space.
Means Now write what you learned in the What I Know column
of your chart.
the words atmosphere, the paragraph will tell Atmosphere: gases
troposphere, about the five layers of thickest at the ground, AFTER READING
stratosphere, Earth’s atmosphere thins as you go up, five
mesosphere, layers Step 5 Now turn to your partner and use your chart to
thermosphere, and Troposphere: where
exosphere boldface in summarize the text. Listen carefully and ask questions.
weather happens, we
the text (contextual) breathe and move here Use visual and contextual clues to help you make
picture of Earth, Stratosphere: layer predictions about what might be discussed next. Then
atmosphere, and outer where planes fly,
space (visual) switch roles.
contains ozone layer
caption about Mesosphere: coldest
the five layers of layer, where meteors
the atmosphere from space burn up
(contextual)
Thermosphere: where
space shuttles orbit
Earth
Exosphere: where
atmosphere thins and
combines with space

2–108 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

The illustrated passage below is from a social studies lesson about routine
the Panama Canal. See how the Using Visual and Contextual Support
Using Visual and
routine is modeled in the Interactive Question-Response that follows.
Before implementing the strategy instruction, begin with the Preparing Contextual Support
Students for Learning routine in Section 1, p. 1–32. BEFORE READING
Step 1 Introduce the text and have
The Panama Canal students skim the images and
The Panama Canal is a waterway built by the United States that contextual features.
crosses the country of Panama from east to west. The 51-mile-long
Step 2 Model how to record the
(82 kilometers) canal connects the Atlantic and the Pacific oceans.
support and its type on the
The canal was first used in 1914. Before the canal was built, a ship
Three-Column Chart.
going from one ocean to the other had to travel all the way around
South America. This was a distance of about 7,900 sea miles, which Step 3 Guide students to make
predictions or ask questions
2
took many days. Now ships travel through the canal in about ten
hours. The use of the canal saves both time and money. The canal based on their observations. Have
has made it much easier to ship goods including cars, oil, and food. them record their predictions on
Passenger ships also travel through the Panama Canal. the chart.
DURING READING
Step 4 Relate visual and contextual
support to content with students.
Have them record what they have
learned on their chart.
AFTER READING
Step 5 Ask students to summarize the
content using the chart.

The Panama Canal is one of the most important waterways for trade, or commerce, in the world.

BEFORE READING SOCIAL STUDIES

Step 1 Before we read, we can look at the title and
boldface words to understand what the paragraph is
Three-Column Chart
about. We call these parts contextual support. Maps and What I See What I Think It What I Know
photographs can also help us make sense of a text. We Means
call these images visual support. Skim the page and point map of Panama what and where the The canal is a
to different types of contextual and visual support when showing the Panama Panama Canal is and waterway built by the
you see them. Move around the room, monitoring students Canal (visual) why it is important United States.
to make sure they are pointing to the title, image, caption, caption about the It goes across the
and boldface terms. Panama Canal country of Panama and
(contextual) joins the Atlantic and
Many of you pointed to the title. Let’s read it together. Pacific oceans.
Choral read the title. What do you think this passage will the word commerce
boldface in the caption Ships using the canal
be about? the Panama Canal Yes, that’s a good prediction. (contextual) save a lot of time and
Panama is a country that lies between North and South the words canal and money.
America. Look at your map and the compass. What does connects boldface
a compass tell us? the four directions; north, south, east, and in the paragraph
west Point to North America. Point to the Panama Canal. (contextual)
Now point to South America.
(continued)
Lesson 2.16 Using Visual and Contextual Support 2–109
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response, continued

routine The Atlantic Ocean lies to the east of Panama. Which side of the map is
Using Visual and east? the right side The Pacific Ocean lies to the west of Panama. Which side
of the map is west? the left side
Contextual Support Step 2 I noticed all of you pointing to other things besides the title. What
BEFORE READING
were they? map of the Panama Canal, a caption, and boldface words in the
Step 1 Introduce the text and have caption and the paragraph Add each of these to your Three-Column Chart
students skim the images and under the What I See head. Is the map visual or contextual support? visual
contextual features. How about the caption? contextual And the boldface word? contextual Add
that information in parentheses after each item on your chart.
Step 2 Model how to record the
support and its type on the Step 3 Now, think about how these things are related. What do you think
they tell us about the text? what and where the Panama Canal is and why
Three-Column Chart.
it is important Why do you think that? The word canal is repeated and is in
Step 3 Guide students to make boldface, and the map shows the canal. Write your prediction, or what you
predictions or ask questions think you will learn, on your chart under the What I Think It Means head.
based on their observations. Have Let’s read the caption together. Choral read the caption. The words
them record their predictions on commerce and trade have similar meanings. They mean “buying or selling
the chart. goods.” What information on the map is about trade? trade route The ships
DURING READING travel through the canal or around South America. When you put together
Step 4 Relate visual and contextual visual and contextual support, you can learn a lot about a text, even before
support to content with students. you begin reading.
Have them record what they have DURING READING
learned on their chart.
Step 4 While I read, look for information that is the same as or different
AFTER READING
from the predictions we made based on visual and contextual clues. Read
Step 5 Ask students to summarize the aloud. What did you find out? The canal is a waterway built by the United
content using their chart. States. It goes across the country of Panama and joins the Atlantic and Pacific
oceans. Yes, that supports what we thought. What else did you learn? Ships
using the canal save a lot of time. Why do you think saving time is important
to commerce? Ships can get the goods to people faster. How do you think
using the canal saves money? If the trip is shorter, the ship
SOCIAL STUDIES
does not use as much fuel and can make more trips with more
goods. Now write what you learned in the What I Know
Three-Column Chart column of your chart.
What I See What I Think It What I Know
Means AFTER READING
map of Panama what and where the The canal is a
Step 5 Now turn to your partner and use your chart to
showing the Panama Panama Canal is and waterway built by the summarize the text. Listen carefully and ask questions.
Canal (visual) why it is important United States. Use visual and contextual clues to help you think of more
caption about the It goes across the information you may want to learn about the Panama
Panama Canal country of Panama and Canal. Then switch roles.
(contextual) joins the Atlantic and
the word commerce Pacific oceans.
boldface in the caption Ships using the canal
(contextual) save a lot of time and
the words canal and money.
connects boldface
in the paragraph
(contextual)

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APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The illustrated passage below is from “The Interlopers” by Saki. See routine
how the Using Visual and Contextual Support routine is modeled in the
Using Visual and
Interactive Question-Response that follows. Before implementing the
strategy instruction, begin with the Preparing Students for Learning Contextual Support
routine in Section 1, p. 1–32. BEFORE READING
Step 1 Introduce the text and have
from “The Interlopers” by Saki students skim the images and
If only on this wild night, in this dark, lone spot, he might come contextual features.
across Georg Znaeym, man to man, with none to witness—that was
Step 2 Model how to record the
the wish that was uppermost in his thoughts. And as he stepped
support and its type on the
round the trunk of a huge beech, he came face to face with the
Three-Column Chart.
man he sought.
Step 3 Guide students to make
predictions or ask questions
2
based on their observations. Have
them record their predictions on
the chart.
DURING READING
Step 4 Relate visual and contextual
support to content with students.
Beech trees have wide-spreading limbs and smooth, gray bark. Have them record what they have
learned on their chart.
BEFORE READING AFTER READING
Step 1 Before we read, we can look at the title, author, and boldface words Step 5 Ask students to summarize the
to support an idea about the topic. These are all parts of the text that content using the chart.
help us understand. We call these parts contextual support. Pictures and
photographs can also help us make sense of a text. We call these images
visual support. Yesterday we talked about the title and author. Skim today’s
page and point to different types of contextual and visual
support when you see them. Move around the room, LANGUAGE ARTS
monitoring students to make sure they are pointing to the
title, image, caption, and boldface term. Three-Column Chart
Many of you pointed to the title. Let’s read it together. What I See What I Think It What I Know
An interloper is a person who does not belong to a Means
community, but who uses the community for personal
picture of a tree Something is going to Georg is surprised by a
gain. For example, if a stranger came to a party and ate (visual) happen with a beech man who is hidden by
all the food, you would call him an interloper. Why do you tree. the beech. It seems like
caption about beech
think the author chose this title? Maybe the story is about trees (contextual) the men might fight.
some interlopers. Yes, that’s a good prediction.
the word beech
Step 2 I noticed all of you pointing to three other things boldface in the text
besides the title. What were they? a picture of a tree, a (contextual)
caption, and a boldface word Add each of these to your
Three-Column Chart under the What I See head. Is the
picture visual or contextual support? visual How about
the caption? contextual And the boldface word? contextual
Add that information in parentheses after each item on
your chart.
(continued)
Lesson 2.16 Using Visual and Contextual Support 2–111
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response, continued

routine
Using Visual and
Contextual Support
BEFORE READING
Step 1 Introduce the text and have
students skim the images and
contextual features.
Step 2 Model how to record the
support and its type on the
Three-Column Chart.
Step 3 Guide students to make
predictions or ask questions
based on their observations. Have
them record their predictions on
the chart.
DURING READING
Step 4 Relate visual and contextual
support to content with students.
Have them record what they have
learned on their chart.
AFTER READING
Step 5 Ask students to summarize the
content using their chart.
LANGUAGE ARTS
Step 3 Now, think about how these things are related. What do you think
they tell us about the text? Something is going to happen at a beech tree. Why
do you think that? The word beech is repeated and in boldface, and the picture
shows a beech tree. Write your prediction, or what you think will happen in
the story, on your chart under the What I Think It Means head.
Let’s read the caption together. Limbs are arms or legs, or tree branches.
What meaning makes most sense here? branches Right. How does the
picture of the beech tree give more information? I can see how long the
branches are. When you put together visual and contextual support, you can
learn a lot about a text, even before you begin reading.
DURING READING
Step 4 While I read, look for information that is the same as or different
from the predictions we made based on visual and contextual clues.
Read aloud. What did you find out? There’s a beech tree. Yes, that supports
what we thought. What else did you learn? The beech tree is huge. Why is
this important to the story? The man Georg wants to meet is hidden on the
other side of the trunk. That’s right. The beech tree helps create a feeling of
surprise. Let’s think about the text, picture, and caption. Why else do you
think the author had the men meet at the beech tree? It seems like the men
will fight. The author wants to create a dark mood. A tree with long branches can
look scary at night, like a person with zombie arms. Add what you found out to
your chart under the What I Know head.
AFTER READING
Step 5 Now turn to your partner and use your chart to summarize the text.
Listen carefully and ask questions. Use visual and contextual clues to help
you make predictions about what might happen next in the story. Then
switch roles. If time allows, have students share their predictions of how the
story might end with the group.

Three-Column Chart
What I See What I Think It What I Know
Means
picture of a tree Something is going to Georg is surprised by a
(visual) happen with a beech man who is hidden by
caption about beech tree. the beech. It seems like
trees (contextual) the men might fight.

the word beech

boldface in the text
(contextual)

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APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

The passage below is from a geometry lesson on angles formed by routine
parallel lines. There is a diagram with the passage. See how the Using
Using Visual and
Visual and Contextual Support routine is modeled in the Interactive
Question-Response that follows. Before implementing the strategy Contextual Support
instruction, begin with the Preparing Students for Learning routine in BEFORE READING

Section 1, p. 1–32. Step 1 Introduce the text and have

students skim the images and
Alternate Interior Angles contextual features.
Two parallel lines (lines m and n) are intersected by a third line
Step 2 Model how to record the
(line t), called a transversal. There are four angles that are interior
support and its type on the
to, or are between, the parallel lines: ∠3, ∠4, ∠5, and ∠6. Certain
Three-Column Chart.
pairs of these angles are called alternate interior angles, because
they are inside the parallel lines and are on alternate, or opposite, Step 3 Guide students to make
2
sides of the transversal. ∠3 and ∠6 are alternate interior angles; so predictions or ask questions
are ∠4 and ∠5. It is important to note that alternate interior angles based on their observations. Have
are formed only when a transversal intersects two parallel lines. them record their predictions on
the chart.
DURING READING
7
5
8
6
m Step 4 Relate visual and contextual
support to content with students.
3 4 n
1 2
Have them record what they have
learned on their chart.
t
AFTER READING
Alternate interior angles are formed by two parallel lines (lines m and n) and a transversal (line t). Step 5 Ask students to summarize the
BEFORE READING content using the chart.
Step 1 Before reading, let’s look at the title and boldface words to predict
what the topic of the passage is. We call these parts with text, or words,
contextual support. Pictures and photographs can also help us make sense
of a text. We call these images visual support. Skim the MATHEMATICS
page and point to different types of contextual and visual
support when you see them. Move around the room, Three-Column Chart
monitoring students to make sure they are pointing to the
title, image, caption, and boldface terms. What I See What I Think It What I Know
Means
Many of you pointed to the title, which is also boldface in
the text. Do you know what alternate interior angles are? diagram of parallel I think that alternate Interior angles are
lines with other interior angles have formed by parallel
No. What do you think this text is about? alternate interior
information (visual) something to do with lines intersected by a
angles Yes, that’s a good prediction. Do you think you will parallel lines and transversal. Interior
caption about parallel
be able to define alternate interior angles by the time you transversals. angles are inside of the
lines and a transversal
have completed reading the text? Yes. (contextual) parallel lines. Alternate
angles are on opposite
Step 2 I noticed all of you pointing to three other things the words transversal, sides of the transversal
besides the title. What were they? the diagram, the caption, interior, and alternate line.
boldface words Add each of these to your Three-Column interior angles are
Chart under the What I See head. Is the diagram visual boldface in the text
(contextual)
or contextual support? visual How about the caption?
contextual And the boldface words? contextual Add that
information in parentheses after each item on your chart.

(continued)
Lesson 2.16 Using Visual and Contextual Support 2–113
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response, continued

routine Step 3 Now, think about how these things are related. What do you
Using Visual and think they tell us about the text? I think that alternate interior angles have
something to do with parallel lines and transversals. Why do you think that?
Contextual Support The diagram mentions parallel lines and a transversal. The words alternate
BEFORE READING interior angles are boldface. Write your prediction, or what you think you will
Step 1 Introduce the text and have learn, on your chart under the What I Think It Means head.
students skim the images and Let’s read the caption together. Remember that parallel lines are straight
contextual features. lines that are the same distance apart and never meet. What do you think
the word transversal means? a line that crosses two parallel lines Why do you
Step 2 Model how to record the
think that? The caption tells us that line t in the diagram is called a transversal.
support and its type on the Line t intersects the parallel lines m and n. Right. What other information does
Three-Column Chart. the diagram give you? It gives numbers to all of the angles. When you put
Step 3 Guide students to make together visual and contextual support, you can learn a lot about a text,
predictions or ask questions even before you begin reading.
based on their observations. Have DURING READING
them record their predictions on Step 4 In the sentence with the word alternate, what is the synonym for
the chart. the word alternate? opposite Good. While I read, look for information that
DURING READING
supports or challenges the predictions we made based on visual and
Step 4 Relate visual and contextual contextual clues. Read aloud. The angles 3, 4, 5, and 6 are interior angles.
support to content with students. Why? because they are inside of the parallel lines Yes, that is right. What else
Have them record what they have did you learn? Alternate interior angles are inside the parallel lines and are on
learned on their chart. opposite sides of the transversal. That’s right. Add what you found out to your
AFTER READING chart under the What I Know head.
Step 5 Ask students to summarize the
AFTER READING
content using their chart.
Step 5 Now turn to your partner and use your chart to summarize the text.
Summarize all the different angles you learned about. Then work together
to make a prediction about the angles we didn’t discuss. For example, we
didn’t talk about the angles on the exterior, or outside of the parallel lines.
MATHEMATICS Can you make a prediction about these angles? Angles on
opposite sides of the transversal and outside the parallel lines
Three-Column Chart will be called alternate exterior angles.

What I See What I Think It What I Know If time allows, have students share their predictions of what
Means angles 1, 2, 7, and 8 might be called, and which angles
might be congruent.
diagram of parallel I think that alternate Interior angles are
lines with other interior angles have formed by parallel
information (visual) something to do with lines intersected by a
caption about parallel parallel lines and transversal. Interior
lines and a transversal transversals. angles are inside of the
(contextual) parallel lines. Alternate
angles are on opposite
the words transversal, sides of the transversal
interior, and alternate line.
interior angles are
boldface in the text
(contextual)

2–114 Section 2 Strategy Models

STRATEGY: Using Visual and Contextual Support
Reaching All English Language Learner Proficiency Levels
Beginning Reinforce the use of visual context to derive meaning through examples of
environmental print. Pantomime or elicit one-word responses to the meaning
derived from such images as a stop sign, exit sign, or cautionary or explanatory
label used in the classroom. Then provide students with enlarged copies of the
image that supports the reading. Discuss different parts of the image, pointing to
each as you say it. Help students label the image. Then have them point to each
word as you say it.

Intermediate Before reading, have students take a close look at the visual support. Have them
use the image as they work in pairs to form questions about the selection. After
reading, have partners compare their original predictions with their answers now.
Have them discuss how their ideas changed or stayed the same. Move around 2
the room to monitor progress.

Advanced Have student pairs take turns rereading the text to one another. Remind them that
they are reading for an audience, and that they need to maintain the audience’s
interest with their voices. Move around the room, correcting pronunciation as
necessary. Ask students what information they learn from the title and how the
title makes them approach the text. Have pairs discuss their opinions. Then have
them share their thoughts with the class. Record their contributions on the board.

Advanced Have students write a paragraph explaining and evaluating the image used in
High relation to the content of the text. What was its purpose? How effective was
it? Did the caption contribute useful information? Have volunteers share their
evaluations with the group.

NOTES

Lesson 2.16 Using Visual and Contextual Support 2–115

 LESSON 2.17 COMPREHENSION STRATEGIES
2 Monitoring and Clarifying Comprehension
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to practice
monitoring their comprehension of content
while reading.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
monitor to check
comprehension understanding a topic
or text
Go To Section 3 for Content Area Lessons that
use the Monitoring and Clarifying
Comprehension strategy.
Social Studies, pp. 3–46 to 3–55
Go To Section 4 for Blackline Master.
Three-Column Chart, p. 4–80
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 2 then Lesson 17.
2–116 Section 2 Strategy Models
DEFINING the Strategy
• Monitoring comprehension, or checking understanding, both
during and after reading, helps students connect the text to their
prior knowledge.
• Monitoring comprehension includes continually asking questions
about what is read, rereading when necessary to improve
understanding, and paraphrasing what has been read to confirm
understanding.
• Monitoring comprehension requires students to reflect on
their level of comprehension and to be sure their questions are
answered.
USING the Strategy
• Have students identify the purpose of the text: informational,
persuasive, or entertaining. Point out that passage titles and text
types can be clues to a passage’s purpose.
• Encourage students to improve their comprehension by asking
questions while they read, reading difficult pieces of text more
slowly than easier passages, and rereading challenging sections
when necessary.
• Use a graphic organizer to help students check and improve their
comprehension of a text.
• Instruct students to make notes or ask questions as they read,
either using sticky notes or (when possible) by highlighting or
underlining important or challenging sections.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Slowly read and reread difficult sections of the text. Then have
students paraphrase what has been read, either aloud or in
writing.
• Provide students with a piece of text. Have students identify
difficult sections or issues and work with a partner to clarify both
students’ understanding.
• List facts from the text that are associated with an important
concept. Have students reread the text, finding and noting the
sections that discuss the facts from your list.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from an introductory lesson on sleep. See how routine
the Monitoring Comprehension routine is modeled in the Interactive
Monitoring Comprehension
Question-Response that follows. Before implementing the strategy
BEFORE READING
instruction, begin with the Preparing Students for Learning routine in
Section 1, pp. 1–32.
Step 1 Help students identify the
purpose of the text: inform,
Sleep—Purpose and Stages persuade, or entertain.
Sleep is a critical part of human life. Sleep improves learning, memory, Step 2 Instruct students to write the
and mood. Although sleeping people look inactive through the night, following headings on the
human sleep actually has four distinct stages. While falling asleep, a Three-Column Chart: What
person enters Stage 1, and brain activity is similar to when they are I Know, My Questions and
awake. Stage 1 is commonly called the “REM” stage. REM stands for Connections, and What I Learned.
“rapid eye movement,” and most dreams occur during this stage. As Along with students, complete 2
the sleeper moves through Stages 2, 3, and 4, brain activity slows the first column.
dramatically. After spending some time in Stage 4, a sleeper cycles DURING READING
back up through Stage 3, then Stage 2, all the way back into Stage Step 3 Read the passage aloud. Stop
1/REM. A complete sleep cycle takes about 100 minutes. frequently to have students
paraphrase what has been read.
BEFORE READING
Step 4 Guide students to write entries
Step 1 The title of this selection is “Sleep—Purpose and Stages.” The title can in the My Questions and
give us clues about the purpose of a piece of writing. A piece of writing can
Connections column.
try to persuade, inform, or entertain us. What does persuade mean? gets you
AFTER READING
to think or act a certain way Does the title seem like the article will try to talk
us into thinking or acting a certain way? no So it will either try to inform or
Step 5 Review what students have
entertain us. What does entertain mean? make us happy or bring us enjoyment learned and record their entries
Well, we know this is a science textbook. Do science textbooks usually try to on the chart.
entertain us? no So what is the purpose of this passage? to inform Very good.
Step 2 One way we can confirm our understanding of a text is to use a
Three-Column Chart with one column for us to note
SCIENCE
what we already know about the topic, one column for
us to note our questions and connections about the
passage, and one column for us to note what we learned
Three-Column Chart
after the reading. Let’s use the following headings for our What I Know My Questions What I Learned
columns: What I Know, My Questions and Connections, and Connections
and What I Learned. Now let’s complete the first column.
What do you know about sleep? Sleep makes me feel better I sleep every day. Sleep is important, Sleep is important
when I am tired. Good. Everybody write what you know but why? Sleep for learning and
Sleep makes me
about sleep in the first column. Help students as necessary. improves mood. memory. Sleep has
feel better when I
4 stages.
DURING READING am tired.
Step 3 Read the first two sentences aloud to students, then
ask, Why is sleep important? It improves learning, memory,
and mood. Read the next sentence; then ask: This says
sleep has four stages. What will probably come next? a
description of the stages Good. Read to the end of the passage.

(continued)
Lesson 2.17 Monitoring and Clarifying Comprehension 2–117
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response, continued

routine Remember that paraphrasing is stating something in your own words.
Stage 1 is when dreaming happens, then there is deeper sleep in Stages 2 and 3.
Monitoring Comprehension
Stage 4 is deepest, then you come backward through the stages. Let’s reread to
BEFORE READING
check our understanding. Rereading is a great way to check understanding.
Step 1 Help students identify the
Step 4 Looking back at the chart, do we have any connections we can add
purpose of the text: inform,
to the second column? A connection is when we see how a reading is alike
persuade, or entertain. or different from our own experience. Who thought of something in their
Step 2 Instruct students to write the own life while we were reading this passage? I always remember a lot of
following headings on the dreams. Good! Now who has a question about the reading? Does everybody
have the same sleep cycles? Excellent! Now find a partner and write some
Three-Column Chart: What
more questions and connections in the middle column.
I Know, My Questions and
Connections, and What I Learned. AFTER READING
Along with students, complete Step 5 The third column gives us space to note what we learned from
the first column. our reading. What is something you learned from the passage? Sleep is
DURING READING
important for learning and memory. Sleep has 4 stages. Fill in student answers.
Step 3 Read the passage aloud. Stop Good! Now write one other thing you learned from the reading. Share if
frequently to have students time permits.
paraphrase what has been read.
Step 4 Guide students to write entries
in the My Questions and
Connections column.
AFTER READING
Step 5 Review what students have
learned and record their entries
on the chart.

SCIENCE

Three-Column Chart
What I Know My Questions What I Learned
and Connections
I sleep every day. Sleep is important, Sleep is important
but why? Sleep for learning and
Sleep makes me
improves mood. memory. Sleep has
feel better when I
4 stages.
am tired.

2–118 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

The passage below is from a social studies lesson about foods from the routine
Old World and the New World being shared across cultures. See how
Monitoring Comprehension
the Monitoring Comprehension routine is modeled in the Interactive
BEFORE READING
Question-Response that follows. Before implementing the strategy
instruction, begin with the Preparing Students for Learning routine in
Step 1 Help students identify the
purpose of the text: inform,
Section 1, p. 1–32.
persuade, or entertain.
Old World and New World Foods
Step 2 Instruct students to write the
When Old World European explorers landed in the New World, they following headings on the
brought their foods with them, and they found many foods they Three-Column Chart: What
did not recognize. Both sides benefited from the exchange of foods. I Know, My Questions and
Old World cattle, pigs, and sheep provided new sources of meat for Connections, and What I Learned.
people in the New World. Old World crops such as wheat, bananas, Along with students, complete 2
coffee beans, rice, and sugar cane grew well in the New World the first column.
climate. In a similar fashion, New World foods such as chocolate, DURING READING
corn, tomatoes, pumpkin, potatoes, and turkey were taken back to Step 3 Read the passage aloud. Stop
the Old World, where they were appreciated far and wide. frequently to have students
paraphrase what has been read.
BEFORE READING
Step 4 Guide students to write entries
Step 1 Let’s try to figure out whether the purpose of this selection is to in the My Questions and
persuade, inform, or entertain. Remember, persuade is when somebody
Connections column.
tries to get you to think a certain way, inform is when writing simply gives AFTER READING
you information, and entertain is when something makes you happy or
gives you enjoyment.
Step 5 Review what students have
learned and record their entries
Let’s remember that this is a social studies lesson, not a newspaper article
in the What I Learned column on
or a novel. Do social studies lessons usually persuade, inform, or entertain?
inform Okay. Let’s see if that works with the title, Old World and New World
the chart.
Foods. Does that sound like it will inform? Yes.
Step 2 A good way to monitor, or keep track, of your SOCIAL STUDIES
understanding while you read is to use a Three-Column
Chart that has places for you to write what you know, Three-Column Chart
what you wonder about or understand well, and what
you have learned. Write these column headings in order What I Know My Questions What I Learned
on your chart: What I Know, My Questions and Connections, and Connections
and What I Learned. Now let’s fill in this first column. What Chocolate came What other foods Europeans
do you know about Old World and New World foods? I
from the New came from the got chocolate,
know chocolate came from the New World. Good. Now write
World. New World? corn, tomatoes,
this in your chart.
pumpkin,
What foods did
DURING READING potatoes, and
European explorers
Step 3 While I read we will pause several times to check turkey.
bring to the New
our understanding of the text. Read the first two sentences World? People in the New
aloud to students, then ask, What did we learn? When
World got cattle,
the explorers came, they shared food with the New World
sheep, pigs, wheat,
people. Let’s reread to check our understanding. Are you
correct? Yes. bananas, and coffee.

(continued)
Lesson 2.17 Monitoring and Clarifying Comprehension 2–119
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response, continued

routine Step 4 Read two more sentences, then ask, Did people in the New World
Monitoring Comprehension eat the cattle that came from the Old World? Yes. Very good. Stopping to
ask questions as you read helps you make sure you understand what you
BEFORE READING
are reading. Let’s write some other questions in the second column of
Step 1 Help students identify the our chart. What have you been wondering about the foods these people
purpose of the text: inform, were sharing and trading? What other foods came from the New World? Very
persuade, or entertain. good. Let’s add that to the chart. As we read, we can also make connections
between what we already know and information we are reading. Work with
Step 2 Instruct students to write the
a partner to discover what comes to mind when you think of foods from
following headings on the
cultures other than your own. Write your answer on the chart. Share ideas
Three-Column Chart: What as time permits.
I Know, My Questions and
Connections, and What I Learned. AFTER READING
Along with students, complete Step 5 What did you learn from this paragraph? Work with a partner to
the first column. fill in the final column of the chart. Europeans got chocolate, corn, tomatoes,
DURING READING pumpkin, potatoes, and turkey. People in the New World got cattle, sheep, pigs,
Step 3 Read the passage aloud. Stop wheat, bananas, and coffee.
frequently to have students
paraphrase what has been read.
Step 4 Guide students to write entries
in the My Questions and
Connections column.
AFTER READING
Step 5 Review what students have
learned and record their entries
in the What I Learned column on
the chart.

SOCIAL STUDIES

Three-Column Chart
What I Know My Questions What I Learned
and Connections
Chocolate came What other foods Europeans
from the New came from the got chocolate,
World. New World? corn, tomatoes,
What foods did pumpkin,
European explorers potatoes, and
bring to the New turkey.
World? People in the New
World got cattle,
sheep, pigs, wheat,
bananas, and
coffee.

2–120 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is from the 2009 inaugural address of Barack routine
Obama. See how the Monitoring Comprehension routine is modeled in
Monitoring Comprehension
the Interactive Question-Response that follows. Before implementing
BEFORE READING
the strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Help students identify the
purpose of the text: inform,
from Barack Obama’s 2009 Inaugural Address persuade, or entertain.
Our challenges may be new. The instruments with which we Step 2 Instruct students to write the
meet them may be new. But those values upon which our success following headings on the
depends—hard work and honesty, courage and fair play, tolerance Three-Column Chart: What
and curiosity, loyalty and patriotism—these things are old. I Know, My Questions and
These things are true. They have been the quiet force of progress Connections, and What I Learned.
throughout our history. Along with students, complete 2
What is demanded then is a return to these truths. What is required the first column.
of us now is a new era of responsibility—a recognition, on the part DURING READING

of every American, that we have duties to ourselves, our nation and Step 3 Read the passage aloud. Stop
the world . . . frequently to have students
paraphrase what has been read.
BEFORE READING Step 4 Guide students to write entries
Step 1 Do you think that the president was trying to inform, persuade, or in the My Questions and
entertain people with this speech? Remember, persuade is when somebody Connections column.
tries to get you to think the way they do, inform is when somebody just AFTER READING
gives you information, and entertain is when somebody tries to make you Step 5 Review what students have
happy. What is the purpose of this text? to persuade learned and record their entries
Step 2 It is helpful to check our understanding of what we read by using a on the chart.
Three-Column Chart that has places for you to write what you know, what
you wonder about or what seems familiar, and what you have learned by
reading. Write these column headings in order on your chart: What I Know,
My Questions and Connections, and What I Learned. Now LANGUAGE ARTS
let’s start the first column together. What do you know
about this text? It is from Obama’s speech on the day he Three-Column Chart
became president. Good. Let’s write this in the first column
of the chart. Now work with a partner to add one or two What I Know My Questions What I Learned
more things to the chart. Think about what you know and Connections
about that day or about what the word inauguration It is from Obama’s How does Obama We should all
means. Write whatever you know. Allow time for one or
speech on the plan to meet the do our part to
two pairs to share after completing the first column.
day he became new challenges? help solve the
DURING READING president. problems.
My grandmother
Step 3 As we read, we will pause to check our Presidents usually thinks that the old Americans have a
understanding. Read the first sentence. This sentence tells talk about how ways of behaving duty to themselves
us the topic of this part of the speech. What is the topic they see the were best. and their nation to
being discussed in the paragraph? new challenges Good.
country and what act responsibly.
Let’s continue reading to see what Obama thinks about
they plan to do.
the challenges. Read the rest of the passage. Who knows
what paraphrase means?

(continued)
Lesson 2.17 Monitoring and Clarifying Comprehension 2–121
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response, continued

routine
Monitoring Comprehension
BEFORE READING
Step 1 Help students identify the
purpose of the text: inform,
persuade, or entertain.
Step 2 Instruct students to write the
following headings on the
Three-Column Chart: What
I Know, My Questions and
Connections, and What I Learned.
Along with students, complete
the first column.
DURING READING
Step 3 Read the passage aloud. Stop
frequently to have students
paraphrase what has been read.
Step 4 Guide students to write entries
in the My Questions and
Connections column.
AFTER READING
Step 5 Review what students have
learned and record their entries
on the chart.
to repeat something in your own words Good. Who can paraphrase this
section of Obama’s speech? We should meet the new challenges with good
ideas that have lasted throughout time. Good. Pausing while you read to check
understanding of a text and paraphrasing what you have read so far are
two good ways to check your understanding as you read.
Step 4 As we read, it is a good idea to ask questions about the material.
Some answers will be found directly in the text. Other questions might
require more thinking. For example, I might ask, “How does Obama plan
to meet the challenges?” Brainstorm with your partner to come up with
another question about the information in this paragraph.
We also improve our understanding of a text when we make connections
between the text and what we already know. Who has an example of a
connection? My grandmother thinks that the old ways of behaving were best.
Very good. Let’s write that connection in the second column of the chart.
Now everybody should write a connection between this paragraph and
what you already know. Maybe you know something about Obama or
maybe you have an opinion about what he is saying because of something
you have read or heard on the radio. Make a connection and then we will
share a few with the group.
AFTER READING
Step 5 After reading, we can ask ourselves, “What did I learn from this
text?” This gives us another opportunity to paraphrase. In the final column
of the chart, paraphrase what you learned from this portion of Obama’s
inauguration speech. I learned that we should all do our part to help solve the
problems. Great. Let’s write these points in the What I Learned column. Allow
students to share as time permits.

LANGUAGE ARTS

Three-Column Chart
What I Know My Questions What I Learned
and Connections
It is from Obama’s How does Obama We should all
speech on the plan to meet the do our part to
day he became new challenges? help solve the
president. problems.
My grandmother
Presidents usually thinks that the old Americans have a
talk about how ways of behaving duty to themselves
they see the were best. and their nation to
country and what act responsibly.
they plan to do.

2–122 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

The passage below is from a geometry lesson on triangles. See how routine
the Monitoring Comprehension routine is modeled in the Interactive
Monitoring Comprehension
Question-Response that follows. Before implementing the strategy
BEFORE READING
instruction, begin with the Preparing Students for Learning routine in
Section 1, pp. 1–32.
Step 1 Help students identify the
purpose of the text: inform,
The Sum of the Angles in a Triangle persuade, or entertain.
The sum of the angles in a triangle is always 180°. If a triangle has Step 2 Instruct students to write the
angles A, B, and C, then A + B + C = 180°. This means if you know following headings on the
the measures of two angles of any triangle, you can find the third. Three-Column Chart: What
For example, if a triangle has angles of 45° and 60°, you should be I Know, My Questions and
able to find the measure of the third angle by using the following Connections, and What I Learned.
procedure: Along with students, complete 2
1. Write out the equation: A + B + C = 180°. the first column.
DURING READING
2. Substitute values for the two angles you know: 45° + 60° + C =
180°. Step 3 Read the passage aloud. Stop
frequently to have students
3. Collect and add the like terms: 105° + C = 180°.
paraphrase what has been read.
4. Subtract 105 from both sides: C = 75°. The measure of the
unknown angle is 75 degrees. Step 4 Guide students to write entries
in the My Questions and
The rule that says that the sum of the angles in a triangle is equal
to 180 degrees is true for any type of triangle—scalene, isosceles,
Connections column.
AFTER READING
equilateral (60° + 60° + 60° = 180°), or right.
Step 5 Review with students what they
have learned and direct them to
BEFORE READING record their entries on the chart.
Step 1 Let’s try to figure out whether the author of this selection wants to
inform, entertain, or persuade us. Remember that inform means to give
information, entertain means to make us happy or bring us enjoyment,
and persuade means to change the way we think or MATHEMATICS
what we do. Do you think the purpose of this selection
is to persuade, inform, or entertain? inform Good. Three-Column Chart
Mathematics usually informs.
What I Know My Questions What I Learned
Step 2 It is important to check understanding as we read.
One good way for us to check our understanding as we
and Connections
read is to use a Three-Column Chart that lets us write Triangles have Does this work for I learned how to
down what we already know, what we wonder about three sides and right triangles? find the measure
or connect with, and what we have learned by reading. three angles. of the third angle
Write these column headings in order on your chart: I already know
in a triangle if I
What I Know, My Questions and Connections, and What I how to solve
know the other
Learned. Now let’s complete the first column. What do equations.
two. I also learned
you already know about triangles? Triangles have three
this works for any
sides and three angles. Very good. Write other things you
know about triangles in the first column. triangle.

(continued)
Lesson 2.17 Monitoring and Clarifying Comprehension 2–123
 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Monitoring Comprehension
BEFORE READING
Step 1 Help students to identify the
purpose of the text: inform,
persuade, or entertain.
Step 2 Instruct students to write the
following headings on the
Three-Column Chart: What
I Know, My Questions and
Connections, and What I Learned.
Along with students, complete
the first column.
DURING READING
Step 3 Read the passage aloud. Stop
frequently to have students
paraphrase what has been read.
Step 4 Guide students to write entries
in the My Questions and
Connections column.
AFTER READING
Step 5 Review with students what they
have learned and direct them to
record their entries on the chart.
MATHEMATICS
Three-Column Chart
What I Know My Questions
and Connections
Triangles have Does this work for
three sides and right triangles?
three angles.
I already know
how to solve
equations.
2–124 Section 2 Strategy Models
MATHEMATICS Interactive Question-Response, continued
DURING READING
Step 3 While I read, I will pause several times so we can check for
understanding of the text. Read the first two sentences aloud. Use your own
words to explain what I just read. This is called paraphrasing. Paraphrasing
is a great way to check your understanding. If you add all three angles in
a triangle, the answer will be 180 degrees. Now let’s reread to check your
understanding. Did you paraphrase correctly? Yes.
Step 4 As we read, it is important to ask questions about the material. It
is also important to make connections between information you already
know and information you’re reading. I will read the next four sentences
aloud. What is one question you have? Does this work with right triangles?
What is one connection you can make with mathematics knowledge you
already have? I already know how to solve equations, and I need to be able to do
that to find the missing angle. Write these on your chart.
AFTER READING
Step 5 Now let’s complete the final column of the chart. What did you learn
from this paragraph? If I know the measure of any two angles in a triangle, I can
find the third. This works for any triangle. Write what you learned in the third
column of the chart.
What I Learned
I learned how to
find the measure
of the third angle
in a triangle if I
know the other
two. I also learned
this works for any
triangle.
STRATEGY: Monitoring and Clarifying Comprehension
Reaching All English Language Learner Proficiency Levels
Beginning As you read aloud, ask questions with one-word answers to identify areas in the
text that are confusing to students. Help students by asking and writing single-
word questions aimed at clarifying comprehension.

Intermediate Have students work in cooperative learning groups to monitor comprehension

in another section of text. As they read, students should ask questions aloud and
work together to check one another’s comprehension. Scaffold this activity by
telling students where in the text they should stop to check for understanding.

Advanced Have partners take turns reading another section of text. Instruct them to pause
frequently to ask each other questions about the selection. Remind them to
encourage each other to read slowly or reread sections they do not understand. 2
Advanced Students should read another section of text silently, practicing the strategies
High from the lesson. Instruct them to write down a list of questions or clarifications
from the text as they read. Students can write their questions on sticky notes
placed next to the section of text that prompted the question. Pairs of students
can work together, reading carefully to find answers to their questions.

NOTES

Lesson 2.17 Monitoring and Clarifying Comprehension 2–125

 LESSON 2.18 COMPREHENSION STRATEGIES
2 Sequencing Information
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to identify the
sequence of events in text.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
sequence the order in which events occur or
information is presented in text
Go To Section 3 for Content Area Lessons that
use the Sequencing Information strategy.
Mathematics, pp. 3–124 to 3–131
Go To Section 4 for Blackline Master.
Flowchart, p. 4–72, and
Signal Words, p. 4–20.
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 2 then Lesson 18.
2–126 Section 2 Strategy Models
DEFINING the Strategy
• Most writers present information according to a certain order,
or sequence. Sequencing is often ordered according to a series of
steps, or the time or dates of events. Another form of sequencing
is to list information according to either ascending or descending
importance.
• Writers choose a method of sequencing based on their purposes
for writing.
• Clarifying the sequence allows readers to track the events or
information more clearly, thus making the purpose of the text
clearer.
USING the Strategy
• Students preview the text to determine the topic. Identify and
define any key vocabulary.
• Point out that information in the text will be delivered in a step-
by-step format. This helps students to link the content with the
sequence of the text.
• Emphasize that signal words, such as first, then, next, and finally,
help indicate the sequence in the text.
• Use a graphic organizer to provide visual and contextual support
for students to visually express the sequencing of events in the
text.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Distribute a set of images related to the text for students to place
in order as you read the text aloud.
• Instruct students to draw pictures of the events in the text in the
correct sequence and include short captions using the appropriate
signal words.
• Have students write a short summary using their flowchart and
the signal words from the text.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a chemistry experiment on determining routine
pH of various foods. See how the Sequencing routine is modeled in the
Sequencing
Interactive Question-Response that follows. Before implementing the
BEFORE READING
strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Preview the text with students
to identify the topic and review
Finding the pH of Fruit vocabulary.
DURING READING
Procedure
First, cut each fruit in half, rinsing and drying the knife between Step 2 Read the text aloud, pausing
each cut. Next, take a pH strip and lay it half on, half off the cut side between each sequenced event
of each fruit. Use a different strip for each fruit. Then, when the strip in the text to ask clarifying
is wet, take it off the fruit and compare it to the pH chart. Next, write questions that point out signal
the pH for each fruit in a chart in your lab notebook. Finally, repeat words, such as first and next, to
indicate the sequence. 2
the procedure with all foods in the experiment, keeping clear notes
in your lab notebook. Step 3 Instruct students to record the
events or steps in order on their
BEFORE READING Flowchart.
Step 1 Before we read this paragraph, let’s preview it to decide the topic. AFTER READING

Read the title and subtitle aloud. I see the word procedure. A procedure is a Step 4 Review the sequence of events
series of steps. on the flowchart. Have students
What do you think this title tells us about the paragraph? This paragraph use their chart as a checklist to
will tell us what steps to follow to find the pH of a piece of fruit. Good. This explain or complete the task.
paragraph is a procedure for finding the pH of a piece of fruit.
This paragraph describes a chemistry experiment. What does the word
experiment mean? a test or trial to find an answer Yes. This paragraph explains
how to test the pH of fruit. pH tells how acidic or basic a substance is. Foods
high in acid have a sour, sharp, or biting taste. Which fruit do you think
is more acidic, a lemon or a banana? a lemon Good. Turn and talk with a
partner about other fruits you think might be more or SCIENCE
less acidic.
Flowchart
DURING READING
Step 2 Now follow along as I read the first sentence. Finding the pH of Fruit
Read the first sentence. This sentence starts with the
signal word first. What is the first step in this procedure?
Cut the fruit in half. 1. Cut the fruit in half.
Step 3 We can use our Flowchart to help us follow the
sequence of steps in this process. Numbering the steps
will also help us keep track of the sequence. When we 2. Lay a pH strip, half on, half off the cut side of the fruit.
talk about a sequence, we are talking about a series of
steps in a specific order. Let’s number and write the first
3. Take the wet strip and compare it to the pH chart.
step in the first box of your chart. 1. Cut the fruit in half.
Why do you think it might be important to rinse and
dry the knife between each cut? Because the experiment 4. Write down the pH in a lab notebook chart.
won’t be as accurate if the fruit juices mix. Read the second
sentence aloud. Which word tells us that a new step is
coming? next Yes, next indicates the second step. 5. Repeat the steps with the other fruits.
(continued)
Lesson 2.18 Sequencing Information 2–127
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response, continued

routine
Sequencing
BEFORE READING
Step 1 Preview the text with students
to identify the topic and review
vocabulary.
DURING READING
Step 2 Read the text aloud, pausing
between each sequenced event
in the text to ask clarifying
questions that point out signal
words, such as first and next, to
indicate the sequence.
Step 3 Instruct students to record the
events or steps in order on their
Flowchart.
AFTER READING
Step 4 Review the sequence of events
on the flowchart. Have students
use their chart as a checklist to
explain or complete the task.
Now let’s summarize that step and add it to our flowchart. 2. Lay a pH strip
half on, half off the cut side of the fruit.
So far we have read the signal words first and next. Can you think of some
other signal words? second, third Yes. Number words are often used as
signal words. Now I’m going to read the rest of the paragraph. Each time
you hear a signal word, raise your hand. Then we’ll pause, summarize the
step, and add it to our flowchart.
AFTER READING
Step 4 Now we will use our flowchart as a checklist for completing this
experiment. How many steps are in this experiment? five Yes, as you finish
each step, place a checkmark next to it to mark it as complete. Then move
on to the next step in the experiment.
Recognizing signal words as we read can help us follow directions. Who
can summarize the procedure for finding the pH of fruit? First, cut the fruit
in half. Next, Place a pH strip half on and half off the cut side of the fruit.
Next, Take the wet strip and compare it to the pH chart. Write down the pH in
your lab notebook. Repeat the steps with other fruits. Good. Now look back at
the paragraph. What do you notice about steps 4 and 5 of the procedure?
Both steps involve taking notes in the lab notebook. Why do you think taking
notes might be an important part of a science experiment? Scientists need
to keep a clear record of their results.

SCIENCE
Flowchart

Finding the pH of Fruit

1. Cut the fruit in half.

2. Lay a pH strip, half on, half off the cut side of the fruit.

3. Take the wet strip and compare it to the pH chart.

4. Write down the pH in a lab notebook chart.

5. Repeat the steps with the other fruits.

2–128 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

The passage below is from a social studies text about the creation routine
of Yellowstone National Park. See how the Sequencing routine is
Sequencing
modeled in the Interactive Question-Response that follows. Before
BEFORE READING
implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
Step 1 Preview the text with students
to identify the topic and review
Yellowstone National Park: vocabulary.
DURING READING
A History of Its Creation
In 1870, an explorer named Cornelius Hedges told people about a Step 2 Read the text aloud, pausing
new idea. He thought the government should protect the beautiful, between each sequenced event
unusual land around the Yellowstone River. He wanted people to in the text to ask clarifying
use the land as a national playground. Then, in the summer of 1871, questions that point out signal
the government sent a geologist named Ferdinand Hayden to study words, such as first and next, to
indicate sequence. 2
the land. He agreed with Hedges. On December 18, 1871, Senator
Pomeroy introduced a bill to protect Yellowstone. Congress passed Step 3 Instruct students to record the
the bill on February 27, 1872. Finally, on March 1, 1872, President events or steps in order on their
Ulysses S. Grant signed the bill, and it became a law. Yellowstone Flowchart.
became the first national park. AFTER READING
Step 4 Review the sequence of events
BEFORE READING on the flowchart. Have students
Step 1 Before we read this paragraph, let’s preview it to decide the topic. use their flowchart as a checklist
Read the title and subtitle aloud. I see the words history and creation. A to explain or complete the task.
history gives dates and tells the order of how events happened. Creation
means how something started.
What do you think this title tells us about the paragraph? This paragraph
will be about Yellowstone National Park. What does the subtitle tell us? The
paragraph will tell how and when the park was created. Good. This paragraph
is a history that describes how and when the park was
created. The people who wanted to create the park had SOCIAL STUDIES
to follow a process to make their ideas happen. Write
the title and subtitle on the top of your flowchart. Flowchart

DURING READING Yellowstone National Park : A History of Its Creation

Step 2 Now follow along as I read the first three
sentences. Read the first sentence. What is the date and
1. 1870, Cornelius Hedges says the government should protect the
the event in this sentence? In 1870, Cornelius Hedges Yellowstone River area.
told people about a new idea. Read the second and third
sentences. What was his idea? The government should
protect the Yellowstone area. 2. Summer 1871, Hayden studies the land.
Step 3 We can use the visual and contextual support of
our Flowchart to help us follow the sequence of steps 3. December 18, 1871, Senator Pomeroy introduces bill.
in the process of creating Yellowstone National Park.
Numbering the steps will also help us keep track of
the sequence. When we talk about a sequence, we are 4. February 27, 1872, Congress passes bill.
talking about a series of steps in a specific order. Let’s
number and write the first step in the first box of your
5. March 1, 1872, President Grant signs bill into law.
(continued)
Lesson 2.18 Sequencing Information 2–129
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response, continued

routine
Sequencing
BEFORE READING
Step 1 Preview the text with students
to identify the topic and review
vocabulary.
DURING READING
Step 2 Read the text aloud, pausing
between each sequenced event
in the text to ask clarifying
questions that point out signal
words, such as first and next, to
indicate sequence.
Step 3 Instruct students to record the
events or steps in order on their
Flowchart.
AFTER READING
Step 4 Review the sequence of events
on the flowchart. Have students
use their flowchart as a checklist
to explain or complete the task.
chart. Include the date and summarize the event. 1. 1870, Cornelius Hedges
said the government should protect the Yellowstone River area.
So far we have read about what happened on the date of the year 1870.
In historical articles, dates are often used to show the sequence of events.
Now I’m going to read the rest of the paragraph. Every time you hear
another date, raise your hand. Then we’ll pause, summarize the event, and
add it to our flowchart.
AFTER READING
Step 4 Now we’ll use our flowchart as a checklist. We’ll review how the first
national park was created. As you review each step, place a checkmark next
to it. Then move on to the next step in the process.
Using the dates in the passage helps us keep the events in order. What was
the second event in this process? The second event was that the government
sent Hayden to study the land. When did this event take place? in the summer
of 1871 Good. Also notice that the signal word then is also used near
this year. This helps us understand that this event happens next in the
sequence. When events happen close together, it’s important to look for
additional signal words to help us understand the order of the events.
What is the third step in the process, and when did it take place? On
December 18, 1871, Senator Pomeroy introduced a bill to protect Yellowstone.
You can look at the dates on the flowchart and figure out exactly when
the events happened, or the time between events. What did you notice
about the sequence of creating the first national park? It didn’t take very
long, just about two years. Right. You can also tell the order of the steps in the
process. What happened last? The last event was that President Grant signed
the bill into law. What signal word tells you that this was the last event in the
sequence? finally

SOCIAL STUDIES
Flowchart

Yellowstone National Park : A History of Its Creation

1. 1870, Cornelius Hedges says the government should protect the

Yellowstone River area.

2. Summer 1871, Hayden studies the land.

3. December 18, 1871, Senator Pomeroy introduces bill.

4. February 27, 1872, Congress passes bill.

5. March 1, 1872, President Grant signs bill into law.

2–130 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is from an article describing the steps to getting routine
a summer job. See how the Sequencing routine is modeled in the
Sequencing
Interactive Question-Response that follows. Before implementing the
BEFORE READING
strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Preview the text with students
to identify the topic and review
How to Find a Summer Job vocabulary.
DURING READING
First, think about your qualities. What kinds of skills, interests, and
experience do you have? Next, think about the kind of job you Step 2 Read the text aloud, pausing
want. Do you prefer to be indoors? Do you want to work during the between each sequenced event
day? Then, prepare a resume. This lists your skills and experience. in the text to ask clarifying
Next, browse the job ads in the newspaper and online, and ask questions that point out signal
about opportunities at local restaurants and stores. Finally, let the words, such as first and next to
indicate the sequence. 2
employer know you want to apply for the job by completing an
application form or submitting your resume. If your experience fits Step 3 Instruct students to record the
the job, then you will be called for an interview. events or steps in order on their
Flowchart.
BEFORE READING AFTER READING

Step 1 Before we read this paragraph, let’s preview it to see what the topic is. Step 4 Review the sequence of events
Read the title aloud. I see the words How to. What do you think this title tells on the chart. Have students
us about the paragraph? This paragraph will tell us the steps of finding a summer use their chart as a checklist to
job. Good. This paragraph will tell us the steps to follow to find a summer job. explain or complete the task.
Write the title on the top of your chart. How to Find a Summer Job
This paragraph describes how to find a summer job. What does the word
job mean? work Yes. This paragraph explains how to find work during the
summer. What kinds of work can you do in the summer? work at the pool,
mow lawns, work at a store Good. Turn and talk with a partner about other
jobs that you can do in the summer.

DURING READING LANGUAGE ARTS

Step 2 Now follow along as I read the first sentence. Flowchart
Read the first sentence. This sentence starts with the
signal word first. What is the first step in finding a How to Find a Summer Job
summer job? Think about your qualities.
Step 3 We can use the Flowchart to help us follow the
sequence of steps in this process. Let’s number the steps 1. Think about your qualities.
to help us keep track of the sequence. When we talk
about a sequence, we are talking about a series of steps
in a specific order. Let’s number and write the first step 2. Think about the kind of job you want.
in the first box of your chart. 1. Think about your qualities.
Why is it important to think about your qualities? You
3. Prepare a resume that lists job experience.
want to be good at the job.
Read the third sentence aloud. Which word tells us that
a new step is coming? next Yes, the word next indicates 4. Look for jobs in the newspaper or online.
the second step. Now let’s summarize that step and add
it to our chart. 2. Think about the kind of job you want.
5. Apply for the job.
(continued)
Lesson 2.18 Sequencing Information 2–131
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response, continued

routine
Sequencing
BEFORE READING
Step 1 Preview the text with students
to identify the topic and review
vocabulary.
DURING READING
Step 2 Read the text aloud, pausing
between each sequenced event
in the text to ask clarifying
questions that point out signal
words, such as first and next to
indicate the sequence.
Step 3 Instruct students to record the
events or steps in order on their
Flowchart.
AFTER READING
Step 4 Review the sequence of events
on the chart. Have students
use their chart as a checklist to
explain or complete the task.
So far we have read the signal words first and next. Can you think of other
signal words? second, third Yes. Number words are signal words. Now I’ll
read the rest of the paragraph. When you hear a signal word, raise your
hand. Then we’ll pause, summarize the step, and add it to our chart.
AFTER READING
Step 4 Now we will use our chart as a checklist for finding a summer
job. How many steps are there? five Yes. As you finish each step, place a
checkmark next to it to mark it as complete. Then move on to the next step
in the process.
Recognizing signal words as we read can help us follow directions. Who
can summarize the process of finding a summer job? Think of your qualities.
Decide what kind of job you want. Make a resume. Look at ads. Apply for the
job. Good. Now look back at the paragraph. Why do you think the interview
is an important part of getting a job? You need to know if you are right for
the job.

LANGUAGE ARTS
Flowchart

How to Find a Summer Job

1. Think about your qualities.

2. Think about the kind of job you want.

3. Prepare a resume that lists job experience.

4. Look for jobs in the newspaper or online.

5. Apply for the job.

2–132 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

The passage below is from a geometry text on constructing a routine
perpendicular. See how the Sequencing routine is modeled in the
Sequencing
Interactive Question-Response that follows. Before implementing the
BEFORE READING
strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Preview the text with students
to identify the topic and review
Constructing a Perpendicular vocabulary.
to a Line from a Point Not on the Line DURING READING

Procedure Step 2 Read the text aloud, pausing

First, draw a line and label it line l, and draw a point not on line l between each sequenced event
and label it point A. Then, put the point of your compass on point in the text to ask clarifying
A and draw an arc that crosses line l in two places. Label these questions that point out signal
intersection points B and C. Next, place your compass on point B words, such as first and next, to
indicate the sequence. 2
and draw an arc that is across line l from point A. Then place your
compass on point C and repeat the step above. The two arcs you Step 3 Instruct students to record the
just drew should intersect. If they don’t, extend them until they do. events or steps in order on their
Label the intersection point D. Finally, draw a line segment from Flowchart.
point A across line l to point D. AFTER READING
Step 4 Review the sequence of events
BEFORE READING on the flowchart. Have students
Step 1 Before we read this paragraph, let’s preview it to determine the use their flowchart as a checklist
topic. Read the title and subtitle aloud. The subtitle is Procedure. What does to explain or complete the task.
the word procedure mean? A procedure is a series of steps.
Read the title. What do you think the paragraph will
tell us? This paragraph will tell us what steps to follow MATHEMATICS
to draw a line perpendicular to another line that passes Flowchart
through a point not on the first line. Good. This paragraph
is a procedure for constructing a perpendicular to a Constructing a Perpendicular to a Line from a
line. Explain what construct means in this paragraph. Point Not on the Line
Construct means to build or make something. In geometry, it
means to draw a figure based on certain conditions. Good.
1. Draw and label a line and a point not on the line.
Now that you understand the title, write it on the top
of your flowchart. Constructing a Perpendicular to a Line
from a Point Not on the Line 2. Put your compass on the point and draw an arc that crosses
Turn and talk with a partner about jobs where you the line in two places.
might need to know how to construct a perpendicular
to a line. We will compile a list by having each pair of 3. Place your compass on the intersection point of the line and an arc and
students write a job on the board. carpenter, graphic draw an arc on the opposite side of the line from the original point.
artist, surveyor

DURING READING 4. Repeat step 3 with the other intersection point.

Step 2 Now follow along as I read the first sentence.
Read the first sentence. This sentence starts with the 5. Check to see that the two arcs you most recently drew intersect.
signal word first. What is the first step in this procedure? If they don’t, extend them until they do.
Draw and label a line and a point not on the line.
6. Draw a line segment from the original point through the intersection
of the two arcs on the opposite side of the line.
(continued)
Lesson 2.18 Sequencing Information 2–133
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response, continued

routine
Sequencing
BEFORE READING
Step 1 Preview the text with students
to identify the topic and review
vocabulary.
DURING READING
Step 2 Read the text aloud, pausing
between each sequenced event
in the text to ask clarifying
questions that point out signal
words, such as first and next, to
indicate the sequence.
Step 3 Instruct students to record the
events or steps in order on their
Flowchart.
AFTER READING
Step 4 Review the sequence of events
on the flowchart. Have students
use their flowchart as a checklist
to explain or complete the task.
Recognizing signal words as we read can help us follow directions. Who
MATHEMATICS
Flowchart
Constructing a Perpendicular to a Line from a
Point Not on the Line
1. Draw and label a line and a point not on the line.
2. Put your compass on the point and draw an arc that crosses
the line in two places.
Step 3 We can use the visual and contextual support of the Flowchart
to help us follow the sequence of steps in this process. Numbering the
steps will also help us keep track of the sequence. When we talk about a
sequence, we are talking about a series of steps in a specific order. Let’s
number and write the first step in the first box of your flowchart. 1. Draw
and label a line and a point not on the line.
Read the second sentence aloud. Which word tells us that a new step is
coming? then Yes, this is a signal word. Summarize that step and add it to
your flowchart. 2. Put your compass on point A and draw an arc that crosses line
l in two places.
So far we have read the signal words first and then. Can you think of
some other signal words? second, third Yes. Number words are often used
as signal words. Words like next and then are signal words too. Now I’m
going to read the rest of the paragraph. Each time you hear a signal word,
raise your hand. Then we’ll pause, summarize the step, and add it to our
flowchart.
AFTER READING
Step 4 Now we will use our flowchart as a checklist for drawing this
construction. How many steps are in this construction? There are five
steps. There are five steps in this process. As you finish each step, place a
checkmark next to it to mark it as complete. Then move on to the next step
in the construction.
can summarize the procedure for constructing a line
perpendicular to another line through a point not on
the line? Draw a line and a point not on the line. Place
your compass on the point and draw an arc through the
line that crosses it in two places. Place your compass on
one intersection and draw an arc on the side of the line
opposite the original point. Do that again with the second
intersection. Then draw a line from a point through the
intersection of the arcs. Good. Now draw the construction
again from your summary.

3. Place your compass on the intersection point of the line and an arc and
draw an arc on the opposite side of the line from the original point.

4. Repeat step 3 with the other intersection point.

5. Check to see that the two arcs you most recently drew intersect.
If they don’t, extend them until they do.

6. Draw a line segment from the original point through the intersection
of the two arcs on the opposite side of the line.

2–134 Section 2 Strategy Models

STRATEGY: Sequencing Information
Reaching All English Language Learner Proficiency Levels
Beginning To enhance and confirm students’ understanding, provide images that represent
each step in the sequence. Use word walls to post the signal word and matching
image for each step in the sequence. Have students copy the signal word onto
their Flowchart and draw their own image to represent the step.

Intermediate Use an overhead transparency and colored transparency markers to mark text
during reading to reinforce the language structure. Circle signal words in red.
Underline the first step in the sequence in blue, the second step in green, the
third step in orange, and so on.

Advanced Instruct students to create a new list of four signal words and write the words in
the correct order on their Flowchart. To help them comprehend the challenging 2
language of the procedure, have students write a paragraph summarizing the
sequence of events. Remind students of correct paragraph structure including a
topic sentence, body sentences, and a conclusion sentence. Tell students that the
steps and new signal words on their flowchart should be used to write their body
sentences.

Advanced Using their graphic organizer as visual and contextual support, instruct
High collaborative groups to create a pamphlet illustrating the sequence of events. The
pamphlet should include a title, introductory text, and step-by-step instructions
with signal words and illustrations. Have students read their pamphlets aloud,
making sure to include signal words.

NOTES

Lesson 2.18 Sequencing Information 2–135

 LESSON 2.19 COMPREHENSION STRATEGIES
2 Distinguishing Main Idea from Details
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to identify the
main idea and supporting details in an
informational text.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
main idea the most important idea of a
paragraph, a section, or an entire piece
of text
supporting details details that describe
or explain the main idea of a paragraph, a
section, or an entire piece of text
Go To
Section 3 for Content Area Lessons that
use the Distinguishing Main Idea from
Details strategy.
Science, pp. 3–12 to 3–21
Language Arts, pp. 3–90 to 3–97
Go To Section 4 for Blackline Master.
Main Idea and Details Chart, p. 4–75
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 2 then Lesson 19.
2–136 Section 2 Strategy Models
DEFINING the Strategy
• Since most informational articles are organized into main ideas
with supporting information or details, this strategy is critical to
English Language Learners for understanding content.
• Distinguishing between main ideas and details requires students
to determine what information is most important and what
supports or explains it.
• Differentiating between main ideas and details helps students
comprehend the author’s purpose.
USING the Strategy
• Students preview the text for key words and ideas, looking at
headings, topic sentences, and boldface vocabulary.
• Clarify the topic for students to help guide them to the main idea
about that topic and the details that support it.
• Paraphrase the information in the text to help students
comprehend content and differentiate between a main idea and a
supporting detail.
• Use a graphic organizer to help students organize information
visually to clearly see the relationship between a main idea and
the details that support it.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Ask a multiple-choice question that requires students to identify
the main idea from a list of four choices. Three of the choices
should be details.
• Provide a CLOZE sentence or paragraph about the main idea
with a word bank for students to complete.
• Use a Think/Pair/Share activity to ask students what the text
is mainly about (main idea) and how they know (supporting
details). First ask the question and give students time to think
of an answer. Then have students turn and talk to a partner to
enhance and confirm understanding. Finally, have partners report
their thoughts.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a biology lesson about biomes. See how routine
the Main Idea and Details routine is modeled in the Interactive
Main Idea and Details
Question-Response that follows. Before implementing the strategy
BEFORE READING
instruction, begin with the Preparing Students for Learning routine in
Section 1, p. 1–32.
Step 1 Preview the text with students
to prepare them for reading the
Temperate Grasslands content. State the topic of the
A grassland is a biome with fertile soil that is able to support a thick text for them.
DURING READING
cover of grass, even in harsh or varying environments. Drought,
grazing animals, and fires keep grasslands from becoming forests. Step 2 Introduce the text. Paraphrase the
Due to their underground stems, perennial grasses are not hurt by material and ask guided questions
the fires that destroy most shrubs and trees. Temperate grasslands about the main idea and details
are found on all continents except Europe and Antarctica. as you read the text aloud.
2
Step 3 Paraphrase the main idea of the
BEFORE READING text you just read.
Step 1 Before we read this paragraph, let’s preview it to see if we can AFTER READING

tell what the topic is. What is the title? Temperate Grasslands Yes. This Step 4 Review details from the text that
paragraph will give information about temperate grasslands, so that is the support the main idea.
topic. What might tell us more about the topic? the boldface vocabulary Yes.
Grassland is a compound word. Can anyone separate it? grass land Good.
Step 5 Instruct students to list these
Grassland is land on which the main plants are grasses. A biome is a major details on their Main Idea and
type of ecological community in which living things interact with their Details Chart.
environment. Step 6 Ask students to restate the main
Now scan the paragraph for any other new words. What new words do idea of the text.
you see? varying, drought, perennial, temperate Good. All these words are
important to understanding grasslands. A varying environment is one Step 7 Instruct students to write the
that is changeable and unstable. Drought is a long period without rain. main idea on their chart.
Perennial grasses are grasses that live for more than two years. A temperate
climate is one that doesn’t have extremely hot or cold
temperatures. SCIENCE

DURING READING Main Idea and Details Chart

Step 2 Now follow along as I read aloud this paragraph The grassland biome can survive in difficult environments in
about temperate grasslands. As I read, look for the many parts of the world.
main idea—the most important idea—about the topic.
Remember that the main idea often appears in the first
sentence of a paragraph. Read aloud the first sentence. Can
you predict what the main idea might be, based on what Detail #1 Detail #2 Detail #3
we have discussed? that a grassland can survive difficult Drought, grazing, Fires don’t kill the Temperate
environments and fires keep grasses because grassland is
Remember that idea. While I continue reading, we’re grasslands from their underground found on most
going to look for supporting details that describe or becoming forests. stems survive. continents.
explain the main idea. Read the next sentence. That
Detail #4 Detail #5 Detail #6
sentence mentioned drought, grazing animals, and fires.
Those seem like difficult conditions that the grassland can
survive, so this is a supporting detail that helps explain
our main idea. Read the next sentence.

(continued)
Lesson 2.19 Distinguishing Main Idea from Details 2–137
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response, continued

routine
Main Idea and Details
BEFORE READING
Step 1 Preview the text with students
to prepare them for reading the
content. State the topic of the
text for them.
DURING READING
Step 2 Introduce the text. Paraphrase the
material and ask guided questions
about the main idea and details
as you read the text aloud.
Step 3 Paraphrase the main idea of the
text you just read.
AFTER READING
Step 4 Review details from the text that
support the main idea.
Step 5 Instruct students to list these
details on their Main Idea and
Details Chart.
Step 6 Ask students to restate the main
idea of the text.
Step 7 Instruct students to write the
main idea on their chart.
What is that sentence about? how the grasses are not hurt by fires Good. How
is that a detail that supports our main idea? It’s another example of how
grasslands can survive difficult conditions. Repeat step until the paragraph is
complete.
Step 3 Now that we have finished the paragraph, I can state the main idea:
The grassland biome can survive in difficult environments.
AFTER READING
Step 4 Now that we have stated the main idea, let’s look back at the
paragraph and state the supporting details that help explain the main idea.
The first supporting detail is that drought, grazing animals, and fires keep
grasslands from becoming forests. What are two other details that support
the main idea? Fires don’t kill the grasses because their underground stems
survive. Temperate grassland is found on most continents.
Step 5 Those are great details about the topic, the grassland biome. List
these details on your Main Idea and Details Chart in the three supporting
detail boxes.
Step 6 Look at your chart. All these details support one main idea about
the grassland biome. What is that main idea? The grassland biome can
survive in difficult environments in many parts of the world.
Step 7 Write down that main idea in the Main Idea box at the top of your
chart. Earlier, we predicted that this lesson would explain what a temperate
grassland is. Was our prediction about the main idea right? yes

SCIENCE

Main Idea and Details Chart

The grassland biome can survive in difficult environments in
many parts of the world.

Detail #1 Detail #2 Detail #3

Drought, grazing, Fires don’t kill the Temperate
and fires keep grasses because grassland is
grasslands from their underground found on most
becoming forests. stems survive. continents.
Detail #4 Detail #5 Detail #6

2–138 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

The passage below is from a social studies lesson about the Industrial routine
Age. See how the Main Idea and Details routine is modeled in the
Main Idea and Details
Interactive Question-Response that follows. Before implementing the
BEFORE READING
strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Preview the text with students
to prepare them for reading the
Environmental Effects of the Industrial Age content. State the topic of the
Human activity during the Industrial Age caused changes to the text for them.
DURING READING
land. Some deforestation originally occurred to create open land
for crops and grazing. The boom in shipbuilding created a demand Step 2 Introduce the text. Paraphrase the
for wood, and logging increased. Forests were cut and burned to material and ask guided questions
make room for factories. Many of these factories created terrible air about the main idea and details
quality. Without trees to filter the air, pollution rates began to soar. as you read the text aloud.
2
Step 3 Paraphrase the main idea of the
BEFORE READING text you just read.
Step 1 Before we read this paragraph, let’s preview it to see if we can AFTER READING

tell what the topic is. Right away, I see the boldface vocabulary word Step 4 Review details from the text that
deforestation. This paragraph will have something to do with cutting down support the main idea.
trees. What else might tell us about the topic? the title Yes, the title often
states the topic. The topic of this paragraph is the environmental effects of
Step 5 Instruct students to list these
the Industrial Age. details on their Main Idea and
Details Chart.
Now let’s scan the paragraph for any new words. What new words do
you see? boom, filter, soar Good. These words will help us understand the Step 6 Ask students to restate the main
Industrial Age. A boom is a sudden rapid growth and soar is a verb that idea of the text.
means “to rise suddenly.” Trees act as filters to clean the air of pollutants.
Step 7 Instruct students to write the
DURING READING main idea on their chart.
Step 2 Now follow along as I read aloud the paragraph Environmental
Effects of the Industrial Age. As I read, look for the main idea of the
paragraph. Remember that main ideas often appear in the first sentence.
Read the first sentence. Do you have any guesses about SOCIAL STUDIES
what the main idea might be? how humans changed the
land during the Industrial Age
Main Idea and Details Chart
Keep that idea in mind as I continue reading. As you
Human choices in the Industrial Age damaged the land and
follow along, listen for supporting details, or details
created more pollution.
that describe or explain the main idea. Read the second
sentence. That sentence discusses deforestation to
create open land for crops and grazing. Deforestation
is definitely a change in the land, so that is a detail that Detail #1 Detail #2 Detail #3
supports our main idea. Read the third sentence. What Deforestation More trees were More forest space
is that sentence mainly about? how trees were cut down started as a way to cut down to build was used for land
to build ships Good. How does that detail support the
get grazing land. more ships. to build factories.
main idea? It’s another way humans changed the land in the
Industrial Age. Repeat step until the paragraph is complete. Detail #4 Detail #5 Detail #6
Many factories There were not
polluted the air. enough trees to
clean the air.
(continued)
Lesson 2.19 Distinguishing Main Idea from Details 2–139
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response, continued

routine
Main Idea and Details
BEFORE READING
Step 1 Preview the text with students
to prepare them for reading the
content. State the topic of the
text for them.
DURING READING
Step 2 Introduce the text. Paraphrase the
material and ask guided questions
about the main idea and details
as you read the text aloud.
Step 3 Paraphrase the main idea of the
text you just read.
AFTER READING
Step 4 Review details from the text that
support the main idea.
Step 5 Instruct students to list these
details on their Main Idea and
Details Chart.
Step 6 Ask students to restate the main
idea of the text.
Step 7 Instruct students to write the
main idea on their chart.
Step 3 Now that we have finished reading, I can state the main idea of
the paragraph: Human activity damaged the environment during the
Industrial Age.
AFTER READING
Step 4 Now that we’ve stated the main idea, let’s look back at the
paragraph and review the supporting details that explain the main idea.
The first supporting detail is that deforestation started as a way to get
grazing land. What are four other changes to the environment during that
time? More trees were cut down to build more ships. More forest space was
used for land to build factories. Many factories polluted the air. There were not
enough trees to clean the air.
Step 5 Those details explain how humans damaged the environment
during the Industrial Age. List all five supporting details on your Main Idea
and Details Chart.
Step 6 Look at your chart. The details you listed support the main idea about
the Industrial Age’s effects on the environment. What is that main idea?
Human choices in the Industrial Age damaged the land and created more pollution.
Step 7 Now write down that main idea on your chart.

SOCIAL STUDIES

Main Idea and Details Chart

Human choices in the Industrial Age damaged the land and
created more pollution.

Detail #1 Detail #2 Detail #3

Deforestation More trees were More forest space
started as a way to cut down to build was used for land
get grazing land. more ships. to build factories.
Detail #4 Detail #5 Detail #6
Many factories There were not
polluted the air. enough trees to
clean the air.

2–140 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is from a language arts lesson based on a passage routine
from Rikki-Tikki-Tavi by Rudyard Kipling. See how the Main Idea
Main Idea and Details
and Details routine is modeled in the Interactive Question-Response
BEFORE READING
that follows. Before implementing the strategy instruction, begin with
the Preparing Students for Learning routine in Section 1, p. 1–32.
Step 1 Preview the text with students
to prepare them for reading the
from Rikki-Tikki-Tavi, by Rudyard Kipling content. State the topic of the
He spent all that day roaming over the house. He nearly drowned text for them.
himself in the bath-tubs, put his nose into the ink on a writing DURING READING

table…for he climbed up in the big man’s lap to see how writing Step 2 Introduce the text. Paraphrase the
was done. At nightfall he ran into Teddy’s nursery to watch how material and ask guided questions
kerosene-lamps were lighted, and when Teddy went to bed Rikki- about the main idea and details
tikki climbed up too; but he was a restless companion, because he as you read the text aloud.
had to get up and attend to every noise all through the night, and 2
Step 3 Paraphrase the main idea of the
find out what made it. text you just read.
AFTER READING
BEFORE READING Step 4 Review details from the text that
Step 1 At this point in the story, the young boy Teddy has just brought support the main idea.
home the mongoose Rikki-tikki-tavi. A mongoose is a small, furry animal,
sort of a cross between a squirrel and a cat. Mongooses are found in India, Step 5 Instruct students to list these
where this story is set. Before we read, let’s preview the paragraph to get details on their Main Idea and
information about the topic. The title of the story is Rikki-Tikki-Tavi, the Details Chart.
name of the mongoose, so we can assume he is both the main character Step 6 Ask students to restate the main
and the topic of the paragraph.
idea of the text.
Now let’s look at the boldface vocabulary words. Roaming means “moving
around without purpose.” Kerosene-lamps are oil lamps. Do you see any Step 7 Instruct students to write the
other new words in the paragraph? drowned, nursery, companion Good. To main idea on their chart.
drown is to sink under water. A nursery is the bedroom of small children.
A companion is a friend.
LANGUAGE ARTS
DURING READING
Step 2 Now follow along as I read aloud the paragraph
Main Idea and Details Chart
from Rikki-Tikki-Tavi. As I read, look for the main idea of
the paragraph. Remember that main ideas often appear Rikki-tikki-tavi is very curious but not very careful.
in the first sentence of a paragraph. Read the first sentence.
Think about the word roaming. Do you have any ideas
about what the main idea of this paragraph might be?
Rikki-tikki-tavi is checking out his new home. Keep that Detail #1 Detail #2 Detail #3
idea in mind. He almost drowns He sticks his nose He watches the
in the bathtub. in ink when he lamps get lighted.
climbs in a lap to
see how writing is
done.
Detail #4 Detail #5 Detail #6
He gets into bed He gets out of
with Teddy. bed a lot to look
around.
(continued)
Lesson 2.19 Distinguishing Main Idea from Details 2–141
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response, continued

routine
Main Idea and Details
BEFORE READING
Step 1 Preview the text with students
to prepare them for reading the
content. State the topic of the
text for them.
DURING READING
Step 2 Introduce the text. Paraphrase the
material and ask guided questions
about the main idea and details
as you read the text aloud.
Step 3 Paraphrase the main idea of the
text you just read.
AFTER READING
Step 4 Review details from the text that
support the main idea.
Step 5 Instruct students to list these
details on their Main Idea and
Details Chart.
Step 6 Ask students to restate the main
idea of the text.
Step 7 Instruct students to write the
main idea on their chart.
As I continue reading, listen for supporting details that further explain the
main idea. Read the second sentence. That sentence has details about what
Rikki did. He almost drowns in the bathtub, and he sticks his nose into ink.
These are details that support the main idea that Rikki is checking out his
new home. Read the first half of the third sentence. What is that sentence
mainly about? how Rikki wants to see the kerosene-lamps lighted and gets
into bed with Teddy How do these details support the main idea? They are
examples of Rikki checking out his new home. Repeat this step until the end of
the paragraph.
Step 3 Now that we’ve finished reading, I can state the main idea: Rikki-
tikki-tavi is very interested in his new home.
AFTER READING
Step 4 Now that we’ve stated the main idea, let’s look back at the
paragraph and review the supporting details that explain the main idea.
The first supporting detail is that he almost drowns in the bathtub. What
other details describe how Rikki-tikki-tavi looks around his new home?
He sticks his nose in ink when he climbs in a lap to see how writing is done; he
watches the lamps get lighted; he gets into bed with Teddy; he gets out of bed to
look around.
Step 5 These are great details about Rikki-tikki-tavi looking at his new
home. List the details on your Main Idea and Details Chart.
Step 6 Look at your chart. All these details support the main idea about
Rikki-tikki-tavi. What is that main idea? Rikki-tikki-tavi is very curious but not
very careful.
Step 7 Now write down that main idea on your chart.

LANGUAGE ARTS

Main Idea and Details Chart

Rikki-tikki-tavi is very curious but not very careful.

Detail #1 Detail #2 Detail #3

He almost drowns He sticks his nose He watches the
in the bathtub. in ink when he lamps get lighted.
climbs in a lap to
see how writing is
done.
Detail #4 Detail #5 Detail #6
He gets into bed He gets out of
with Teddy. bed a lot to look
around.

2–142 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

The passage below is from a mathematics lesson about solving open- routine
sentence equations. See how the Main Idea and Details routine is
Main Idea and Details
modeled in the Interactive Question-Response that follows. Before
BEFORE READING
implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
Step 1 Preview the text with students
to prepare them for reading the
Solving the Open Sentence content. State the topic of the
A mathematical statement with one or more variables is called an text for them.
DURING READING
open sentence. An example of an open sentence is 15.5 + 5n ≥
135. An open sentence is neither true nor false until the variables Step 2 Introduce the text. Paraphrase the
are replaced by specific values. The final replacement value of the material and ask guided questions
variable is called the solution. The simplest way to find a replacement about the main idea and details
value and solve an open sentence is to isolate the variable. as you read the text aloud.
2
Step 3 Paraphrase the main idea of the
BEFORE READING text you just read.
Step 1 Before we read this paragraph, let’s preview it to see if we can tell AFTER READING

what the topic is. What is the title? Solving the Open Sentence The topic of Step 4 Review details from the text that
this paragraph is how to solve an open sentence. Let’s look at the boldface support the main idea.
vocabulary words. In mathematics, variables are letters used in place of
numbers. An open sentence is a mathematical statement with one or
Step 5 Instruct students to list these
more variables. Write 3 + n < 6 on the board. This open sentence isn’t true or details on their Main Idea and
false until the variable (n) is replaced by a specific value, or a number. For Details Chart.
example, if we replace the variable n with the specific value 1, the open Step 6 Ask students to restate the main
sentence becomes true. idea of the text.
Now scan the paragraph for other new words. What new words do you
see? replacement, isolate Good. Do you see the word place in replacement? Step 7 Instruct students to write the
A replacement is something that’s put in the place of another thing. In this main idea on their chart.
case, numbers are replacements for variables. When we talk about isolating
something, we talk about putting it by itself.
MATHEMATICS
DURING READING
Step 2 Follow along as I read aloud the paragraph. As I Main Idea and Details Chart
read, look for the main idea of the paragraph. Remember To solve an open sentence, you have to isolate the variable and
that main ideas often appear in the first sentence of a replace it with a specific value.
paragraph, but not always. Before we start reading, let’s
review the topic of the paragraph. The topic is how to
solve an open sentence. Can you use the topic to make a
prediction about the main idea? The main idea will probably Detail #1 Detail #2 Detail #3
tell us how to solve an open sentence. Good. As we read, look Open sentences An example of an Specific values are
for the key word solve to help identify the main idea. have one or more open sentence is used to replace the
variables. 15.5 + 5n ≥ 135. variable and prove
it true or false.
Detail #4 Detail #5 Detail #6
The final The simplest way
replacement value to find the specific
of the variable is value is to isolate
the solution. the variable.
(continued)
Lesson 2.19 Distinguishing Main Idea from Details 2–143
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response, continued

routine
Main Idea and Details
BEFORE READING
Step 1 Preview the text with students
to prepare them for reading the
content. State the topic of the
text for them.
DURING READING
Step 2 Introduce the text. Paraphrase the
material and ask guided questions
about the main idea and details as
you read the text aloud.
Step 3 Paraphrase the main idea of the
text you just read.
AFTER READING
Step 4 Review details from the text that
support the main idea.
Step 5 Instruct students to list these
details on their Main Idea and
Details Chart.
Step 6 Ask students to restate the main
idea of the text.
Step 7 Instruct students to write the
main idea on their chart.
Read the first sentence. This first sentence defines an open sentence but does
not tell us how to solve it. This is a supporting detail because it relates to the
main idea. Read the second sentence. What is this sentence mainly about? It
gives an example of an open sentence. How will this detail support the main
idea? by giving a description Repeat this step until the end of the paragraph.
What is the solution to an open sentence? the final replacement value What is
the simplest way to find a replacement value? isolate the variable
Step 3 Now that we’ve finished the paragraph, I can state the main idea:
to solve an open sentence, isolate the variable and replace it with a
specific value.
AFTER READING
Step 4 Now that we’ve stated the main idea, let’s look back at the
paragraph and review the supporting details. The first supporting detail is
that an open sentence has one or more variables. What other supporting
details support the main idea? An example of an open sentence is 15.5 + 5n ≥
135; Specific values are used to replace the variable and prove it true or false; the
final replacement value of the variable is the solution; the simplest way to find the
specific value is to isolate the variable.
Step 5 These are great details about using specific values to solve an open
sentence. List these details on your Main Idea and Details Chart.
Step 6 Look at your chart. All these details support the main idea about
solving an open sentence. What is that main idea? To solve an open sentence,
you have to isolate the variable and replace it with a specific value.
Step 7 Now write down that main idea on your chart.

MATHEMATICS

Main Idea and Details Chart

To solve an open sentence, you have to isolate the variable and
replace it with a specific value.

Detail #1 Detail #2 Detail #3

Open sentences An example of an Specific values are
have one or more open sentence is used to replace the
variables. 15.5 + 5n ≥ 135. variable and prove
it true or false.
Detail #4 Detail #5 Detail #6
The final The simplest way
replacement value to find the specific
of the variable is value is to isolate
the solution. the variable.

2–144 Section 2 Strategy Models

STRATEGY: Distinguishing Main Idea from Details
Reaching All English Language Learner Proficiency Levels
Beginning Help students access content by creating a simple summary of the text using
images or other examples to illustrate key points. For example, post separate
images with labels to represent the main idea and each detail. Before reading, go
over each image and label, having students repeat after you. As you read, point
to each image as it appears in context. Post the main idea image above a row of
detail images to mimic the structure of the graphic organizer.

Intermediate Have students interact with the content by providing them with a copy of the
text to mark up during strategy instruction. As you model how to identify the
main idea and supporting details, tell them to underline the main idea twice and
the details that support it once. To enhance and confirm understanding, students
can use their marked-up copy to review the main idea and the details that 2
support it with a partner.

Advanced After Step 4 in the routine, ask students to identify key words in the supporting
sentences. Use word walls to record ideas. Then ask students to discuss those
words with a partner and use them to identify the main idea.

Advanced To practice oral language skills and enhance understanding, have students use
High their completed chart to write and present a summary of the text to a partner.

NOTES

Lesson 2.19 Distinguishing Main Idea from Details 2–145

 LESSON 2.20 COMPREHENSION STRATEGIES
2 Comparing and Contrasting
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to compare and
contrast content within a text.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
compare to show how two facts, characters,
or elements in a text are alike
contrast to show how two facts, characters,
or elements in a text are different
Go To
Section 3 for Content Area Lessons that
use the Comparing and Contrasting
strategy.
Science, pp. 3–30 to 3–37
Fine Arts, pp. 3–140 to 3–147
Go To Section 4 for Blackline Master.
Venn Diagram, p. 4–83, and
Signal Words, p. 4–20.
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 2 then Lesson 20.
2–146 Section 2 Strategy Models
DEFINING the Strategy
• Students who are able to identify the similarities and differences
between characters, events, and ideas in a text are better able to
construct the meaning and purpose of the text.
• Comparing and contrasting information within a text is a form
of making connections. Understanding the content is dependent
upon making those connections.
• Comparing and contrasting requires students to classify
information while reading.
USING the Strategy
• Work with students to identify signal words that indicate a
comparing and contrasting text structure.
• Ask questions to help students identify characteristics that
contrast each element in the text and characteristics that compare
both elements.
• Use a graphic organizer to help students create a visual
representation of compare-and-contrast relationships.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Ask a multiple-choice question that requires students to identify
a comparison of two characteristics from a list of four choices.
Three of the choices should contrast two characteristics.
• Provide a CLOZE sentence or paragraph about the two
elements. Students can fill in characteristics of the two elements
that show comparison and contrast.
• Have students refer to their diagram to describe the similarities
and differences in their own words.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a science lesson on light and sound waves. routine
See how the Comparing and Contrasting routine is modeled in the
Comparing and Contrasting
Interactive Question-Response that follows. Before implementing the
BEFORE READING
strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Preview the text with students
and identify the topic. Review
Sound Waves and Light Waves: Similar or Different? vocabulary.
DURING READING
Both light and sound travel as waves. These waves are similar in some
ways. Both types have wavelength, frequency, and amplitude. Step 2 Paraphrase the content, and then
Each type of wave, however, travels in a different way. Sound waves read the text aloud.
must move through matter. They cannot exist in a vacuum. These Step 3 Ask guiding questions that allow
waves cause matter around them to shake slightly, allowing the students to compare and contrast
sound to move from one location to another. Light waves, however, information. 2
can exist in a vacuum. Light waves are electromagnetic waves, AFTER READING
which move electric and magnetic fields rather than matter. This is Step 4 Review the topic and write it at
why light is able to travel from the sun and other stars through the the top of the Venn Diagram.
vacuum of space to Earth. Have students label the left
and right circles with the two
BEFORE READING elements being discussed.
Step 1 Before we read this selection, let’s preview it to determine the topic. Step 5 Review the contrasts and record
What is the title? Sound Waves and Light Waves: Similar or Different? A title
them in the corresponding
can be a clue to the topic. For example, the word similar tells us we will
section of the diagram.
compare the waves. What is another clue word? different Yes. The word
different tells us we will contrast the waves. Now skim the text for boldface Step 6 Review the comparisons and
words and point to each one. Move around the room to ensure students are record them in the intersecting
pointing to correct words. section of the diagram.
This paragraph is going to tell us about waves, so it is important for us to
understand how waves work. Think about the waves of the ocean. Draw
a series of waves on the board. Wavelength is the distance between two
points in the same phase. Point to the distance between the
crests of two waves. Frequency is the number of waves per SCIENCE
second. Amplitude is the distance between the middle of
a wave and the top or bottom of the wave. Point to a wave Venn Diagram
higher than the rest.
Light and Sound Waves
Vacuum is another word we are going to find in this
paragraph. A vacuum is simply the emptiness of space, or
space without matter. Matter is the substance that makes
up all physical objects. Light Waves Sound Waves
can move in a Both must travel
DURING READING vacuum are waves, through matter
Step 2 This paragraph is about sound and light waves. have
wavelength,
As I read the text aloud, listen for ways in which these two
have
types of waves are similar. Also listen for ways in which frequency,
the two waves are different. This is called comparing and have
contrasting. amplitude

(continued)
Lesson 2.20 Comparing and Contrasting 2–147
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response, continued

routine
Comparing and Contrasting
BEFORE READING
Step 1 Preview the text with students
and identify the topic. Review
vocabulary.
DURING READING
Step 2 Paraphrase the content, and then
read the text aloud.
Step 3 Ask guiding questions that allow
students to compare and contrast
information.
AFTER READING
Step 4 Review the topic and write it at
the top of the Venn Diagram.
Have students label the left
and right circles with the two
elements being discussed.
Step 5 Review the contrasts and record
them in the corresponding
section of the diagram.
Step 6 Review the comparisons and
record them in the intersecting
section of the diagram.
SCIENCE
Venn Diagram
Light and Sound Waves
Step 3 The first sentence uses the signal words both and and to talk about
sound and light. How are sound and light alike? They travel in waves.
Continue reading. The second sentence uses the word similar to tell us
that light and sound waves have some things in common. What are they?
wavelength, frequency, and amplitude The fourth sentence uses the signal
word however to let us know that now the paragraph is going to tell how
the waves are different. How will the waves be different? in how they travel
Continue reading about sound waves. How do sound waves travel? through
matter Why do sound waves need matter? They shake matter to move from
one place to another. Good. Have you ever put your hand on a speaker and
felt it slightly shaking? Those are sound waves at work. Now let’s read about
how light waves travel. Read to the end of the paragraph. What makes light
waves different from sound waves? Light waves can exist in a vacuum. They
move electric and magnetic fields rather than matter.
AFTER READING
Step 4 Now let’s review what we have read as you write the topic and the
concepts being compared and contrasted on your Venn Diagram. What
was the topic of this paragraph? light and sound waves Good. Write that at
the top of your diagram. Since we’re comparing and contrasting light and
sound waves, we’ll label the left circle Light Waves, the right circle Sound
Waves, and the overlapping circle Both.
Step 5 Describe the detail in this paragraph that is true only for light waves.
Light can move in a vacuum. Great. Write that detail in the left circle of your
diagram.
Describe the detail in this paragraph that is true only for sound waves.
Sound must move through matter. Yes. Write that detail in the right circle of
your diagram.
Step 6 Now let’s look for ways in which the two types of waves are
similar. What comparisons can we make? They are both waves. Both have
wavelengths, frequency, and amplitude. Yes, those are all similarities, or
comparisons. Write them in the center of your diagram.

Light Waves Sound Waves

can move in a Both must travel
vacuum are waves, through matter
have
wavelength,
have
frequency,
have
amplitude

2–148 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

The passage below is from a social studies lesson about World War I routine
and II. See how the Comparing and Contrasting routine is modeled in
Comparing and Contrasting
the Interactive Question-Response that follows. Before implementing
BEFORE READING
the strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p.1–32.
Step 1 Preview the text with students
and identify the topic. Review
World War I and World War II: Similar or Different? vocabulary.
DURING READING
Both World War I and World War II began in Europe. World War I
began in 1914, while World War II began in 1939. Both wars were Step 2 Paraphrase the content, then
enacted when one country attacked another. World War I began read the text aloud.
when Austria-Hungary attacked Serbia. Several countries soon Step 3 Ask guiding questions that allow
became involved on different sides. World War II, however, began students to compare and contrast
when Germany attacked Poland. In both wars, the United States information. 2
remained neutral at first. In the end, however, the United States AFTER READING
entered both wars to help defend its allies. Step 4 Review the topic and write it at
the top of the Venn Diagram.
BEFORE READING Have students label the left
Step 1 Before we read this selection, let’s preview it to determine the topic. and right circles with the two
What is the title? World War I and World War II: Similar or Different? A title can elements being discussed.
be a clue to the topic, or what the selection is about. For example, similar tells
Step 5 Review the contrasts and record
us we will compare the wars and different tells us we will contrast them. Now
them in the corresponding
look through the text for boldface words and point to each one. Move around
the room to ensure students are pointing to correct words. section of the diagram.
This paragraph is going to compare and contrast World War I and World Step 6 Review the comparisons and
War II. The boldface words are terms that deal with war. Let’s look at the record them in the intersecting
word enacted. If we take away the prefix en-, we have the word acted. The section of the diagram.
sentence says the wars were enacted when one country attacked another.
Can anyone make an inference about what enacted means? started Good.
Now let’s look at the other two words. When we’re talking about war, a
neutral country is one that doesn’t take sides and tries not to get involved.
Allies in war are friendly countries that make an alliance SOCIAL STUDIES
to defend or protect each other’s interests.
Venn Diagram
DURING READING
Step 2 This selection is about World War I and World World War I and World War II
War II. As I read the text aloud, listen for ways in which
these wars are similar. Also listen for ways in which
these wars are different. This is called comparing and World War I World War II
contrasting. Both
It began in 1914. It began in 1939.
Step 3 The first sentence uses the signal word both to Austria-Hungary It began in Germany attacked
compare the wars. How are the wars alike? They both attacked Serbia. Europe. Poland.
began in Europe. The second sentence uses the word United States
while to tell us one way World War I and World War II are helped allies.
different. What is this one way? World War I began in 1914.
World War II began in 1939.

(continued)
Lesson 2.20 Comparing and Contrasting 2–149
 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Comparing and Contrasting
BEFORE READING
Step 1 Preview the text with students
and identify the topic. Review
vocabulary.
DURING READING
Step 2 Paraphrase the content, then
read the text aloud.
Step 3 Ask guiding questions that allow
students to compare and contrast
information.
AFTER READING
Step 4 Review the topic and write it at
the top of the Venn Diagram.
Have students label the left
and right circles with the two
elements being discussed.
Step 5 Review the contrasts and record
them in the corresponding
section of the diagram.
Step 6 Review the comparisons and
record them in the intersecting
section of the diagram.
SOCIAL STUDIES
Venn Diagram
World War I and World War II
World War I
It began in 1914. Both
Austria-Hungary It began in
attacked Serbia. Europe.
United States
helped allies.
2–150 Section 2 Strategy Models
SOCIAL STUDIES Interactive Question-Response, continued
Read the next sentence aloud. What signal word did you hear that tells you
that you’re going to hear about a similarity between the two wars? both
Describe the similarity. Both wars were enacted when one country attacked
another.
Read the next three sentences. This next sentence uses the signal word
however to alert us to the fact that we’re about to hear a difference
between the two wars. What is that difference? World War I started when
Austria-Hungary attacked Serbia; World War II began when Germany attacked
Poland. Read the last two sentences. Both these sentences use the signal
word both to let us know we’re going to hear about similarities between
the wars. Describe the similarities. The United States was neutral at first, but
then entered later.
AFTER READING
Step 4 Now let’s review what we have read as you write the topic and the
events being compared and contrasted on your Venn Diagram. What was
the topic of this paragraph? World War I and World War II Good. Write the
topic at the top of your diagram. Since we’re comparing and contrasting
World War I and World War II, we’ll label the left circle World War I, the right
circle World War II, and the overlapping circle Both.
Step 5 Describe a difference between the two wars. World War I began in
1914; World War II began in 1939. Good. Write those dates in the left and
right circles of your diagram. Describe another difference between the
two wars. They started differently. How did World War I begin? when Austria-
Hungary attacked Serbia Write that detail in the left circle of your diagram.
How did World War II begin? when Germany attacked Poland That’s right.
Now write that in the right circle of your diagram.
Step 6 Now let’s look for ways that both wars are alike. What are some ways
they are similar? Both began in Europe. The United States helped its allies in
both wars. Yes, these are all similarities, or comparisons. Write them in the
center of your diagram.
World War II
It began in 1939.
Germany attacked
Poland.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is from the short story “The Devoted Friend” routine
by Oscar Wilde. See how the Comparing and Contrasting routine is
Comparing and Contrasting
modeled in the Interactive Question-Response that follows. Before
BEFORE READING
implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
Step 1 Preview the text with students
and identify the topic. Review
“The Devoted Friend” vocabulary.
DURING READING
“‘Dear little Hans,’ cried the Miller, ‘I am in great trouble. My little
boy has fallen off a ladder and hurt himself, and I am going for the Step 2 Paraphrase the content, then
Doctor. But he lives so far away, and it is such a bad night, that it has read the text aloud.
just occurred to me that it would be better if you went instead of Step 3 Ask guiding questions that allow
me. You know I am going to give you my wheelbarrow, and so it is students to compare and contrast
only fair that you should do something for me in return.’ information. 2
“‘Certainly,’ cried little Hans, ‘I take it quite as a compliment you AFTER READING

coming to me, and I will start off at once. But you must lend me Step 4 Review the topic and write it at
your lantern, as the night is so dark that I am afraid I might fall into the top of the Venn Diagram.
the ditch.’ Have students label the left
“‘I am very sorry,’ answered the Miller, ‘but it is my new lantern, and and right circles with the two
it would be a great loss to me if anything happened to it.’” elements being discussed.
Step 5 Review the contrasts and record
BEFORE READING them in the corresponding
Step 1 Before we read this selection, let’s look at the title. The title can be a section of the diagram.
clue to what the text might be about. What is the title? The Devoted Friend
Step 6 Review the comparisons and
Devoted means “dedicated,” so a devoted friend is a friend that is very loyal,
record them in the intersecting
a good friend. What do you think the text is about? the relationship between
friends That’s a good guess. Let’s look at the boldface words. Look at the section of the diagram.
phrase “in return.” This means “in exchange for.” If I do something nice for
you, you might do something nice for me in return. Go through the rest of
the boldface words in the same way.

DURING READING LANGUAGE ARTS

Step 2 This selection is about one friend who asks his
Venn Diagram
friend for a favor. As I read the text aloud, listen for ways
that the two friends are similar, or alike. Also listen to Comparing and Contrasting Characters
ways that the two friends are different. This is called
comparing and contrasting.
Step 3 In this selection, we see the conversation about an
the Miller World War II
emergency between the Miller and Hans. The dialogue
lazy Both helpful
shows us how each feels about the situation. How are the
self ish feel the generous
two alike? They both feel the situation is urgent. Good. We situation is
also see the two characters’ reactions to the emergency. urgent
How is the Miller’s reaction different from Hans’s reaction? think the
The Miller does not want to go to the Doctor because it is other is a
too far, and it is a bad night. Hans wants to go even though friend
it is a bad night. Yes. Their reactions show us different
characteristics of the two men. How are they different?
The Miller is lazy and selfish. Hans is helpful and generous.
(continued)
Lesson 2.20 Comparing and Contrasting 2–151
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response, continued

routine
Comparing and Contrasting
BEFORE READING
Step 1 Preview the text with students
and identify the topic. Review
vocabulary.
DURING READING
Step 2 Paraphrase the content, then
read the text aloud.
Step 3 Ask guiding questions that allow
students to compare and contrast
information.
AFTER READING
Step 4 Review the topic and write it at
the top of the Venn Diagram.
Have students label the left
and right circles with the two
elements being discussed.
Step 5 Review the contrasts and record
them in the corresponding
section of the diagram.
Step 6 Review the comparisons and
record them in the intersecting
section of the diagram.
AFTER READING
Step 4 Now let’s review what we have read by using a Venn Diagram
to compare and contrast the characters the Miller and Hans. Let’s write
Comparing and Contrasting Characters at the top of the diagram. Since we
are comparing the Miller and Hans, we will label the left circle the Miller and
the right circle Hans. Then we’ll label the overlapping circles Both.
Step 5 What’s a characteristic in this text that is true only for the Miller?
He is selfish. Great. Let’s write that detail in the left circle. What about a
characteristic that is true only for Hans? He is helpful. Yes. Let’s write that
detail in the right circle. Let’s look for more ways that the two are different.
The Miller is lazy, and Hans is generous. Yes, those are differences. Let’s write
the detail about the Miller in the left circle and the one about Hans in the
right circle. Continue the step to find more differences to fill in the diagram.
Step 6 Now let’s look for ways that the two characters are similar. How
are they alike? Both feel that the situation is urgent. Both feel like the other
character is a friend. Very good. These are all similarities, or comparisons.
Let’s write them in the center of the diagram.

LANGUAGE ARTS
Venn Diagram
Comparing and Contrasting Characters

the Miller World War II

lazy Both helpful
self ish feel the generous
situation is
urgent
think the
other is a
friend

2–152 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

The passage below is from an algebra lesson on graphing points on a routine
coordinate plane. See how the Comparing and Contrasting routine is
Comparing and Contrasting
modeled in the Interactive Question-Response that follows. Before
BEFORE READING
implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
Step 1 Preview the text with students
and identify the topic. Review
Graphing Points on a Coordinate Plane vocabulary.
DURING READING
You should recall that individual numbers can be plotted on a
number line. When the numbers are presented in pairs, called Step 2 Paraphrase the content, then
ordered pairs, you will use a coordinate plane. An ordered pair read the text aloud.
has both an x- and a y- value and is shown as (x, y). On the coordinate Step 3 Ask guiding questions that allow
plane, the horizontal axis (right-left) is the x-axis; it functions just students to compare and contrast
like a number line. The vertical axis is the y-axis. Think of it as a information. 2
number line that runs up and down. The origin is where the axes AFTER READING
cross and is the point (0, 0). When graphing, always begin at the Step 4 Review the topic and write it at
origin. To graph (3, 1) on the coordinate plane, move 3 units to the the top of the Venn Diagram.
right along the x-axis, then move up 1 unit and mark your point. To Have students label the left
graph the point (–5, –8), move left 5 units, then down 8 units. and right circles with the two
elements being discussed.
BEFORE READING
Step 5 Review the contrasts and record
Step 1 Before we read this paragraph, let’s preview to determine the topic. them in the corresponding
What is the title? Graphing Points on a Coordinate Plane A title can be a
section of the diagram.
clue to the topic. In this case, we will be graphing. Now skim the text for
boldface words. Point to each one. Move around the room to ensure students Step 6 Review the comparisons and
are pointing to the correct words. record them in the intersecting
The best way to get a sense of the meaning of the boldface words is to see section of the diagram.
how they work visually. On the board, draw and label a number line from –5
to 5. A number line has a point for each number in both directions from 0.
An ordered pair contains two numbers such as (2, 4). To graph an ordered
pair, we need to use a coordinate plane. Draw a basic
coordinate plane on the board and label the x- and y-axis. MATHEMATICS
The horizontal axis runs from side to side and is also
Venn Diagram
called the x-axis. The vertical axis runs from up to down
and is also called the y-axis. The center point, where the Graphing on a Coordinate Plane
axes cross, is called the origin.

DURING READING
Step 2 This is a paragraph about graphing on a Coordinate Planes Number Lines
coordinate plane, but the first sentence mentions number Ordered pairs Both Individual
lines (in boldface print), which we have already studied. It are graphed on Positive numbers are
coordinate planes. numbers graphed on
also begins You should recall, which implies that graphing
increase to number lines.
on a coordinate plane shares some characteristics with the right
graphing on a number line. As I read aloud, listen for and negative
characteristics that number lines and coordinate planes numbers are
share and for other characteristics that make them to the left of
different. This is called comparing and contrasting. zero.

(continued)
Lesson 2.20 Comparing and Contrasting 2–153
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response, continued

routine
Comparing and Contrasting
BEFORE READING
Step 1 Preview the text with students
and identify the topic. Review
vocabulary.
DURING READING
Step 2 Paraphrase the content, then
read the text aloud.
Step 3 Ask guiding questions that allow
students to compare and contrast
information.
AFTER READING
Step 4 Review the topic and write it at
the top of the Venn Diagram.
Have students label the left
and right circles with the two
elements being discussed.
Step 5 Review the contrasts and record
them in the corresponding
section of the diagram.
Step 6 Review the comparisons and
record them in the intersecting
section of the diagram.
Step 3 The first two sentences describe a major difference between when
to use a number line and when to use a coordinate plane. What is that
difference? A number line is used to graph individual numbers. A coordinate
plane is used to graph pairs of numbers. How are number lines and coordinate
planes similar? The individual axes on a coordinate plane are similar to a
number line.
AFTER READING
Step 4 Now let’s review what we have read by using a Venn Diagram to
compare and contrast coordinate planes and number lines. Write the topic
and the concepts being compared on your diagram. The topic is Graphing
on a Coordinate Plane. What should we label the left circle? Coordinate
Planes What should we label the right circle? Number Lines What should we
label the overlapping circle? Both
Step 5 What characteristic in this paragraph is true only for coordinate
planes? Ordered pairs are graphed on coordinate planes. They cannot be
graphed on number lines. Great. Write that detail in the left circle of your
diagram.
What characteristic in this paragraph is true only for number lines?
Individual numbers are graphed on number lines. Great. Write that detail in the
right circle of your diagram.
Step 6 Now let’s look for characteristics that both kinds of graphing
share. What comparisons can we make? The axes on a coordinate plane are
numbered just like a number line. Positive numbers increase to the right and
negative numbers are to the left of zero. Yes, this is a similarity, or comparison.
Write this in the center of your diagram.

MATHEMATICS
Venn Diagram
Graphing on a Coordinate Plane

Coordinate Planes Number Lines

Ordered pairs Both Individual
are graphed on Positive numbers are
coordinate planes. numbers graphed on
increase to number lines.
the right
and negative
numbers are
to the left of
zero.

2–154 Section 2 Strategy Models

STRATEGY: Comparing and Contrasting
Reaching All English Language Learner Proficiency Levels
Beginning Help students see the similarities and differences by having them mark the text
in separate colors. Point out comparisons (similarities) and have students circle
them in black ink. Then point out contrasts (differences) and have students circle
them in blue ink.

Intermediate Have students use a Think-Pair-Share activity to compare and contrast the text.
Ask students to identify one similarity and one difference from the selection.
Then, turning to a partner, students can share their observations. Finally, partners
should share their compare and contrast discussion with the class to enhance
and confirm understanding.

Advanced Instruct students to work in groups of three or four to identify and define key words 2
from the text. Use word walls to categorize ideas; then have groups discuss words
as a small group. Finally, groups should use the words and ideas to compare and
contrast information from the text with increasing specificity and detail.

Advanced Have students work in pairs and use their completed diagram to write a summary
High of the information. Each pair should then team with another pair to review and
revise their summaries.

NOTES

Lesson 2.20 Comparing and Contrasting 2–155

 LESSON 2.21 COMPREHENSION STRATEGIES
2 Identifying Cause and Effect
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to identify cause
and effect within text.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
cause a reason for an action, something that
brings about a result
effect something that results from an action
or cause
Go To Section 3 for Content Area Lessons that
use the Identifying Cause and Effect
strategy.
Applied Arts, pp. 3–176 to 3–183
Go To Section 4 for Blackline Master.
Cause and Effect Chart, p. 4–65, and
Signal Words, p. 4–20.
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 2 then Lesson 21.
2–156 Section 2 Strategy Models
DEFINING the Strategy
• One way writers organize text is by detailing cause and effect.
Understanding cause and effect allows readers to determine the
author’s purpose for writing.
• Understanding cause and effect allows readers to focus on key
points within the text.
• Attending to cause and effect within a topic allows students to
see how an event or action can change an outcome.
USING the Strategy
• Students preview text for clues and linguistic support to uncover
the topic. Cause-and-effect signal words include because, therefore,
as a result, and subsequently.
• Point out signal words while reading that indicate cause
and effect.
• Use a graphic organizer to illustrate the relationship between
cause and effect in the text.
CHECKING the Strategy
After strategy instruction, use a variety of activities to develop
students’ understanding of the strategy.
• Instruct pairs of students to create a diagram or picture with
labels showing cause and effect from the text.
• Have students complete a matching activity to demonstrate
understanding of cause and effect. Instruct students to match
causes from one column with their corresponding effects in
another column.
• Instruct students to infer the author’s purpose for writing based
on the information learned from causes and effects in the text.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a biology lesson about viruses. See how routine
the Identifying Cause and Effect routine is modeled in the Interactive
Identifying Cause and Effect
Question-Response that follows. Before implementing the strategy
BEFORE READING
instruction, begin with the Preparing Students for Learning routine in
Section 1, p. 1–32.
Step 1 Preview the text with students.
Review content vocabulary.
Viruses—The Lytic Cycle
Step 2 Skim the text with students,
Because viruses are not truly living, they have to use living cells to pointing out signal words, such
reproduce. The lytic cycle is the reproductive cycle for viruses that as because, that indicate a cause-
infect bacteria cells. Viruses contain DNA or RNA, which is copied and-effect relationship.
when host cells are taken over. First the virus attaches to a host cell DURING READING
and eats part of the cell membrane. The virus controls the host cell Step 3 Read text aloud. Instruct
because it releases its own DNA into the cell. The host cell begins students to listen for cause-and- 2
making copies of the virus’s DNA and structure. After forming within effect signal words.
the host cell, the viruses eventually break free. As a result, the host
cell is destroyed in some cases. The new viruses go on to multiply Step 4 Read text aloud a second time,
by infecting other host cells. pausing to highlight cause-and-
effect relationships.
AFTER READING
BEFORE READING
Step 5 Review the topic. Have students
Step 1 Let’s begin by looking at the title. What is the title? Viruses—The Lytic write the topic above their
Cycle Good. Let’s look at the rest of the text. Are there any words that are new
Cause and Effect Chart.
to you? viruses, reproduce, lytic, bacteria, DNA, RNA Let’s discuss these new
words. You’ve probably heard of viruses before. Viruses, like the flu, smallpox, Step 6 Review the causes in the text.
and polio, make us sick. Viruses are incredibly tiny packages of genetic Have students add these to the
material—either DNA or RNA. If they come in contact with a living cell—such boxes on the left on their chart.
as bacteria—they infect the cell, take it over, and reproduce themselves. It’s
the information carried in the viruses’ DNA or RNA that tells them how to take Step 7 Review the effects in the text.
over cells. Now let’s look at the word reproduce. If we take off the prefix re-, Have students add these to the
we are left with the word produce. When a virus reproduces, it creates copies boxes on the right on their chart.
of itself. Bacteria are single, living cells that are found in our bodies. When
bacteria get infected by viruses, they can be destroyed. The lytic cycle refers to
the process by which cells are destroyed.
Step 2 Now, we will skim the text. Do you notice any signal words that
indicate a cause-and-effect relationship? because, as a result
SCIENCE
DURING READING
Cause and Effect Chart
Step 3 Let’s read the text together aloud. As we read,
raise your hand when you hear the words because and as Viruses
a result that indicate cause-and-effect relationships.
Viruses must rely on living
Step 4 Read the text aloud again, pausing to highlight Viruses are not living.
cells to reproduce.
cause-and-effect relationships. What causes viruses to
need host cells? Because viruses are not living, they must
rely on living cells to reproduce. What causes viruses to be Virus releases its own DNA into
Virus controls host cell.
able to take control of the host cell? They release their own host cell.
DNA into the cell. What is the effect of the virus taking
over the host cell? In some cases the host cell is destroyed. Virus forms in host cell and
Host cell is destroyed.
breaks free.
(continued)
Lesson 2.21 Identifying Cause and Effect 2–157
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response, continued

routine
Identifying Cause and Effect
BEFORE READING
Step 1 Preview the text with students.
Review content vocabulary.
Step 2 Skim the text with students,
pointing out signal words, such
as because, that indicate a cause-
and-effect relationship.
DURING READING
Step 3 Read text aloud. Instruct
students to listen for cause-and-
effect signal words.
Step 4 Read text aloud a second time,
pausing to highlight cause-and-
effect relationships.
AFTER READING
Step 5 Review the topic. Have students
write the topic above their
Cause and Effect Chart.
Step 6 Review the causes in the text.
Have students add these to the
boxes on the left on their chart.
Step 7 Review the effects in the text.
Have students add these to the
boxes on the right on their chart.
AFTER READING
Step 5 Review the topic. What is the topic? viruses Write the topic on your
Cause and Effect Chart.
Step 6 The first sentence states a cause. Why do viruses need host cells?
Virus cells are not living. This is the cause in the first sentence. Add this
statement to a box to the left of an arrow on your chart.
Step 7 Review the effect of the first sentence. What is the effect of viruses
not being living cells? They need host cells to reproduce. Add this statement
to a box to the right of an arrow on your chart.
Let’s repeat these steps as we review the other cause-and-effect
relationships in this way. There is another cause-and-effect relationship in
the sentence that begins on line six. Why does a virus control the host cell?
A virus releases its own DNA into the host cell. Good. Add that statement to
a box to the left of an arrow on your chart. Now, what is the effect of the
virus releasing its own DNA into the host cell? The virus controls the host cell.
Good. Add that statement to a box to the right of an arrow on your chart.
There is another cause-and-effect relationship at the end of the paragraph.
What causes a host cell to die? The virus forms in the host cell and breaks free.
Good. Add that statement to a box to the left of an arrow on your chart.
Now, what is the effect of the virus forming in the host cell and breaking
free? The host cell is destroyed. Good. Add that statement to a box to the
right of an arrow on your chart.

SCIENCE

Cause and Effect Chart

Viruses

Viruses must rely on living

Viruses are not living.
cells to reproduce.

Virus releases its own DNA into

Virus controls host cell.
host cell.

Virus forms in host cell and

Host cell is destroyed.
breaks free.

2–158 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

The passage below is from a history lesson about the Normandy routine
Invasion. See how the Identifying Cause and Effect routine is modeled in
Identifying Cause and Effect
the Interactive Question-Response that follows. Before implementing
BEFORE READING
the strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Preview the text with students.
Review content vocabulary.
D-Day Invasion: The Normandy Invasion
Step 2 Skim the text with students,
When German forces invaded France in 1940, the Allies began an pointing out signal words, such
immediate plan to cross the English Channel and attack the Nazis. The as because, that indicate a cause-
plan, code-named Operation Overlord, aimed to drive the German and-effect relationship.
military out of France and defeat the Nazi regime. On June 4, 1944, DURING READING
thousands of American, British, and Canadian ships remained in Step 3 Read text aloud. Instruct
port because poor weather delayed the assault. On June 5, Allied students to listen for cause-and- 2
forces received orders to leave England during the night and head effect signal words.
toward the Normandy coast. Due to the bad weather, the Germans
did not expect the attack, and they were taken by surprise. Though Step 4 Read text aloud a second time,
the Allied assault was successful, many lives were lost in the fight. pausing to highlight cause-and-
effect relationships.
AFTER READING
BEFORE READING
Step 5 Review the topic. Have students
Step 1 Let’s preview the paragraph before we read. What is the title? D-Day write the topic above their
Invasion: The Normandy Invasion The Normandy Invasion was an important
Cause and Effect Chart.
battle in World War II. There are two boldface words in this paragraph—
regime and assault. Regime is another word for a government in power. An Step 6 Review the causes in the text.
assault is like an attack. How might these words relate to an invasion, or Have students add these to the
takeover? In an invasion, one regime might assault another. boxes on the left on their chart.
Do you see any other new words in the paragraph? Let’s talk a little bit
about the geography. The English Channel is a body of water that separates
Step 7 Review the effects in the text.
England from France. The Normandy Invasion took place on the coast of Have students add these to the
France. A coast is land near the water. A port is a place where ships pull in boxes on the right on their chart.
to unload, to take on cargo, or to ride out a storm.
Step 2 Now, let’s skim the text. Do you see any signal words that indicate
a cause-and-effect relationship? when, because, due to

DURING READING
Step 3 Let’s read the text together aloud. As we read, SOCIAL STUDIES
raise your hand when you hear the words when, because,
and due to, which indicate cause-and-effect relationships. Cause and Effect Chart
Step 4 Read the text aloud again, pausing to highlight
D-Day Invasion: The Normandy Invasion
cause-and-effect relationships. What caused the Allies
to plan an attack on Nazis? The Nazis invaded France in Allies create plan to
1940. Why did the Allied forces have to postpone their Nazis take over France.
defeat Germans.
invasion for a day? The weather was bad. What other effect
did the weather have on the invasion? It left the Germans
unprepared, as they were not expecting an attack in such poor
Bad weather sets in on June 4. Allies delay assault.
weather conditions. What might have caused the attack to
be successful? The Germans were unprepared. Orders given to head toward Germans surprised by
Normandy. Allies.
(continued)
Lesson 2.21 Identifying Cause and Effect 2–159
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response, continued

routine
Identifying Cause and Effect
BEFORE READING
Step 1 Preview the text with students.
Review content vocabulary.
Step 2 Skim the text with students,
pointing out signal words, such
as because, that indicate a cause-
and-effect relationship.
DURING READING
Step 3 Read text aloud. Instruct
students to listen for cause-and-
effect signal words.
Step 4 Read text aloud a second time,
pausing to highlight cause-and-
effect relationships.
AFTER READING
Step 5 Review the topic. Have students
write the topic above their
Cause and Effect Chart.
Step 6 Review the causes in the text.
Have students add these to the
boxes on the left on their chart.
Step 7 Review the effects in the text.
Have students add these to the
boxes on the right on their chart.
AFTER READING
Step 5 Review the topic. What is the topic? D-Day: The Normandy Invasion
Write the topic on your Cause and Effect Chart.
Step 6 The first sentence states a cause. What did the Nazi regime do in the
1940s? The Nazis invaded France. Add this statement to a box to the left of
an arrow on your chart.
Step 7 Now let’s find the effect of the first sentence. What effect did the
Nazis’ invasion of France have on the Allies? The Allies created a plan to cross
the Channel and defeat the Germans. Add this statement to a box to the right
of an arrow on your chart.
Let’s repeat these steps as we review the other cause-and-effect
relationships. What caused the Allies to have to delay the assault?
Bad weather set in on June 4th. Good. Add that statement to a box to the left
of an arrow on your chart. Now, what was the effect of the bad weather?
The Allies had to delay their assault. Add that statement to a box to the right
of an arrow on your chart. What caused the Germans to be surprised by
the attack? The Allies were given orders to head to Normandy even in the bad
weather. Good. Add that statement to a box to the left of an arrow on your
chart. Now, what was the effect of the Allies’ orders to head to Normandy?
The Germans were surprised by the attack. Good. Add that statement to a box
to the right of an arrow on your chart. Besides success, what was one other
effect of the invasion? Many lives were lost.

SOCIAL STUDIES

Cause and Effect Chart

D-Day Invasion: The Normandy Invasion

Allies create plan to

Nazis take over France.
defeat Germans.

Bad weather sets in on June 4. Allies delay assault.

Orders given to head toward Germans surprised by

Normandy. Allies.

2–160 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is from At the Back of the North Wind, by George routine
MacDonald. See how the Identifying Cause and Effect routine is
Identifying Cause and Effect
modeled in the Interactive Question-Response that follows. Before
BEFORE READING
implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
Step 1 Preview the text with students.
Review content vocabulary.
from At the Back of the North Wind, by George MacDonald
Step 2 Skim the text with students,
And when little Diamond—but stop: I must tell you that his father, pointing out signal words, such
who was a coachman, had named him after a favourite horse, and as because, that indicate a cause-
his mother had had no objection:—when little Diamond, then, lay and-effect relationship.
there in bed, he could hear the horses under him munching away DURING READING
in the dark, or moving sleepily in their dreams. For Diamond’s father Step 3 Read text aloud. Instruct
had built him a bed in the loft with boards all round it, because students to listen for cause-and- 2
they had so little room in their own end over the coach-house; effect signal words.
and Diamond’s father put old Diamond in the stall under the bed,
because he was a quiet horse, and did not go to sleep standing, but Step 4 Read text aloud a second time,
lay down like a reasonable creature. pausing to highlight cause-and-
effect relationships.
AFTER READING
BEFORE READING
Step 5 Review the topic. Have students
Step 1 Let’s begin by looking at the title of the passage. What is the title? write the topic above their
At the Back of the North Wind Yes. Let’s look at the rest of the text. Are there
Cause and Effect Chart.
any words that are new to you? coachman, munching, loft, reasonable Let’s
discuss these words. A coachman is the driver of carriage pulled by horses. Step 6 Review the causes in the text.
Munching is another way to say “chewing.” A loft is a space above a room Have students add these to the
or a barn. Reasonable can mean “sensible.” For example, if an answer is boxes on the left on their chart.
reasonable, it is sensible.
Step 2 Now let’s skim the text. Do you see any words that signal a cause- Step 7 Review the effects in the text.
and-effect relationship? because, for Have students add these to the
boxes on the right on their chart.
DURING READING
Step 3 Let’s read the text together aloud. As we read, raise your hand
when you hear the words because and for that indicate cause-and-effect
relationships.
Step 4 Read the text aloud again, pausing to highlight LANGUAGE ARTS
cause-and-effect relationships. Sometime cause-and-effect
Cause and Effect Chart
relationships do not use signal words. For example, in
the first sentence, there is a cause-and-effect relationship Diamond and His Family
without a signal word. Read the first sentence again. What
Diamond’s father’s favorite Diamond’s father named
causes Diamond’s father to name his son Diamond?
horse was named Diamond. his son Diamond.
Diamond was the name of his father’s favorite horse. Why
does Diamond’s father build a bed for Diamond in the
loft? Their house was small. Why does Diamond hear the Diamond’s bed was above the Diamond could hear the
horses munching at night? His bed is above the stable. horse’s stable. horses below him.

Diamond’s father built a

Diamond’s family did not have
bed in a loft above the
a lot of space in their house.
stable.
(continued)
Lesson 2.21 Identifying Cause and Effect 2–161
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response, continued

routine
Identifying Cause and Effect
BEFORE READING
Step 1 Preview the text with students.
Review content vocabulary.
Step 2 Skim the text with students,
pointing out signal words, such
as because, that indicate a cause-
and-effect relationship.
DURING READING
Step 3 Read text aloud. Instruct
students to listen for cause-and-
effect signal words.
Step 4 Read text aloud a second time,
pausing to highlight cause-and-
effect relationships.
AFTER READING
Step 5 Review the topic. Have students
write the topic above their
Cause and Effect Chart.
Step 6 Review the causes in the text.
Have students add these to the
boxes on the left on their chart.
Step 7 Review the effects in the text.
Have students add these to the
boxes on the right on their chart.
AFTER READING
Step 5 Review the topic. What is the topic? Diamond and his family Write the
topic on your Cause and Effect Chart.
Step 6 The first sentence states a cause. Why did Diamond’s father name
his son Diamond? It was his favorite horse’s name. This is the cause in the first
sentence. Add this statement to the first box to the left of an arrow on your
chart.
Step 7 Review the effect of the first sentence. What is the effect of
Diamond being the name of Diamond’s father’s favorite horse? He names
his son after the horse. Add this statement to the first box to the right of the
first arrow.
Let’s repeat these steps as we review the other cause-and-effect
relationships in this way. There is another cause-and-effect relationship in
the next two sentences of the paragraph. What caused Diamond to hear
the horses when he was in bed? because his dad built a bed for him above
the stable, and the horses slept under him Good. Add that statement to the
second box to the left of the arrow on the chart. Now what is the effect of
Diamond’s dad building a bed above the stable? Diamond could hear the
horses below him. Good. Add that statement to the box to the right of the
second arrow on your chart.
There is another-cause-and-effect relationship at the end of the paragraph.
Why does Diamond’s father build a bed in the loft above the stable? because
there wasn’t a lot of space in the house Good. Add that statement to the third
box to the left of an arrow on your chart. Now, what is the effect of having
little space in the house? Diamond’s dad built a bed in the loft. Good. Add
that statement to the box to the right of the third arrow on your chart.

LANGUAGE ARTS

Cause and Effect Chart

Diamond and His Family

Diamond’s father’s favorite Diamond’s father named

horse was named Diamond. his son Diamond.

Diamond’s bed was above the Diamond could hear the

horse’s stable. horses below him.

Diamond’s father built a

Diamond’s family did not have
bed in a loft above the
a lot of space in their house.
stable.

2–162 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

The passage below is from an algebra lesson about evaluating routine
expressions. See how the Identifying Cause and Effect routine is
Identifying Cause and Effect
modeled in the Interactive Question-Response that follows. Before
BEFORE READING
implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
Step 1 Preview the text with students.
Review content vocabulary.
Evaluating Expressions
Step 2 Skim the text with students,
To evaluate an algebraic expression such as x + 4, substitute pointing out signal words, such
a given value for the variable and simplify. For example, to as because, that indicate a cause-
evaluate x + 4 when the value of x is 3, replace x with 3 and and-effect relationship.
add. So x + 4 = 3 + 4 = 7 because x = 3. Likewise, if x = –2, then DURING READING
x + 4 = –2 + 4 = 2. Notice that the value of the expression changed Step 3 Read text aloud. Instruct
as a result of the change in the value of x. students to listen for cause-and- 2
effect signal words.
BEFORE READING
Step 4 Read text aloud a second time,
Step 1 Let’s begin by looking at the title of the selection. What is the pausing to highlight cause-and-
title? Evaluating Expressions Let’s look at the rest of the text. Are there any
effect relationships.
words that are new to you? evaluate, expression, algebraic, substitute, variable,
AFTER READING
simplify All these words are part of mathematical language and many
of them are connected. An expression is like a mathematical sentence.
Step 5 Review the topic. Have students
When we evaluate an expression, we are determining the value of the write the topic above their
mathematical sentence. In algebra, letters are used to represent numbers, Cause and Effect Chart.
so an algebraic expression might be x + 4 or z – 12. These letters are called Step 6 Review the causes in the text.
variables. When we evaluate an algebraic expression, we substitute or Have students add these to the
replace a variable for a number value and simplify, or solve. Write the
boxes on the left on their chart.
expression 10 – x on the board. Let’s look at this expression. If the value of x
is 5, then we substitute the number 5 for x and simplify. 10 – 5 = 5. Step 7 Review the effects in the text.
Step 2 Now, we will skim the text. Do you notice any signal words that Have students add these to the
indicate a cause-and-effect relationship? so, because, if-then, as a result boxes on the right on their chart.
DURING READING
Step 3 Let’s read the text together aloud. As we read, raise your hand when
you hear the words so, because, if, then, and as a result that signal a cause-
and-effect relationship.
MATHEMATICS
Step 4 Read the text aloud again, pausing to highlight
cause-and-effect relationships. What causes x plus 4 to
Cause and Effect Chart
equal 7? the value of x being 3 What causes x plus 4 to
equal 2? the value of x being –2 What causes the value of Evaluating Expressions
the expression to change? the change in the value of x
Turn and talk with a partner. Assign five different values x=3 x+4=7
for x and then practice solving the expression x + 4.

x=–2 x+4=2

the value of x the value of x + 4

(continued)
Lesson 2.21 Identifying Cause and Effect 2–163
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response, continued

routine
Identifying Cause and Effect
BEFORE READING
Step 1 Preview the text with students.
Review content vocabulary.
Step 2 Skim the text with students,
pointing out signal words, such
as because, that indicate a cause-
and-effect relationship.
DURING READING
Step 3 Read text aloud. Instruct
students to listen for cause-and-
effect signal words.
Step 4 Read text aloud a second time,
pausing to highlight cause-and-
effect relationships.
AFTER READING
Step 5 Review the topic. Have students
write the topic above their
Cause and Effect Chart.
Step 6 Review the causes in the text.
Have students add these to the
boxes on the left on their chart.
Step 7 Review the effects in the text.
Have students add these to the
boxes on the right on their chart.
AFTER READING
Step 5 Review the topic. What is the topic? evaluating expressions Write the
topic on your Cause and Effect Chart.
Step 6 The third sentence states a cause. Why does x plus 4 equal 7?
because x equals 3 This is the cause in the third sentence. Add this statement
to a box to the left of an arrow on your chart.
Step 7 Review the effect of the third sentence. What is the effect of the
value of x being 3? The value of x plus 4 is 7. Add this statement to the box to
the right of the cause.
Let’s repeat these steps to review the other cause-and-effect relationships.
The fourth sentence uses if-then to state a cause and effect. Why does x
plus 4 = 2? because x equals –2 This is the cause. Add this statement to a
box to the left of an arrow on your chart. What is the effect of the value
of x being –2? The value of x plus 4 equals 2. Good. Add this statement to a
box to the right of the cause. The fifth sentence also includes a cause-and-
effect relationship. What causes the value of x plus 4 to change? the value
of x Good. Add this statement to a box to the left of an arrow on your chart.
What is the effect of the changing value of x? the changing value of x plus 4
Good. Add this statement to a box to the right of the cause.

MATHEMATICS

Cause and Effect Chart

Evaluating Expressions

x=3 x+4=7

x=–2 x+4=2

the value of x the value of x + 4

2–164 Section 2 Strategy Models

STRATEGY: Identifying Cause and Effect
Reaching All English Language Learner Proficiency Levels
Beginning Help students develop (or distribute) a Two-Column Chart with causes in the
left column and effects in the right column. Causes and effects should be out of
order. Read the first cause aloud, then instruct students to draw a line from that
cause to its corresponding effect. Repeat the procedure for the remaining causes.

Intermediate Have students work in pairs. Student 1 names a cause. Student 2 then explains
the effect to student 1. Each pair should check their notes and the text for
accuracy. Students should switch roles and continue with remaining causes.

Advanced Use a Think-Pair-Share activity to extend students’ understanding. Instruct

students to use their graphic organizer to identify the author’s purpose in writing.
Students then turn to a partner and explain the author’s purpose. Pairs then 2
share their findings with the class.

Advanced Have students write a short two-to-three-sentence summary of the text based on
High the graphic organizer. Each student should then trade summaries with a partner.
Partners should peer review each other’s summaries. Students can then make
necessary revisions and share with the large group.

NOTES

Lesson 2.21 Identifying Cause and Effect 2–165

 LESSON 2.22 COMPREHENSION STRATEGIES
2 Finding Supporting Evidence in Text
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to find supporting
arguments within text and to ask relevant
questions about that text.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
vocab the main idea of a piece of writing
textual evidence details found in the body
of text that support the thesis
Go To Section 3 for Content Area Lessons that
use the Finding Supporting Evidence in
Text strategy.
Fine Arts, pp. 3–158 to 3–165
Go To Section 4 for Blackline Master.
Tree Diagram, p. 4–81
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 2 then Lesson 22.
2–166 Section 2 Strategy Models
DEFINING the Strategy
• Understanding the relationship between supporting evidence
and a thesis is crucial to building an understanding of a text and
analyzing its meaning.
• Finding supporting evidence allows students to demonstrate their
understanding of key information in a text.
• Identifying supporting evidence gives students the means to
defend their thinking on a topic.
USING the Strategy
• Students preview the text to determine the topic and understand
the types of evidence they will be looking for as they read.
• Point out that some selections include textual evidence that helps
defend a thesis. Explain that identifying important evidence is a
crucial step in understanding a piece of writing.
• Employ a Think Aloud to model how to identify supporting
evidence within a text.
• Use a graphic organizer to help students see the connection
between a thesis and the evidence that supports it.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Have student volunteers act out a mock trial. One person is on
trial and must defend his or her thesis by presenting important
evidence. The rest of the group asks questions.
• Give students a thesis statement that relates to the text. Have
pairs review the section, choosing evidence to support that thesis.
Move around the room to monitor their progress.
• Give students a list of supporting evidence. Have students
develop a thesis statement that could correspond to the
evidence given.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a chemistry lesson on ozone. See how the routine
Finding Supporting Evidence routine is modeled in the Interactive
Finding Supporting
Question-Response that follows. Before implementing the strategy
instruction, begin with the Preparing Students for Learning routine in Evidence
Section 1, p.1–32. BEFORE READING
Step 1 Use text features to preview
The Importance of Ozone the topic.
Ozone is an unstable oxygen molecule high in Earth’s atmosphere.
Step 2 Help students identify the thesis.
Ozone is important because it absorbs dangerous ultraviolet
Instruct students to write it in the
radiation from the sun. Ultraviolet rays can cause skin cancer and
top box of the Tree Diagram.
cataracts. Ozone is formed when ultraviolet rays from the sun hit DURING READING
ordinary oxygen molecules. In the 1970s, scientists became worried Step 3 Chunk text as you read aloud.
about the health of the ozone layer. A hole, caused by a lack of When you pause, discuss 2
ozone, was discovered high in Earth’s atmosphere in the early 1980s. supporting evidence.
The hole was created by chemicals called chlorofluorocarbons,
or CFCs. The CFCs stopped ozone’s ability to absorb ultraviolet Step 4 Ask guiding questions to show
radiation. This meant higher levels of ultraviolet radiation reached how textual evidence supports
Earth. Many countries decided to ban CFCs by 1996. Some scientists the thesis.
now think the ozone layer will fix itself within 50 to 100 years. AFTER READING
Step 5 Review the evidence identified
BEFORE READING during reading. Then have
students choose the three most
Step 1 Let’s preview this paragraph to find out about the topic. What is the
title of the selection? The Importance of Ozone What other text features
important pieces of evidence and
give clues about the topic of this paragraph? boldface vocabulary words add them to their diagram.
What are some examples? ozone, atmosphere, ultraviolet radiation Many of
the words in this text are science words. Let’s skim the paragraph to find
challenging vocabulary. Then we’ll discuss these words as a group. Help
students define any unfamiliar vocabulary. These words help me start to
form an idea about what this paragraph will be about.
SCIENCE
What are some of your ideas? chemistry, pollution, the
sun Now let’s find the thesis, or main idea, and check our
predictions about what this text will be about. Tree Diagram
Step 2 Where can we look for the main idea in a piece Ozone is important because it absorbs dangerous ultraviolet radiation from
the sun.
of writing? near the beginning What is the main idea the
author wants us to understand about ozone? Ozone
is important because it absorbs dangerous ultraviolet
radiation from the sun. Right. This statement is the thesis.
Identifying the thesis early helps us to understand a text When ozone forms Ultraviolet rays can Many countries banned
and find evidence that supports the main idea. Write the from oxygen high cause sickness. CFCs, which destroy
author’s thesis in the top box of your Tree Diagram. in the atmosphere, ozone.
ultraviolet rays don’t
hit Earth.

(continued)
Lesson 2.22 Finding Supporting Evidence in Text 2–167
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response, continued

routine
DURING READING
Finding Supporting Step 3 This paragraph explains why ozone is important. Follow along as I
Evidence read the first few sentences. We’ll pause as we go to identify evidence that
BEFORE READING supports the thesis.
Step 1 Use text features to preview Read the first sentence. The author says that ozone is an unstable molecule.
the topic. That means it is a gas that breaks apart easily. Let’s read on. Read the second
sentence. What does the ozone layer do? protects us from the sun’s harmful
Step 2 Help students identify the thesis. rays So what would happen without the ozone layer? We’d get sick. This
Instruct students to write it in the information supports the thesis that the ozone layer is important. Now let’s
top box of the Tree Diagram. read the rest of the paragraph. We will stop often so that we can identify
DURING READING evidence that supports the thesis.
Step 3 Chunk text as you read aloud. Step 4 Let’s continue reading. Pause after the third sentence. Why is
When you pause, discuss ultraviolet light so dangerous? It can cause skin cancer and cataracts. Since
supporting evidence. cataracts cloud vision, we want to avoid exposure to ultraviolet light.
Continue reading, pausing to discuss evidence that supports the thesis. Write
Step 4 Ask guiding questions to show all examples of supporting evidence on the board.
how textual evidence supports
the thesis. AFTER READING
AFTER READING Step 5 Let’s review the evidence we found while reading. What information
Step 5 Review the evidence identified best supports the author’s thesis that ozone is important because it
during reading. Then have absorbs the sun’s ultraviolet radiation? When ozone forms from oxygen
students choose the three most high in the atmosphere, ultraviolet rays don’t hit Earth. Ultraviolet rays can
important pieces of evidence and cause sickness. Many countries banned CFCs, which destroy ozone. Add this
add them to their diagram. information to the three boxes at the bottom of your diagram.

SCIENCE

Tree Diagram
Ozone is important because it absorbs dangerous ultraviolet radiation from
the sun.

When ozone forms Ultraviolet rays can Many countries banned

from oxygen high cause sickness. CFCs, which destroy
in the atmosphere, ozone.
ultraviolet rays don’t
hit Earth.

2–168 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

The passage below is from a history lesson about the creation of routine
NATO. See how the Finding Supporting Evidence routine is modeled in
Finding Supporting
the Interactive Question-Response that follows. Before implementing
the strategy instruction, begin with the Preparing Students for Learning Evidence
routine in Section 1, p. 1–32. BEFORE READING
Step 1 Use text features to preview
Forming the North Atlantic Treaty Organization the topic.
The North Atlantic Treaty Organization, or NATO, was formed to
Step 2 Help students identify the thesis.
establish peace and stability in post World War II Europe. After World
Instruct students to write it in the
War II, many European countries were concerned about their military
top box of the Tree Diagram.
safety. As leaders tried to rebuild their countries, they were fearful they DURING READING
would not be able to survive any aggressive invasions. In particular, Step 3 Chunk text as you read aloud.
they were fearful of Russia. They wondered if Russia’s leader, Stalin, When you pause, discuss 2
would try to dominate them as Hitler had. In an attempt to protect each supporting evidence.
other, they created a European defense coalition, or a partnership.
The pact of the partnership was simple: if one NATO country was Step 4 Ask guiding questions to show
attacked by a country, it would be viewed as an attack on all countries. how textual evidence supports
All members of NATO would defend one another. The United States the thesis.
and Canada joined NATO as they supported international peace. AFTER READING

The treaty was signed in 1949, and the countries prepared to defend Step 5 Review the evidence identified
themselves against a Communist attack. during reading. Then have
students choose the three most
BEFORE READING important pieces of evidence and
add them to their diagram.
Step 1 Let’s preview this paragraph to find out about the topic. What is
the title of the paragraph? forming the North Atlantic Treaty Organization
Yes. Skim through the paragraph and look for the boldface words. Let’s
list these words. invasions, coalition, pact, international, treaty Many of the
words in this text are words you might find in a history or geography book.
Let’s review these words and discuss their meanings as SOCIAL STUDIES
a group. Help students define any unfamiliar vocabulary.
These words help me start to form an idea about what
this paragraph will be about. What are some of your
Tree Diagram
ideas? a war or attack, a union, a world agreement Now let’s NATO was created to establish peace and stability in post
find the thesis, or main idea, and check our predictions World War II Europe.
about what this text will be about.
Step 2 Where can we look for the main idea in a piece
of writing? in the title and near the beginning What do you
think the author wants the reader to conclude from the After World War II, They were afraid of In order to better
title and the first sentences? After World War II, many countries were the Soviet Union and protect themselves,
European countries were afraid and wanted to create some rebuilding. Their possible Communist they created a treaty in
kind of agreement. NATO was created to establish peace militaries were weak. invasion. which they defended
one another if one
and stability in post World War II Europe. That’s right. This
country was under
statement is the thesis. Identifying the thesis early helps attack.
us to understand a text and find evidence that supports
the main idea. Write the author’s thesis in the top box of
your Tree Diagram.

(continued)
Lesson 2.22 Finding Supporting Evidence in Text 2–169
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response, continued

routine
Finding Supporting
Evidence
BEFORE READING
Step 1 Use text features to preview
the topic.
Step 2 Help students identify the thesis.
Instruct students to write it in the
top box of the Tree Diagram.
DURING READING
Step 3 Chunk text as you read aloud.
When you pause, discuss
supporting evidence.
Step 4 Ask guiding questions to show
how textual evidence supports
the thesis.
AFTER READING
Step 5 Review the evidence identified
during reading. Then have
students choose the three most
important pieces of evidence and
add them to their diagram.
DURING READING
Step 3 This paragraph explains why the North Atlantic Treaty Organization
was created. Follow along as I read the first few sentences. We’ll pause as
we go to identify evidence that supports the thesis. Read the first sentence.
The author says that many European countries were worried about their
military safety. What does this mean? They were worried about defending
their country and keeping the people safe. Yes. Military safety provides peace
and security. Let’s read on. Read the next sentence. After the war, what were
the leaders of the countries trying to do? rebuild their country—fix roads,
houses, and everything that got destroyed in the war Correct. As they were
focused on rebuilding, what was their fear? that another aggressive country
would try to invade them This information supports the thesis that many
European countries were afraid for their safety. They were afraid they could
not withstand another attack.
Step 4 Read the text aloud, pausing after the fifth sentence. Why were
Europeans fearful of Russia? They thought Russia’s leader was an aggressive
leader, much like Hitler. They feared Stalin wanted to take over their countries.
Yes. Stalin was not shy about wanting to expand the Soviet Union. He
wanted to take control of Eastern European countries. Continue reading
about the NATO treaty. Use a map and point out the Soviet Union after
World War II. Identify the countries that were the first to participate in
NATO (Belgium, Canada, Denmark, France, Iceland, Italy, Luxembourg, the
Netherlands, Norway, Portugal, the United Kingdom, and the United States).
Conclude reading, pausing to discuss evidence that supports the thesis. Record
all examples of supporting evidence.

AFTER READING
Step 5 Let’s review the evidence we found while reading. What information
best supports the author’s thesis that NATO was created to establish
SOCIAL STUDIES peace and stability in post World War II Europe? After
World War II, countries were rebuilding. Their militaries
were weak. They were afraid of the Soviet Union and
Tree Diagram
possible Communist invasion. They needed a way to protect
NATO was created to establish peace and stability in post themselves. In order to better protect themselves, they created
World War II Europe. a treaty in which they defended one another if one country
was under attack. Add this information to the three boxes
at the bottom of your diagram.

After World War They were afraid of In order to better

II, countries were the Soviet Union and protect themselves,
rebuilding. Their possible Communist they created a treaty in
militaries were weak. invasion. which they defended
one another if one
country was under
attack.

2–170 Section 2 Strategy Models

 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below, An Unfinished Masterpiece, is an article about routine
the Church of the Sagrada Familia in Barcelona, Spain. See how the
Finding Supporting
Finding Supporting Evidence routine is modeled in the Interactive
Question-Response that follows. Before implementing the strategy Evidence
instruction, begin with the Preparing Students for Learning routine in BEFORE READING

Section 1, p. 1–32. Step 1 Use text features to preview

the topic.
An Unfinished Masterpiece
Step 2 Help students identify the thesis.
The Church of the Sagrada Familia is one of the world’s greatest
Instruct students to write it in the
buildings. The church towers high into the Barcelona sky but is still
top box of the Tree Diagram.
under construction. Construction began in the late 19th century, DURING READING
and will likely finish in the first half of the 21st century. A massive Step 3 Chunk text as you read aloud.
undertaking, the church is a symbol of its famed architect, Antoni When you pause, discuss 2
Gaudí, and of Barcelona. Gaudí lived to see the completion of only supporting evidence.
one of the twelve bell towers before he died in 1926. The architects
and artists who are building the church today have remained true Step 4 Ask guiding questions to show
to Gaudi’s ideas and plans. The church’s impressive history and how textual evidence supports
detailed construction make it truly an unfinished masterpiece. the thesis.
AFTER READING

BEFORE READING Step 5 Review the evidence identified

during reading. Then have
Step 1 Let’s preview this paragraph to find out about the topic. What is the
students choose the three most
title of the selection? An Unfinished Masterpiece What other text features
give us clues about the topic of the paragraph? numbers, years, boldface important pieces of evidence and
words What are some examples? 1926, 19th century, architect, construction add them to their diagram.
Let’s skim the paragraph to find challenging vocabulary. Then we’ll discuss
these words as a group. Help students define any unfamiliar vocabulary.
These words help me start to form an idea about what this paragraph is
about. What are some of your ideas? buildings, construction, church Now let’s
find the thesis, or main idea, and check our predictions
about what this text will be about.
LANGUAGE ARTS
Step 2 Where can we look for the main idea in a piece
of writing? near the beginning What is the main idea the
Tree Diagram
author wants us to understand about the church? The The church of the Sagrada Familia is one of the greatest buildings in
church is one of the world’s greatest buildings. Right. This the world.
statement is the thesis. Identifying the thesis early helps
us to understand a text and find evidence that supports
the main idea. Write the author’s thesis in the top box of
your Tree Diagram.
The church is still being It is a huge project The building is a
built, even many years that started when the symbol of the architect
after the architect’s architect was still alive. and the city.
death.

(continued)
Lesson 2.22 Finding Supporting Evidence in Text 2–171

ELV912_TX_S2_L22_893449.indd 171 2/17/10 3:27:56 PM

 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response, continued

routine
Finding Supporting
Evidence
BEFORE READING
Step 1 Use text features to preview
the topic.
Step 2 Help students identify the thesis.
Instruct students to write it in the
top box of the Tree Diagram.
DURING READING
Step 3 Chunk text as you read aloud.
When you pause, discuss
supporting evidence.
Step 4 Ask guiding questions to show
how textual evidence supports
the thesis.
AFTER READING
Step 5 Review the evidence identified
during reading. Then have
students choose the three most
important pieces of evidence and
add them to their diagram.
DURING READING
Step 3 This paragraph explains why the Sagrada Familia church is one
of the greatest buildings in the world. Follow along as I read the first few
sentences. We’ll pause as we go to identify evidence that supports this
thesis. Read the second sentence. The author says that the church is still
under construction. What does this mean? They are still building it. Correct.
They are still building it. Let’s read on. Read the next sentence. When did
construction begin? in the late 19th century Why is this interesting? The
church is not finished. This information supports the author’s thesis that
the church is a great building. Now let’s have a volunteer read the rest of
the paragraph. I’ll stop you often so that we can identify evidence that
supports the thesis.
Step 4 Pause student reading after relevant chunks. Have a student read the
fourth sentence. Why is the church a symbol of the architect and the city of
Barcelona? It is a massive undertaking. Right. This means it is a huge project.
Continue reading with students, pausing to discuss evidence that supports the
thesis. Write all examples of supporting evidence on the board.
AFTER READING
Step 5 Let’s review the evidence we found while reading. What information
best supports the author’s thesis that the Sagrada Familia church is one
of the world’s greatest buildings? It is a huge project that started when the
architect was still alive. The church is still being built, many years after the
architect’s death. The building is a symbol of the architect and the city. Add this
information to the three boxes at the bottom of your diagram.

LANGUAGE ARTS

Tree Diagram
The church of the Sagrada Familia is one of the greatest buildings in
the world.

The church is still being It is a huge project The building is a

built, even many years that started when the symbol of the architect
after the architect’s architect was still alive. and the city.
death.

2–172 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

The passage below is from a geometry lesson on proving triangles routine
congruent. See how the Finding Supporting Evidence routine is
Finding Supporting
modeled in the Interactive Question-Response that follows. Before
implementing the strategy instruction, begin with the Preparing Evidence
Students for Learning routine in Section 1, p. 1–32. BEFORE READING
Step 1 Use text features to preview
Proving Triangles Congruent the topic.
Certain theorems can be used to determine if triangles are the
Step 2 Help students identify the thesis.
same size and shape, or congruent. One such theorem, the Side-
Instruct students to write it in the
Angle-Side (SAS) Theorem, states that two triangles are congruent
top box of the Tree Diagram.
if two sides and the included angle of one triangle are congruent to DURING READING
the corresponding sides and angle of the other triangle. Another Step 3 Chunk text as you read aloud.
theorem, the Side-Side-Side (SSS) Theorem, says that if each When you pause, discuss 2
pair of corresponding sides of two triangles is congruent, then supporting evidence.
the triangles are congruent. A third theorem, which states that
two triangles are congruent if two angles and the included side Step 4 Ask guiding questions to show
of one triangle are congruent to the corresponding parts of the how textual evidence supports
other triangle, is called the Angle-Side-Angle (ASA) Theorem. the thesis.
AFTER READING

BEFORE READING Step 5 Review the evidence identified

during reading. Then have
Step 1 Let’s preview this paragraph to find out about the topic. What is
the title of the selection? Proving Triangles Congruent What other text
students choose the three most
features give clues about the topic of this paragraph? boldface phrases important pieces of evidence and
What are some examples? Side-Angle-Side (SAS) Theorem, Side-Side-Side add them to their diagram.
(SSS) Theorem, Angle-Side-Angle (ASA) Theorem Many of the words in
this text are math words. Let’s skim the paragraph to find challenging
vocabulary. Then we’ll discuss these words as a group. Help students define
any unfamiliar vocabulary. These words help me start to form an idea about
what this paragraph will be about. What are some of your
ideas? triangles, sides, angles, theorems Now let’s find the
MATHEMATICS
thesis, or main idea, and check our predictions about
what this text will be about. Tree Diagram
Step 2 Where can we look for the main idea in a piece Certain theorems can be used to determine if triangles are the same
of writing? near the beginning What is the main idea the size and shape, or congruent.
author wants us to understand about proving triangles
congruent? Certain theorems can be used to determine if two
triangles are the same size and shape, or congruent. Right.
This statement is the thesis. Identifying the thesis early
Side-Angle-Side Side-Side-Side (SSS) Angle-Side-Angle
helps us to understand a text and find evidence that (SAS) Theorem—two Theorem—if each (ASA) Theorem—two
supports the main idea. Write the author’s thesis in the triangles are congruent pair of corresponding triangles are congruent
top box of your Tree Diagram. if two sides and the sides of two triangles if two angles and the
included angle of one is congruent, then included side of one
triangle are congruent the triangles are triangle are congruent
to the corresponding congruent. to the corresponding
sides and angle of the parts of the other
other triangle. triangle.

(continued)
Lesson 2.22 Finding Supporting Evidence in Text 2–173
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response, continued

routine
Finding Supporting
Evidence
BEFORE READING
Step 1 Use text features to preview the
topic.
Step 2 Help students identify the thesis.
Instruct students to write it in the
top box of the Tree Diagram.
DURING READING
Step 3 Chunk text as you read aloud.
When you pause, discuss
supporting evidence.
Step 4 Ask guiding questions to show
how textual evidence supports
the thesis.
AFTER READING
Step 5 Review the evidence identified
during reading. Then have
students choose the three most
important pieces of evidence and
add them to their diagram.
DURING READING
Step 3 This paragraph talks about the theorems that can be used to
prove that two triangles are congruent. Follow along as I read the first
few sentences. We’ll pause as we go to identify evidence that supports
the thesis. Read the first sentence. The author says that certain theorems
can be used to prove that two triangles are the same size and shape, or
congruent. What does this mean? There are ways to tell whether or not two
triangles are congruent. Right. There are ways to prove whether or not two
triangles are congruent. Let’s read on. Read the second sentence. What is the
name of one of the theorems? Side-Angle-Side How can this theorem be
used to prove that two triangles are congruent? If two sides and the included
angle of one triangle are congruent to the corresponding sides and angle of the
other triangle, then the two triangles are congruent. Use drawings or physical
models to demonstrate the meaning of the words corresponding sides and
corresponding angles. This information supports the thesis that there are
ways to prove that two triangles are congruent. Now let’s read the rest of
the paragraph. I’ll stop often so that we can identify evidence that supports
the thesis.
Step 4 Pause student reading after relevant chunks. Have students read the
third sentence. How can the Side-Side-Side Theorem be used to show that
two triangles are congruent? by proving that each pair of corresponding
sides of two triangles is congruent If each pair of corresponding sides of two
triangles is congruent, then the triangles are congruent. Have students read
the description of the last theorem. Write all examples of supporting evidence
on the board.

AFTER READING
Step 5 Let’s review the evidence we found while reading. What information
supports the author’s thesis that certain theorems can be used to
MATHEMATICS determine if triangles are the same size and shape, or
congruent? the three theorems stated Add the information
Tree Diagram about the theorems to the three boxes at the bottom of
your diagram.
Certain theorems can be used to determine if triangles are the same
size and shape, or congruent.

Side-Angle-Side Side-Side-Side (SSS) Angle-Side-Angle

(SAS) Theorem—two Theorem—if each (ASA) Theorem—two
triangles are congruent pair of corresponding triangles are congruent
if two sides and the sides of two triangles if two angles and the
included angle of one is congruent, then included side of one
triangle are congruent the triangles are triangle are congruent
to the corresponding congruent. to the corresponding
sides and angle of the parts of the other
other triangle. triangle.

2–174 Section 2 Strategy Models

STRATEGY: Finding Supporting Evidence in Text
Reaching All English Language Learner Proficiency Levels
Beginning Provide students with sentence frames to help them identify supporting
evidence in the text. Provide students with a word bank from the text to
complete the frames.

Intermediate Have students review their completed graphic organizers in small cooperative
groups. Have them familiarize themselves with the thesis and the supporting
evidence. Then have them write a summary of the content to share with the class.

Advanced Instruct students to write questions about the supporting evidence in the
text. Have students work in pairs to ask each other their questions. Encourage
students to use classroom resources to find answers to challenging questions.
Finally, have students share their findings with the class. 2
Advanced Instruct students to research another topic related to the text. After they do some
High initial research, have them form a thesis and gather pertinent evidence. Then
have them write it in a new diagram. Finally, have them share their research with
the group.

NOTES

Lesson 2.22 Finding Supporting Evidence in Text 2–175

 LESSON 2.23 COMPREHENSION STRATEGIES
2 Generating Questions
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to ask and answer
questions about a text.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
generate to create
brainstorm to list ideas, questions, or
thoughts that immediately come to mind
Go To Section 3 for Content Area Lessons that
use the Generating Questions strategy.
Social Studies, pp. 3–64 to 3–71
Go To Section 4 for Blackline Master.
QAR Chart, p. 4–77, and
Signal Words, p. 4–20.
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 2 then Lesson 23.
2–176 Section 2 Strategy Models
DEFINING the Strategy
• Generating questions before and during reading helps students
identify what they do and do not understand about the content.
• Responding to questions requires students to investigate content.
Doing so creates stronger connections between their prior
knowledge and newly learned material.
USING the Strategy
• Students preview the content using the title, headings, and
vocabulary to generate questions. Model asking questions about
the topic before reading.
• Use a Think Aloud to ask questions while reading. Demonstrate
how to pause, pose a question, and continue reading to find
the answer. Model asking questions by speaking with a rising
inflection at the end of a question sentence.
• Use a graphic organizer to organize questions and answers about
the content.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Instruct students to generate simple questions about a topic,
using question starters, such as Who, What, Where, When, How,
and Why.
• In pairs, have students use a Tell-Help-Check activity to practice
asking questions. One student will restate information on the
topic. The partner will then ask questions about that information.
Both students will find answers in the text, their notes, or by
discussing the topic with others.
• Have students write a learning log describing why generating and
responding to questions are useful comprehension tools.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a lesson on biomes. See how the Generating routine
Questions routine is modeled in the Interactive Question-Response
Generating Questions
that follows. Before implementing the strategy instruction, begin with
BEFORE READING
the Preparing Students for Learning routine in Section 1, p. 1–32.
Step 1 Preview the topic. Record it on
Freshwater Biomes the QAR Chart. Have students
There are three types of freshwater biomes: streams and rivers, brainstorm questions about the
ponds and lakes, and wetlands. Streams and rivers flow in one topic and write them in the On
direction and move water from land to the oceans. The water in My Own box on their QAR chart.
DURING READING
these channels supports many types of fish, from trout and bass
to catfish and carp. Ponds and lakes, however, are basins of water Step 2 Use a Think Aloud to model
surrounded by land. These areas support many types of algae, asking and answering questions
plants, and animals. Freshwater wetlands surround many lakes and while reading.
2
ponds. These areas of standing water support plants that prefer a Step 3 Discuss Right There questions and
very moist, humid environment. About 3% of Earth’s water is fresh. have students add to their chart.
Step 4 Discuss Think and Search
BEFORE READING
questions and have students add
Step 1 The title tells us that the topic of the text is freshwater biomes. to their chart.
Record the topic on your QAR Chart. A biome is an ecological community.
Ecology is the branch of science that studies the relationship between Step 5 Discuss Author and Me questions
organisms and their environment. Let’s brainstorm questions about and have students add to their
freshwater biomes. How is freshwater different from saltwater? Are freshwater chart.
biomes only in certain places? Write down every question students ask. Then AFTER READING
work with students to review the list and circle the most relevant questions. Step 6 Have students respond to the
Write these questions in the On My Own box on your QAR chart. questions.
Now take a look at the boldface words. Channels are the paths through
which natural streams of water run. Algae are aquatic
SCIENCE
plants important to freshwater biomes. Do you see any
other new words in the paragraph? basins, moist Good. QAR Chart
Basins are like bowls, enclosed or partially enclosed
water areas. Moist is an adjective that means “slightly wet, Freshwater Biomes
damp, or humid.” In the Book In My Head
Questions Questions
DURING READING
Step 2 Let’s begin reading aloud. Read the first two
sentences. Wait, I have a question: what animals live in
Right There Author and Me
streams and rivers? I will keep reading to find the answer.
Is this the answer? The third sentence lists several kinds What animals live in rivers Do you think freshwater
of fish that live in streams and rivers. Continue reading. and streams? biomes are more important
Repeat the step for each type of question in the QAR chart. than other biomes? Why?
Where are freshwater
Step 3 There are different types of questions we can ask. wetlands often found?
We already asked questions on our own before we read.
Think and Search On My Own
The answer for the question I just asked is right in the
text. Let’s write that question in the Right There box. What Why are freshwater biomes so How is freshwater different
is another question we can ask that has an answer that is important for human life? from saltwater?
right there in the text? Where are freshwater wetlands often Are freshwater biomes only in
found? Yes, write that question in the Right There box.
certain places?
(continued)
Lesson 2.23 Generating Questions 2–177
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response, continued

routine
Generating Questions
BEFORE READING
Step 1 Preview the topic. Record it on
the QAR Chart. Have students
brainstorm questions about the
topic and write them in the On
My Own box on their QAR chart.
DURING READING
Step 2 Use a Think Aloud to model
asking and answering questions
while reading.
Step 3 Discuss Right There questions and
have students add to their chart.
Step 4 Discuss Think and Search
questions and have students add
to their chart.
Step 5 Discuss Author and Me questions
and have students add to their
chart.
AFTER READING
Step 6 Have students respond to the
questions.
Step 4 For other questions we have to think of the answer using the
information in the text. What question could we ask that is not directly
stated here, but we could still answer without looking elsewhere? Why are
freshwater biomes so important for human life? Good, write that in the Think
and Search box. Make sure students are raising their inflections at the end of
questions.
Step 5 Other questions are best answered by the author. If you were
interviewing the author, what would you ask? Do you think freshwater
biomes are more important than other biomes? Why? Good question. Write
that in the Author and Me box.
AFTER READING
Step 6 Answering the questions you ask will help you understand the
content. Now work together in your group to answer the questions on your
chart. Move around the room and listen to students using spoken English to
demonstrate comprehension as they respond to questions. If students have
difficulty answering the Think and Search question, ask them to think about
the difference between freshwater and saltwater, how humans use water, and
how humans use fish.
Bring the class together to discuss the Author and Me question. Ecologists
have named seven different biomes: water (freshwater or ocean),
rainforest (tropical or temperate), deciduous forest, desert, grassland, taiga
(coniferous forest), and tundra. Write these seven biomes on the board. Turn
and talk with a partner. Generate questions about which biomes are more
or less important to human life.

SCIENCE
QAR Chart
Freshwater Biomes
In the Book In My Head
Questions Questions

Right There Author and Me

What animals live in rivers Do you think freshwater
and streams? biomes are more important
than other biomes? Why?
Where are freshwater
wetlands often found?
Think and Search On My Own
Why are freshwater biomes so How is freshwater different
important for human life? from saltwater?
Are freshwater biomes only in
certain places?

2–178 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

The passage below is from a lesson on the bubonic plague. See how routine
the Generating Questions routine is modeled in the Interactive
Generating Questions
Question-Response that follows. Before implementing the strategy
BEFORE READING
instruction, begin with the Preparing Students for Learning routine in
Section 1, p. 1–32.
Step 1 Preview the topic. Record it on
the QAR Chart. Have students
The Bubonic Plague brainstorm questions about the
In the late Middle Ages, most people in feudal cities enjoyed their work topic and write them in the On
because they were free to find a trade that interested them. However, My Own box on their QAR chart.
DURING READING
life in major European cities was about to change. In 1348 the bubonic
plague, a deadly disease, began in Asia, reached Italy, and spread Step 2 Use a Think Aloud to model
quickly throughout Europe. This epidemic, known as the Black Death, asking and answering questions
was spread by fleas which lived on rats and humans. Sanitary conditions while reading.
2
in cities were poor. This allowed the virus to spread easily. Those who Step 3 Discuss Right There questions and
could afford to leave major cities did so. They were hoping to escape have students add to their chart.
death. By 1350, nearly a third of Europe’s population had died. As a
result, there were fewer workers available. These workers demanded Step 4 Discuss Think and Search
higher pay. Soon after, peasant revolts began. questions and have students add
to their chart.
BEFORE READING Step 5 Discuss Author and Me questions
Step 1 Before we read, let’s preview the topic. What is the title? The Bubonic and have students add to their
Plague Good. Record the topic on your QAR Chart. The bubonic plague was chart.
a deadly disease that spread throughout Europe in the late Middle Ages. AFTER READING
What kind of questions do you have about the bubonic plague? What are Step 6 Have students respond to the
symptoms of the bubonic plague? Is there a cure? How is it spread? As students questions.
brainstorm questions, write them on the board. Review the list with students and
circle the most relevant questions. Write these questions in
SOCIAL STUDIES
the On My Own box on your QAR chart.
Take a look at the boldface words. What is the bubonic QAR Chart
plague? a deadly disease Good. Do you see any other The Bubonic Plague
new words in the paragraph? feudal, epidemic, sanitary,
revolts Good. Feudal describes the type of government of In the Book In My Head
medieval Europe. From about the 9th to the 15th century, Questions Questions
society was feudal, which meant power and land was
held by a lord. The word epidemic is used to describe a
disease that affects a large number of people within a Right There Author and Me
population at the same time. Sanitary relates the disposal Why was life for city dwellers Why was the disease so
of waste. Revolts are rebellions against those in power.
about to change? deadly?
Why were so many people
affected by the plague?
Think and Search On My Own
What other effects did the What are the symptoms of
Black Death have on Europe? bubonic plague?
Is there a cure?
How is it spread?
(continued)
Lesson 2.23 Generating Questions 2–179
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response, continued

routine
DURING READING
Generating Questions Step 2 Let’s begin reading aloud. Read the first two sentences. I have a
BEFORE READING question: why was life for city people about to change? I will keep reading
Step 1 Preview the topic. Record it on to find the answer. Continue reading. I see the answer—a deadly disease
the QAR Chart. Have students spread quickly throughout Europe. Continue reading. Repeat the step for
brainstorm questions about the each type of question in the QAR chart.
topic and write them in the On Step 3 There are several different types of questions we can ask. We already
My Own box on their QAR chart. asked questions on our own before we read. The answer for the question
DURING READING I just asked is right there in the text. Let’s write that question in the Right
Step 2 Use a Think Aloud to model There box. What is another question we can ask that has an answer right
asking and answering questions there in the text? Why were so many people affected by the plague? Yes. Write
while reading. that question in the Right There box. Make sure students are changing their
intonations of question sentences.
Step 3 Discuss Right There questions and Step 4 For other questions, we have to think of the answer using the
have students add to their chart. information in the text. What question could we ask that isn’t directly
Step 4 Discuss Think and Search stated here, but we can still answer without looking elsewhere? What other
effects did the Black Death have on Europe? Good. Write that in the Think and
questions and have students add
Search box.
to their chart.
Step 5 Other questions are best answered by the author. If you were
Step 5 Discuss Author and Me questions interviewing the author, what would you ask? Why was the disease so deadly?
and have students add to their Good question. Write that in the Author and Me box.
chart.
AFTER READING
AFTER READING
Step 6 Have students respond to the Step 6 Answering the questions you ask will help you understand the
questions. content. Now work together in your groups to answer the questions
on your chart. Move around the room and listen to students using spoken
English to demonstrate comprehension as they respond to
SOCIAL STUDIES questions. If students have difficulty answering the Think
QAR Chart and Search question, remind them to consider other effects
of such a massive loss of population.
The Bubonic Plague
Bring the class together to examine the questions which
In the Book In My Head can’t be answered from the text. What questions were you
Questions Questions unable to answer from the information in the text? Why
was the disease so deadly? What are symptoms of bubonic
plague? Is there a cure? Good. Turn and discuss with a
Right There Author and Me partner where you might look to find the answers to
these questions.
Why was life for city dwellers Why was the disease so
about to change? deadly?
Why were so many people
affected by the plague?
Think and Search On My Own
What other effects did the What are the symptoms of
Black Death have on Europe? bubonic plague?
Is there a cure?
How is it spread?

2–180 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is from the short story “A Retrieved Reformation” routine
by O. Henry. See how the Generating Questions routine is modeled in
Generating Questions
the Interactive Question-Response that follows. Before implementing
BEFORE READING
the strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Preview the topic. Record it on
the QAR Chart. Have students
from “A Retrieved Reformation” by O. Henry brainstorm questions about the
Dear Old Pal: topic and write them in the On
I want you to be at Sullivan’s place, in Little Rock, next Wednesday My Own box on their QAR chart.
DURING READING
night, at nine o’clock. I want you to wind up some little matters for
me. And, also, I want to make you a present of my kit of tools. Step 2 Use a Think Aloud to model
I know you’ll be glad to get them—you couldn’t duplicate the lot for asking and answering questions
a thousand dollars. Say, Billy, I’ve quit the old business—a year ago. while reading.
2
I’ve got a nice store. I’m making an honest living, and I’m going to Step 3 Discuss Right There questions and
marry the finest girl on earth two weeks from now. It’s the only life, have students add to their chart.
Billy—the straight one. I wouldn’t touch a dollar of another man’s
money now for a million. Step 4 Discuss Think and Search
questions and have students add
to their chart.
BEFORE READING
Step 1 Before we read the text, let’s look at the title. It makes us curious Step 5 Discuss Author and Me questions
about what we will read. What is the title? A Retrieved Reformation To and have students add to their
retrieve means “to get something back”; a reformation is a change for chart.
the better. When you read the title, what do you want to know about the AFTER READING
passage? Let’s think aloud. Think of the questions words such as who, what, Step 6 Have students respond to the
when, and so on to help you. For example, I want to ask: what or who has questions.
been reformed? What questions do you have? When did the reformation
happen? Why is the reformation important? Great. Let’s
LANGUAGE ARTS
write these questions in the On My Own box on your
QAR Chart. QAR Chart
DURING READING A Retrieved Reformation
Step 2 Let’s read the first line aloud, “Dear Old Pal.” It In the Book In My Head
looks like this is the beginning of a letter. I want to know: Questions Questions
why is the person writing the letter? Let’s continue
reading to see if we can find the answers. Read the next
three sentences. Is this the answer? These sentences
Right There Author and Me
explain what the person writing the letter wants his or
her “Old Pal” to do. Repeat the step for each type of question Who is “Old Pal”? What happened to Billy?
in the chart. Did the two ever meet at
Step 3 Before we read, we asked questions on our own. Sullivan’s place?
I also asked a question while reading. I was able to find
the answer in the text. What question do you have that
Think and Search On My Own
has an answer right there in the text? Who is “Old Pal”?
Yes. Write that question in the Right There box. Repeat the What kind of life did the When did the reformation
step to elicit more questions for the Right There box. person writing the letter have happen?
before? Why is the reformation
important?
(continued)
Lesson 2.23 Generating Questions 2–181
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response, continued

routine
Generating Questions
BEFORE READING
Step 1 Preview the topic. Record it on
the QAR Chart. Have students
brainstorm questions about the
topic and write them in the On
My Own box on their chart.
DURING READING
Step 2 Use a Think Aloud to model
asking and answering questions
while reading.
Step 3 Discuss Right There questions and
have students add to their chart.
Step 4 Discuss Think and Search
questions and have students add
to their chart.
Step 5 Discuss Author and Me questions
and have students add to their
chart.
AFTER READING
Step 6 Have students respond to the
questions.
Step 4 We were able to find the answers directly in the text for the previous
question. Sometimes as we read, we have questions whose answers are not
directly stated in the text. We can answer some of these questions using
the information in the text and the meaning of the text. What question
could we ask that is not directly stated here, but we can still answer using
the information and meaning? What kind of life did the person writing the
letter have before? That is a good example of a question we can ask where
we use the information in the text to figure out the answer. Let’s write that
in the Think and Search box. Make sure students are raising their inflections at
the end of question sentences.
Step 5 Sometimes, we have questions that are best answered by the
author. If you were interviewing the author, what would you ask? What
happened to Billy? Did the two ever meet at Sullivan’s place? Good questions.
Let’s write these questions in the Author and Me box.
AFTER READING
Step 6 Answering the questions that you ask will help you understand
what you read. Work with a partner to answer the questions on your
chart. Move around the room and monitor students’ spoken English as they
demonstrate comprehension by responding to questions. If students have
difficulty answering the Think and Search question, ask them to think about
the clues in the text that show how the letter writer contrasts his current life
with his past.
Bring the class together to discuss the Author and Me questions. Ask them
to speculate on the answers.

LANGUAGE ARTS
QAR Chart
A Retrieved Reformation
In the Book In My Head
Questions Questions

Right There Author and Me

Who is “Old Pal”? What happened to Billy?
Did the two ever meet at
Sullivan’s place?

Think and Search On My Own

What kind of life did the When did the reformation
person writing the letter have happen?
before? Why is the reformation
important?

2–182 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

The passage below is from a general mathematics lesson about problem routine
solving. See how the Generating Questions routine is modeled in the
Generating Questions
Interactive Question-Response that follows. Before implementing the
BEFORE READING
strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Preview the topic. Record it on
the QAR Chart. Have students
A Problem-Solving Plan brainstorm questions about the
Using a plan to solve mathematics problems can simplify the topic and write them in the On
problem-solving process. First, explore the problem by reading it My Own box on their QAR chart.
DURING READING
carefully and asking questions like “What information am I given?”
and “What am I asked to find?” Second, plan your strategy by Step 2 Use a Think Aloud to model
thinking about how the facts relate to one another and estimating asking and answering questions
the answer. Third, use your plan to solve the problem. If your plan while reading.
2
doesn’t seem to work, think about revising it or coming up with a Step 3 Discuss Right There questions and
new one. Finally, examine your answer by asking questions like “Is have students add to their chart.
my answer close to my estimate?” and “Does my answer make sense
in the context of the problem?” If not, then reread the problem and Step 4 Discuss Think and Search
try using a different plan. questions and have students add
to their chart.
BEFORE READING Step 5 Discuss Author and Me questions
Step 1 The title tells us that the topic of the text is a problem-solving plan. and have students add to their
Record the topic on your QAR Chart. Let’s brainstorm questions about chart.
problem solving. What steps should I use to organize my work? What should AFTER READING
I do if my answer doesn’t make sense? Write down every question students Step 6 Have students respond to the
ask. Then work with students to review the list and circle the most relevant questions.
questions. Write these questions in the On My Own box on your QAR chart.
Now take a look at the boldface words. Does anyone know MATHEMATICS
the meaning of the word explore? to travel and see Yes, that’s
one meaning of the word explore. In the context of math, QAR Chart
exploring means “to study the problem carefully.” What A Problem-Solving Plan
do we do when we make a plan to solve a problem? We
come up with a way to solve it. Good. And when we solve In the Book In My Head
the problem? We find the answer. And when we examine Questions Questions
our answer? We look at it closely. Good. Now there are two
other words we need to pay attention to. One of them is
estimating. When we estimate an answer to a problem, we Right There Author and Me
are making an educated guess. The other word is revising. What questions can I ask Do you ever skip one of the
If our problem-solving plan doesn’t work the first time, we
myself to get started? four steps in the plan? Why or
have to revise it, or change it, to make it better.
why not?
What do I do if my answer
DURING READING doesn’t make sense?
Step 2 Let’s begin reading aloud. Read the first sentence
Think and Search On My Own
and a half. Wait, I have a question: what questions can I
ask myself to get started? I will keep reading to find the Can a problem be solved in What steps should I use to
answer. Is this the answer? There are two questions in the more than one way? organize my work?
first step of the plan. What information am I given? And What should I do if my answer
doesn’t make sense?
(continued)
Lesson 2.23 Generating Questions 2–183
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response, continued

routine
Generating Questions
BEFORE READING
Step 1 Preview the topic. Record it on
the QAR Chart. Have students
brainstorm questions about the
topic and write them in the On
My Own box on their QAR chart.
DURING READING
Step 2 Use a Think Aloud to model
asking and answering questions
while reading.
Step 3 Discuss Right There questions and
have students add to their chart.
Step 4 Discuss Think and Search
questions and have students add
to their chart.
Step 5 Discuss Author and Me questions
and have students add to their
chart.
AFTER READING
Step 6 Have students respond to the
questions.
what am I asked to find? Continue reading. Repeat the step for each type of
question in the QAR chart.
Step 3 There are different types of questions we can ask. We already
asked questions on our own before we started to read. The answer for the
question, What questions can I ask myself to get started? is right in the text.
What is another question we can ask that is right there in the text? What do
I do if my answer doesn’t make sense? Yes, write both questions in the Right
There box.
Step 4 For other questions, we have to think of the answer using the
information in the text. What question could we ask that is not directly
stated here, but we can still answer without looking elsewhere? Can a
problem be solved in more than one way? Good, write that in the Think and
Search box. Make sure students are changing their intonations of question
sentences.
Step 5 Other questions are best answered by the author. If you were
interviewing the author, what would you ask? Do you ever skip one of the
four steps in the plan? Why or why not? Write that in the Author and Me box.
AFTER READING
Step 6 Answering the questions you ask will help you understand the
content. Now, work together in your group to answer the questions on
your chart. Move around the room and listen to students as they use spoken
English to demonstrate comprehension as they respond to the questions. Bring
the class together to discuss the answers.

MATHEMATICS
QAR Chart
A Problem-Solving Plan
In the Book In My Head
Questions Questions

Right There Author and Me

What questions can I ask
myself to get started?
What do I do if my answer
doesn’t make sense?
Think and Search
Can a problem be solved in
more than one way?
Do you ever skip one of the
four steps in the plan? Why or
why not?
On My Own
What steps should I use to
organize my work?
What should I do if my answer
doesn’t make sense?

2–184 Section 2 Strategy Models

STRATEGY: Generating Questions
Reaching All English Language Learner Proficiency Levels
Beginning Use questions from the brainstorming activity to develop a list of simple yes or
no questions for students. Ask students to respond chorally to each one. Use
gestures and images to clarify questions as necessary.

Intermediate Distribute copies of the text. As you read and model asking questions, instruct
students to take notes on your thought process. Have them write your questions
in the margin and use arrows and underlining to mark the answers in the text.

Advanced After reading, review the remaining three types of questions on the QAR Chart.
Then, have students work with a partner to develop questions for each section.
Next, have pairs change partners to ask and respond to questions.

Advanced Place students in groups of four. Instruct each group to choose one question 2
High from the Author and Me box on their QAR Chart to research further. Have groups
present their information to the class.

NOTES

Lesson 2.23 Generating Questions 2–185

 LESSON 2.24 COMPREHENSION STRATEGIES
2 Retelling and Summarizing
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to retell stories
or summarize the important points of a
paragraph or article.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
retell to explain the main concepts in a
paragraph, section, chapter, or entire text
using your own words
summarize to give a short explanation of
the important ideas in a paragraph, section,
chapter, or entire text
Go To
Section 3 for Content Area Lessons that
use the Retelling and Summarizing
strategy.
Language Arts, pp. 3–72 to 3–79
Go To Section 4 for Blackline Master.
Table Notes, p. 4–79, and
Signal Words, p. 4–20.
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 2 then Lesson 24.
2–186 Section 2 Strategy Models
DEFINING the Strategy
• Retelling and summarizing text are critical skills for
understanding content. A clear retelling or summary requires
thorough engagement with the material.
• Retelling allows students to connect with the content using their
own words, making their relationship with the content more
authentic.
• Summarizing helps students determine which key ideas they
do and do not understand, allowing them to review problematic
content.
USING the Strategy
• Students preview the reading to identify the topic, looking at text
features such as the title and boldface vocabulary.
• Retell certain sentences in the text. Model using your own words
to convey the information found in the reading.
• Prepare to summarize content by identifying key information
that could be included in a summary.
• Use a graphic organizer to help students list important points in
the text. Have students refer to the same graphic organizer when
summarizing information.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Have students retell content in their own words in a round-table
discussion. Each student takes a turn telling a sentence until the
group has completed a full retelling of the text.
• Ask students the 5 Ws and an H questions. Have them point
to the place in the text where they found their answers. Add to
student responses to help them build understanding.
• Have small groups of students summarize the text on index cards.
Have them write one full sentence on each card. Then have them
shuffle the cards and exchange them with another group. Finally,
have the groups arrange the cards in the correct order.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a biology lesson on human anatomy. routine
See how the Retelling and Summarizing routine is modeled in the
Retelling and Summarizing
Interactive Question-Response that follows. Before implementing the
BEFORE READING
strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Preview the text. Point out
features that give clues about
Human Skin the topic.
DURING READING
Our largest organ is on the outside of our body. It’s our skin. With
millions of nerve endings, skin allows us to feel the world around Step 2 Read the first two sentences
us. Weighing up to eight pounds, skin acts in many ways to protect aloud. Model how to retell the
our body. Skin’s main function is to protect our delicate internal information in your own words.
organs. It protects humans from sunlight and very hot and very cold Step 3 Have volunteers read one or two
temperatures. Skin is waterproof. It also protects against infection sentences aloud and retell the 2
and creates Vitamin D, which is used to convert calcium for healthy content of each.
bones. Skin constantly renews and heals itself, shedding dead cells AFTER READING
and creating new ones. Finally, skin is a flexible organ that gives Step 4 Instruct students to write Who,
humans the freedom to move as they choose. What, Where, When, Why, and
How in the left column of the
BEFORE READING Table Notes.
Step 1 Let’s preview the selection by looking at some text features. What Step 5 Model how to fill in the key
features give clues about the topic? title, boldface word, topic sentence What
points from the text.
is the title of this text? Human Skin Right. The title, along with the other
features you mentioned, suggest that we are going to read about human Step 6 Have students write a summary
skin. of the text using the information
The word organ appears three times in the paragraph, so it seems in their notes.
important. Any ideas about what this word means? I know an organ is for
making music, but here it seems like something else. I think it means a part of
your body that does a special job, like your heart. Nice reasoning. The word
organ has a couple of meanings, and we have to use context, or clues in the
text, to choose the right one.

DURING READING SCIENCE

Step 2 Listen as I read the first two sentences aloud. A
great way to check your understanding of a text is to
Table Notes
retell what you’ve read. Now I will retell these sentences Who? humans
using my own words: “Skin is our largest organ. It helps us
feel everything.” Now you give it a try. Our biggest organ is What? skin
our skin. It gives us our sense of touch.
Step 3 Have a volunteer read the next two sentences Where? on the outside of our body
aloud. Let’s have someone else retell what we just heard.
Remember to think about the meaning and use your own
When? works all the time
words. Skin protects us from all kinds of things. Our organs
would be harmed if we didn’t have skin. Good work. Now
let’s try the same thing with the next sentence. Repeat the Why? to protect internal organs from temperature,
heat, sunlight
process for the remaining sentences.
How? always renews itself by shedding old cells and
creating new ones
(continued)
Lesson 2.24 Retelling and Summarizing 2–187
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response, continued

routine
Retelling and Summarizing
BEFORE READING
Step 1 Preview the text. Point out
features that give clues about
the topic.
DURING READING
Step 2 Read the first two sentences
aloud. Model how to retell the
information in your own words.
Step 3 Have volunteers read one or two
sentences aloud and retell the
content of each.
AFTER READING
Step 4 Instruct students to write Who,
What, Where, When, Why, and
How in the left column of the
Table Notes.
Step 5 Model how to fill in the key
points from the text.
Step 6 Have students write a summary
of the text using the information
in their notes.
AFTER READING
Step 4 Write the words Who, What, Where, When, Why, and How on the
board. Let’s read these question words together. Point to each word as the
group reads it aloud. Answering these questions about the text will help us
create a summary, or a short description of the important ideas. Fill out the
first column of the Table Notes by writing Who, What, Where, When, Why,
and How in the boxes.
Step 5 Now let’s complete the notes. We can fill in the right-hand column
by finding information in the text that answers each question. For example,
let’s take a look at the first question: Who? The title gives me the answer to
that question. The author is telling about human skin, so I will write humans
in the right-hand column. Now let’s take a look at the next question: What?
The answer to that is in the title too. Any ideas? skin Exactly. How about the
third question: Where is our skin? Skin is an organ that’s outside our body. With
a partner, fill in the rest of the answer boxes. When you are finished, we will
discuss your answers.
Step 6 We know that a summary is a brief version of a text. What
information should be included in a summary? the key points from the text
Good. Often, those key points answer the questions Who? What? Where?
When? Why? and How? Now you can write a short summary of the text
based on the information in your notes. Once you’re finished, let’s have
some volunteers read their summaries aloud.

SCIENCE

Table Notes
Who? humans

What? skin

Where? on the outside of our body

When? works all the time

Why? to protect internal organs from temperature,

heat, sunlight
How? always renews itself by shedding old cells and
creating new ones

2–188 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

The passage below is from a social studies lesson about the presidential routine
election of 1960. See how the Retelling and Summarizing routine is
Retelling and Summarizing
modeled in the Interactive Question-Response that follows. Before
BEFORE READING
implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, pp. 1–32.
Step 1 Preview the text. Point out
features that give clues about
Kennedy vs. Nixon the topic.
DURING READING
The presidential election of 1960 reflected the differences
developing in national society. Democrat John F. Kennedy, a U.S. Step 2 Read the first two sentences
senator from Massachusetts, faced Republican Richard M. Nixon, aloud. Model how to retell the
President Eisenhower’s vice president. Kennedy was young, and information in your own words.
Nixon was slightly older. Both men campaigned hard, and the two Step 3 Have volunteers read one or two
men appeared on TV in a series of four debates. Many historians sentences aloud and retell the 2
agree that the debates were crucial. On TV, Nixon looked much content of each.
older than Kennedy and lacked the charisma that Kennedy had. The AFTER READING
election itself was one of the closest in U.S. history. When the votes Step 4 Instruct students to write Who,
were counted, Kennedy was the winner by little more than 110,000 What, Where, When, Why, and
votes out of over 68 million votes cast. How in the left column of the
Table Notes.
BEFORE READING
Step 5 Model how to fill in the key
Step 1 Before we read this selection, let’s preview it by looking at some text points from the text.
features. What features give us clues about the topic? title, boldface words,
topic sentence What is the title of this selection? Kennedy vs. Nixon The title, Step 6 Have students write a summary
along with the other features you discussed, tells us that we are going to of the text using the information
read about the presidential election of 1960. in their notes.
DURING READING
Step 2 Listen as I read the first three sentences aloud.
An effective way to check your understanding of a selection is to retell
what you’ve read. Now I will retell these sentences using my own words:
“In 1960, the nation wanted a change in leadership.
A young Democrat was running against an older, SOCIAL STUDIES
experienced Republican.” Now it is your turn.
Step 3 Have a volunteer read the next three sentences Table Notes
aloud. Let’s have someone else retell what we just heard. Who? Kennedy and Nixon
Remember to think about the meaning and use your
own words in your retelling. When the two men appeared What? presidential election of 1960
on TV, people could see the differences in their appearance.
Kennedy was young and charming. Nixon just appeared old.
Where? United States
Great! Now let’s try the same thing with the rest of the
sentences. Repeat the process for the rest of the selection.
When? 1960

Why? to elect a new president

How? by campaigning

(continued)
Lesson 2.24 Retelling and Summarizing 2–189
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response, continued

routine
Retelling and Summarizing
BEFORE READING
Step 1 Preview the text. Point out
features that give clues about
the topic.
DURING READING
Step 2 Read the first two sentences
aloud. Model how to retell the
information in your own words.
Step 3 Have volunteers read one or two
sentences aloud and retell the
content of each.
AFTER READING
Step 4 Instruct students to write Who,
What, Where, When, Why, and
How in the left column of the
Table Notes.
Step 5 Model how to fill in the key
points from the text.
Step 6 Have students write a summary
of the text using the information
in their notes.
AFTER READING
Step 4 Write the words Who, What, Where, When, Why, and How on the
board. Let’s read these question words together. Point to each word as the
group reads it aloud. Answering these questions about the text will help us
create a summary, or a short description of the important ideas. Fill out the
first column of the Table Notes by writing Who, What, Where, When, Why,
and How in the boxes.
Step 5 Now let’s complete the notes. We can fill in the right-hand column
by finding information in the text that answers each question. For example,
let’s look at the first question: Who? The title tells me the answer to that
question. I will write Kennedy and Nixon in the right-hand column. Let’s
look at the next question: What? The answer to that question is in the first
sentence. What is it? the presidential election of 1960 Right. With a partner, fill
in the rest of the answer boxes. When you are finished, we will discuss your
answers.
Step 6 We know that a summary is a brief version of a text. What
information should be included in a summary? the key points from the text
Great. Often, those key points answer the questions Who? What? Where?
When? Why? and How? Now you can write a short summary of the text
based on the information in your notes. Once you’re finished, let’s have
some volunteers read their summaries aloud.

SOCIAL STUDIES

Table Notes
Who? Kennedy and Nixon

What? presidential election of 1960

Where? United States

When? 1960

Why? to elect a new president

How? by campaigning

2–190 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is from a news article about a heroic dog. See how routine
the Retelling and Summarizing routine is modeled in the Interactive
Retelling and Summarizing
Question-Response that follows. Before implementing the strategy
BEFORE READING
instruction, begin with the Preparing Students for Learning routine in
Section 1, p. 1–32.
Step 1 Preview the text. Point out
features that give clues about the
Adopted Dog Returns the Favor topic.
DURING READING
When Rhonda Jackson adopted Lucky from a shelter last year,
she never dreamed the dog would save her life one day. But early Step 2 Read the first two sentences
Tuesday, that is just what Lucky did. At about 3 A.M., a fire broke out aloud. Model how to retell the
in Jackson’s West Road condominium. “I awoke to the sound of loud information in your own words.
barking,” Jackson said. “I rolled over to go back to sleep, but Lucky Step 3 Have volunteers read one or two
grabbed the sleeve of my nightgown and started pulling me out sentences aloud and retell the 2
of bed. That’s when I smelled the smoke.” When Jackson attempted content of each.
to flee, the thick smoke made it difficult for her to find the front AFTER READING
door. “Lucky came to my rescue,” Jackson explained. “She stood at Step 4 Instruct students to write Who,
the door, barking, and I just followed the sound of her bark.” Fire What, Where, When, Why, and
officials are investigating the cause of the fire. The unit did not have How in the left column of the
a smoke detector. Table Notes.
Step 5 Model how to fill in the key
BEFORE READING
points from the text.
Step 1 Let’s preview the article by reading the headline, or title. Does
anyone know what an adopted dog is? a dog that somebody brings home Step 6 Have students write a summary
from a shelter Good. That’s right. I wonder how an adopted dog can return of the text using the information
a favor. A favor is something nice you do for somebody else to be helpful. in their notes.
What nice thing did the dog do to help someone? Let’s read to find out.

DURING READING
Step 2 Listen as I read the first two sentences aloud. A great way to check
that you understand a text is to retell what you’ve read. I will retell these
sentences using my own words: “Early Tuesday, Rhonda
LANGUAGE ARTS
Jackson’s dog, Lucky, which she had adopted from a
shelter, saved her life.” Now you give it a try.
Table Notes
Who? Rhonda Jackson, Lucky

What? Lucky rescued Jackson from a fire.

Where? a West Road condominium

When? Tuesday, 3 A.M.

Why? Jackson was asleep.

How? loud barking, tugging on sleeve

(continued)
Lesson 2.24 Retelling and Summarizing 2–191
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response, continued

routine
Retelling and Summarizing
BEFORE READING
Step 1 Preview the text. Point out
features that give clues about
the topic.
DURING READING
Step 2 Read the first two sentences
aloud. Model how to retell the
information in your own words.
Step 3 Have volunteers read one or two
sentences aloud and retell the
content of each.
AFTER READING
Step 4 Instruct students to write Who,
What, Where, When, Why, and
How in the left column of the
Table Notes.
Step 5 Model how to fill in the key
points from the text.
Step 6 Have students write a summary
of the text using the information
in their notes.
Step 3 Have a volunteer read the next two sentences aloud. Let’s have
someone else retell what we just heard. Think about the meaning of the
sentences and use your own words. A fire started in Jackson’s home about 3
in the morning. Lucky barked to awaken Jackson. Good work. Now let’s try
the same thing with the next sentence. Repeat the process for the remaining
sentences.
AFTER READING
Step 4 Write the words Who, What, Where, When, Why, and How on the
board. Let’s read these question words together. Point to each word as the
class reads it aloud. If we answer these questions about the text, it will help
us create a summary, or a short description, of the important ideas. Fill out
the first column of the Table Notes by writing Who, What, Where, When,
Why, and How in the boxes.
Step 5 Now let’s complete the chart. We can fill in the right-hand column
by finding information in the text that answers each question. Let’s look at
the question Who? The first sentence gives us the answer to that question.
The article is about Rhonda Jackson and her dog Lucky. We can write this
information in the right-hand column. Now let’s take a look at the next
question, What? The answer to that is in the next few sentences. Can you
find the answer? Lucky rescued Jackson from a fire. That’s right. What about
the next question, Where? Where did this happen? West Road condominium
Good. Now, work with a partner to fill in the rest of the answer boxes. Then
we will discuss your answers.
Step 6 We know that a summary is a short version of a text. What
information should be included in a summary? the important points from the
text Good. The important points often answer the questions Who? What?
Where? When? Why? and How? Now write a short summary of the text using
the information in your notes. When you are finished, we will have some
volunteers read their summaries aloud.

LANGUAGE ARTS

Table Notes
Who? Rhonda Jackson, Lucky

What? Lucky rescued Jackson from a fire.

Where? a West Road condominium

When? Tuesday, 3 A.M.

Why? Jackson was asleep.

How? loud barking, tugging on sleeve

2–192 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

The passage below is from a general mathematics lesson on the routine
Make a Table problem-solving strategy. See how the Retelling and
Retelling and Summarizing
Summarizing routine is modeled in the Interactive Question-Response
BEFORE READING
that follows. Before implementing the strategy instruction, begin with
the Preparing Students for Learning routine in Section 1, p. 1–32.
Step 1 Preview the text. Point out
features that give clues about
Make a Table the topic.
DURING READING
Juaquin and Erika are working on a problem-solving project. Here’s
one of the problems they need to solve: A stamp machine gives Step 2 Read the first two sentences
only nickels, dimes, and quarters as change. What combinations aloud. Model how to retell the
of those coins are possible for 35 cents change? Juaquin and Erika information in your own words.
decide they need to find an organized way to show the different Step 3 Have volunteers read one or two
combinations for this problem. They discuss many different sentences aloud and retell the 2
strategies and finally choose the Make a Table strategy. They use content of each.
three columns for their table—one for nickels, one for dimes, and AFTER READING
one for quarters. In the first row, they write the combination that Step 4 Instruct students to write Who,
uses the most quarters. They continue to fill in the rows until they What, Why, and How in the left
have listed every possible combination. column of the Table Notes.
Step 5 Model how to fill in the key
BEFORE READING
points from the text.
Step 1 Let’s preview the selection by looking at some text features. What
features give clues about the topic? title, boldface word, topic sentence Step 6 Have students write a summary
What is the title of this text? Make a Table Right. The title, along with the of the text using the information
other features you mentioned, suggest that we are going to read all about in their notes.
making a table to solve a problem.
The word strategy appears twice in the paragraph, so it seems important.
Any ideas about what this word means? I think it means the same thing as a
plan. Nice reasoning. The word strategy means to plan in order to get to a
specific goal.

DURING READING
Step 2 Listen as I read the first five sentences aloud. A great way to check
your understanding of a text is to retell what you’ve read. Now I will retell
these sentences using my own words: “Juaquin and Erika are solving a
problem and need to find a way to organize their answer.”
Now you give it a try. Juaquin and Erika need to find an MATHEMATICS
organized way to solve their problem.
Step 3 Have a volunteer read the next two sentences Table Notes
aloud. Let’s have someone else retell what we just heard. Who? Juaquin and Erika
Remember to think about the meaning and use your
own words. They decide to make a table with three columns
What? solving a problem by making a table
to solve their problem. Good work. Now let’s try the same
thing with the next sentence. Repeat the process for the
remaining sentences. Why? They need an organized way to show the
different combinations.
How? making a three-column table and filling in the
rows until all combinations are listed
(continued)
Lesson 2.24 Retelling and Summarizing 2–193
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response, continued

routine
Retelling and Summarizing
BEFORE READING
Step 1 Preview the text. Point out
features that give clues about
the topic.
DURING READING
Step 2 Read the first two sentences
aloud. Model how to retell the
information in your own words.
Step 3 Have volunteers read one or two
sentences aloud and retell the
content of each.
AFTER READING
Step 4 Instruct students to write Who,
What, Why, and How in the left
column of the Table Notes.
Step 5 Model how to fill in the key
points from the text.
Step 6 Have students write a summary
of the text using the information
in their notes.
AFTER READING
Step 4 Write the words Who, What, Why, and How on the board. Let’s read
these question words together. Point to each word as the group reads it
aloud. Answering these questions about the text will help us create a
summary, or a short description of the important ideas. Fill out the first
column of the Table Notes by writing Who, What, Why, and How in the
boxes.
Step 5 Now let’s complete the notes. We can fill in the right-hand column
by finding information in the text that answers each question. For example,
let’s take a look at the first question: Who? The first sentence gives me the
answer to that question. The author is telling about Juaquin and Erika, so I
will write Juaquin and Erika in the right-hand column. Now let’s take a look
at the next question: What? The answer to that is in the first sentence and
the title. Any ideas? solving a problem by making a table Exactly. How about
the third question? Why are they solving a problem by making a table?
They need an organized way to show the different combinations. With a partner,
fill in the last answer box. When you are finished, we will discuss your
answers.
Step 6 We know that a summary is a brief version of a text. What
information should be included in a summary? the key points from the text
Good. Often, those key points answer the questions Who? What? Why?
and How? Now you can write a short summary of the text based on the
information in your notes. Once you’re finished, let’s have some volunteers
read their summaries aloud.

MATHEMATICS

Table Notes
Who? Juaquin and Erika

What? solving a problem by making a table

Why? They need an organized way to show the

different combinations.
How? making a three-column table and filling in the
rows until all combinations are listed

2–194 Section 2 Strategy Models

STRATEGY: Retelling and Summarizing
Reaching All English Language Learner Proficiency Levels
Beginning Assist students in developing a picture summary of the text. Help students locate
meaningful vocabulary words from the reading to help them label their pictures.
Write these words on the board and say them aloud as you point to them.
Have students repeat your pronunciation. Move around the room, discussing
summaries with individual students and providing assistance where needed.

Intermediate Use a Tell-Help-Check to practice summarizing. Have students tell a partner a

short summary of the text. The partner should help verbally correct the summary.
Pairs can check their summaries by rereading the text.

Advanced Have one student retell a text in his or her own words while a partner takes notes
and creates an outline of the information. Then have partners write a summary 2
together based on the outline. Partners can turn to another pair to check their
work and determine whether they’ve left out anything important.

Advanced Give students a new section of text to read. Then have them write a summary.
High Remind them that a summary should be significantly shorter than the original
text. Have pairs exchange summaries and create an outline of key points based
on the partner’s summary. Finally, instruct the partners to compare outlines to
see if they covered the same key points. If there are discrepancies, they can check
their work against the original text.

NOTES

Lesson 2.24 Retelling and Summarizing 2–195

 LESSON 2.25 COMPREHENSION STRATEGIES
2 Differentiating Fact from Opinion
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to distinguish
between fact and opinion.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
fact information that can be proven,
measured, or verified in reference materials
opinion belief statement that is open to
interpretation and cannot be verified
Go To Section 3 for Content Area Lessons that
use the Differentiating Fact from
Opinion strategy.
Language Arts, pp. 3–98 to 3–105
Go To Section 4 for Blackline Master.
Two-Column Chart, p. 4–82, and
Signal Words, p. 4–20.
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 2 then Lesson 25.
2–196 Section 2 Strategy Models
DEFINING the Strategy
• Determining whether information in a selection is fact or opinion
helps students better understand the most relevant elements of
content.
• Searching for evidence to support the facts or opinions in a
selection allows students to make personal connections to the
content.
• Understanding how facts and opinions are supported in text can
assist students in their own writing.
USING the Strategy
• Preview the text for clue words or phrases that might indicate
opinion, such as I believe or In my opinion. Then look for phrases
that include citations to verifiable research. These types of
phrases usually indicate facts.
• Restate or paraphrase facts and point out how they might be
verified.
• Identify opinions. Clarify why they are opinions and not facts.
Point out how the author uses (or does not use) facts to support
opinions.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Give students a set of fact and opinion statements. Have them
label each statement accordingly.
• Use a Think-Pair-Share activity to allow students to practice
identifying facts and opinions. Have students think of one fact
and one opinion. Then have students turn to a partner to share
their choices. The partner should identify which statement is fact
and which is opinion.
• Have students work in groups of four to read another selection.
Ask them to create a list of facts and opinions in that selection.
Share that list with the rest of the class.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a lesson on climate change. See how the routine
Differentiating Fact from Opinion routine is modeled in the Interactive
Differentiating
Question-Response that follows. Before implementing the strategy
instruction, begin with the Preparing Students for Learning routine in Fact from Opinion
Section 1, p. 1–32. BEFORE READING
Step 1 Preview text, looking for clue
Climate Change—Unchangeable? words or phrases that indicate
I believe climate change is an inevitable part of living on Earth. As fact or opinion.
the population grows and more communities become developed,
Step 2 Make a list of the clues. Have
more greenhouse gases are sure to be released into the atmosphere.
students underline in the text.
According to researchers, the higher the greenhouse gas emissions,
the warmer the temperature of the planet will become. I believe Step 3 Review the topic and write it at
scientists should stop focusing on slowing climate change and start the top of a Two-Column Chart.
DURING READING
2
focusing on how to handle the changes that are coming instead.
Rapid climate change is sure to cause mass extinctions and severe Step 4 Read text aloud. Pause after each
weather patterns. statement that has a clue. Have
students indicate fact or opinion.
BEFORE READING Step 5 Write facts in the left column and
Step 1 This paragraph is about climate change. As I skim the text, I can see opinions in the right column. Call
clue words and phrases that help me find facts and opinions. Remember, attention to clues that indicate a
facts are information that can be proven, measured, or verified. Opinions fact or an opinion.
are belief statements that cannot be proven true or false. I see the phrase AFTER READING
I believe at the beginning of the first sentence. That sounds like a belief Step 6 Reread each statement with
statement, so that sentence is probably an opinion. a clue. Under Facts, underline
Step 2 What other clue phrases do you see? According to researchers, which clues show they are facts.
I believe Good. Those are definitely clue phrases. We can also include the Under Opinions, underline which
word sure in our list. Underline these words in the text.
clues show they are opinions.
Step 3 What is the topic of this paragraph? climate change Good. Write
the topic at the top of your Two-Column Chart. Climate change is an
important topic that is in the news a lot these days. SCIENCE
Let’s skim the text for new words that have to do with
climate change. Find the word inevitable in the first line.
Two-Column Chart
When something is inevitable, it’s certain to happen. Climate Change—Unchangeable?
Greenhouse gases are mentioned several times in this
paragraph. Greenhouse gases cause climate change. Do Facts Opinions
you see the word emissions toward the middle of the According to researchers, the higher I believe climate change is an
paragraph? Emissions refers to substances released into the greenhouse gas emissions, the inevitable part of living on Earth.
the air. Can you think of things that send emissions into warmer the temperature of the As the population grows and more
planet will become. communities become developed,
the air? car engines, smokestacks Good.
more greenhouse gases are sure to
Now look for the words extinctions and severe in the last be released into the atmosphere.
line. Extinctions occur when a plant or animal can no
I believe scientists should stop
longer survive and stops existing on Earth. Severe is an focusing on slowing climate change
adjective that means “harsh, rough, or violent.” and start focusing on how to handle
the changes that are coming instead.
Rapid climate change is sure to
cause mass extinctions and severe
weather patterns.
(continued)
Lesson 2.25 Differentiating Fact from Opinion 2–197
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response, continued

routine
Differentiating
Fact from Opinion
BEFORE READING
Step 1 Preview text, looking for clue
words or phrases that indicate
fact or opinion.
Step 2 Make a list of the clues. Have
students underline in the text.
Step 3 Review the topic and write it at
the top of a Two-Column Chart.
DURING READING
Step 4 Read text aloud. Pause after each
statement that has a clue. Have
students indicate fact or opinion.
Step 5 Write facts in the left column and
opinions in the right column. Call
attention to clues that indicate a
fact or an opinion.
AFTER READING
Step 6 Reread each statement with
a clue. Under Facts, underline
which clues show they are facts.
Under Opinions, underline which
clues show they are opinions.
DURING READING
Step 4 Now I’m going to read the paragraph aloud. I will stop after each
sentence with a clue word or phrase. Say “fact” if you think the sentence
is a fact. Say “opinion” if you think it is an opinion. Listen while I read this
sentence: I believe climate change is an inevitable part of living on Earth. Is
this statement a fact or an opinion? opinion
Step 5 The phrase I believe helps us to see that this is an opinion. Write this
sentence in the Opinions column of your two-column chart. Let’s continue
reading the entire paragraph in this way.
AFTER READING
Step 6 Let’s review all the sentences with clues. We will start with the first
sentence: I believe climate change is an inevitable part of living on Earth.
Which clues helped us decide this was an opinion? the phrase I believe
Underline those clue words in your two-column chart. Now, we’ll move on
to the next sentence with a clue.
After reviewing all the sentences and underlining the clue words, initiate a
discussion in which students share what they know or believe about climate
change. Then have students write two opinions and two facts about climate
change.

SCIENCE
Two-Column Chart
Climate Change—Unchangeable?
Facts Opinions
According to researchers, the higher I believe climate change is an
the greenhouse gas emissions, the inevitable part of living on Earth.
warmer the temperature of the As the population grows and more
planet will become. communities become developed,
more greenhouse gases are sure to
be released into the atmosphere.
I believe scientists should stop
focusing on slowing climate change
and start focusing on how to handle
the changes that are coming instead.
Rapid climate change is sure to
cause mass extinctions and severe
weather patterns.

2–198 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

The passage below is from a lesson on deforestation in the Amazon routine
River Basin. See how the Differentiating Fact from Opinion routine is
Differentiating
modeled in the Interactive Question-Response that follows. Before
implementing the strategy instruction, begin with the Preparing Fact from Opinion
Students for Learning routine in Section 1, p. 1–32. BEFORE READING
Step 1 Preview text, looking for clue
Progress or Devastation? phrases that indicate fact or
The Amazon River Basin contains the world’s largest tropical rain opinion.
forest, which covers 3.4 million square miles. In 2004, nearly 10,590
Step 2 Make a list of clue phrases from
square miles were destroyed due to deforestation. The construction of
the text. Have students underline
the Trans-Amazonian Highway, farming, logging, and the commercial
these phrases in the text.
cattle ranches were the main problems. According to conservationists,
clearing the rain forests is wrong. They believe that deforestation Step 3 Review the topic and write it at
the top of a Two-Column Chart.
2
upsets the balance of oxygen of the entire world, creating a dangerous
warming effect. Deforestation may also endanger unique plants and DURING READING

animals. Conservationists feel that protecting the forest and limited Step 4 Read text aloud. Pause after each
farming can exist together. statement that has a clue. Have
students indicate fact or opinion.
BEFORE READING Step 5 Write facts in the left column and
Step 1 Before I read the paragraph, I am going to read the title and skim the opinions in the right column. Call
text, identifying clue words and phrases that help me find facts and opinions. attention to clues that indicate a
Remember, facts are information that can be proven, measured, or verified. fact or an opinion.
Opinions are belief statements that cannot be proven true or false. In the first AFTER READING
part of the paragraph, I see the number 3.4 million and the date 2004. These Step 6 Reread each statement with
are probably facts, because they can be measured or proved. a clue. Under Facts, underline
Step 2 What clue phrases do you see? According to, believe, feel Good. Those which clues show they are facts.
phrases sound like they indicate statements of opinion. Let’s underline Under Opinions, underline which
those clue phrases in the paragraph and make a list. Have students underline clues show they are opinions.
these phrases in the text.
Step 3 What is the title of this paragraph? Progress or
Devastation? Good. Progress means “gradually making SOCIAL STUDIES
better.” Devastation means “ruined or destroyed.” The
Two-Column Chart
topic of this paragraph is the Amazon rain forest. Write
this topic at the top of your Two-Column Chart. The Deforestation of the Amazon Rain Forest
paragraph will discuss if there is progress or devastation
in these forests. Facts Opinions
Skim the text. What new words do you see? deforestation, The Amazon River Basin contains According to conservationists,
commercial, conservationists, unique Good. All these words the world’s largest tropical rain clearing the rain forests is wrong.
forest, which covers 3.4 million They believe that deforestation
are important to understanding the rain forests. Look at square miles.
the word deforestation. Can you find the word forest in upsets the balance of oxygen of the
In 2004, nearly 10,590 square entire world, creating a dangerous
it? Can someone make a suggestion about what miles were destroyed due to warming effect.
deforestation means? cutting down the forests Great. deforestation. Deforestation may also endanger
Let’s look at the other words. You have probably seen unique plants and animals.
commercials on TV. In this case—commercial cattle
Conservationists feel that protecting
ranches—the word commercial means “very large and the forest and limited farming can
profitable.” In some cases these ranches cut down the exist together.

(continued)
Lesson 2.25 Differentiating Fact from Opinion 2–199
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response, continued

routine
Differentiating
Fact from Opinion
BEFORE READING
Step 1 Preview text, looking for clue
phrases that indicate fact or
opinion.
Step 2 Make a list of clue phrases from
the text. Have students underline
these phrases in the text.
Step 3 Review the topic and write it at
the top of a Two-Column Chart.
DURING READING
Step 4 Read text aloud. Pause after each
statement that has a clue. Have
students indicate fact or opinion.
Step 5 Write facts in the left column and
opinions in the right column. Call
attention to clues that indicate a
fact or an opinion.
AFTER READING
Step 6 Reread each statement with
a clue. Under Facts, underline
which clues show they are facts.
Under Opinions, underline which
clues show they are opinions.
forests to make grassland for the cattle to graze on. Look at the word
conservationists. What is the root word? conserve Good. Conservationists are
interested in conserving or protecting the forests as well as the unique life
there. When something is unique, it is rare, unusual, and special.
DURING READING
Step 4 Listen while I read. I will pause after each statement that has a clue.
Raise your left hand if you think the sentence is a fact. Raise your right hand
if you think it is an opinion. Listen while I read this sentence: The Amazon
River Basin contains the world’s largest tropical rain forest, which covers 3.4
million square miles. Is it a fact or opinion? fact
Step 5 This is a fact because it can be checked and proven true or false.
Write this sentence in the Facts column of your two-column chart. Let’s
continue reading the entire paragraph in this way.
AFTER READING
Step 6 Let’s review all the sentences on our two-column chart. We will start
with the first opinion: According to conservationists, clearing the rain forests
is wrong. Which clues helped us decide this was an opinion? the phrase
According to Underline those clue words in your two-column chart. Now,
we’ll move on to the next sentence with a clue.
After reviewing all the sentences and underlining the clue words, have students
discuss how they would verify facts from the Facts column.

SOCIAL STUDIES
Two-Column Chart
Deforestation of the Amazon Rain Forest
Facts Opinions
The Amazon River Basin contains According to conservationists,
the world’s largest tropical rain clearing the rain forests is wrong.
forest, which covers 3.4 million They believe that deforestation
square miles. upsets the balance of oxygen of the
In 2004, nearly 10,590 square entire world, creating a dangerous
miles were destroyed due to warming effect.
deforestation. Deforestation may also endanger
unique plants and animals.
Conservationists feel that protecting
the forest and limited farming can
exist together.

2–200 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is the first paragraph of an essay about advertising. routine
See how the Differentiating Fact from Opinion routine is modeled in
Differentiating
the Interactive Question-Response that follows. Before implementing
the strategy instruction, begin with the Preparing Students for Learning Fact from Opinion
routine in Section 1, p. 1–32. BEFORE READING
Step 1 Preview text, looking for clue
Are We a Product of Our Products? phrases that indicate fact or
Every day we are hit with messages of Buy this! Do that! Eat this! Watch opinion.
that! It is impossible to turn on the television, open a magazine,
Step 2 Make a list of clue phrases from
or click open a Web page without seeing an advertisement. Our
the text. Have students underline
roadsides are covered with billboards. Our elevators have turned
these phrases in the text.
into wall space for ad posters. Our mailboxes are stuffed with
promotional leaflets. Everywhere we turn, we cannot escape the Step 3 Review the topic and write it at
the top of a Two-Column Chart.
2
web of advertising. Data show that the advertising industry spends
billions of dollars each year to tell us what we want and what we DURING READING

need. I believe it has reached the point where we no longer know Step 4 Read text aloud. Pause after each
what we really do want or need. We make judgments about others statement that has a clue. Have
based on the brand of shampoo they use or how much they paid students indicate fact or opinion.
for a pair of shoes. I think we have become a product of our own Step 5 Write facts in the left column and
products. opinions in the right column. Call
Step 1 This text is about one person’s opinion about advertising. What is attention to clues that indicate a
the title? Are We a Product of Our Products? This title plays on two meanings fact or an opinion.
AFTER READING
of the word product. Can anyone tell me what a product is? something for
sale Good. A product is also something that has been produced, or made. In
Step 6 Reread each statement with
this sense, the title is asking: Are we made by things for sale? a clue. Under Facts, underline
which clues show they are facts.
Now skim the text to look for clues that tell you the person’s opinion. Do
you see any words or phrases that indicate facts? Remember, facts are
Under Opinions, underline which
information that can be proven, measured, or verified. Opinions are belief clues show they are opinions.
statements that cannot be proven true or false.
Step 2 What words did you find that indicate a fact or an LANGUAGE ARTS
opinion? data show, I believe, I think Great. Let’s underline
these words and make a list of them. Two-Column Chart
Step 3 What is the topic of this text? advertising Good.
Advertising
Let’s label our Two-Column Chart with the topic. Can
anyone tell us what advertising is? paying to promote a Facts Opinions
product Good. Now scan the text for other new words Data show that the advertising I believe it has reached the point
that have to do with advertising. What new words do industry spends billions of dollars where we no longer recognize what
you see? billboards, promotional leaflets, industry Good. each year to tell us what we want we really do want or need.
I’m sure you’ve seen billboards along the highway. and what we need. I think we have become a product of
Billboards are the huge panels along the road that our own products.
display advertisements. Promotional leaflets are also
common. You find these in your mailbox. Promotional
is an adjective that means “with the intent to promote
further growth.” A leaflet, or a flyer, is a thin piece of
paper. The advertising industry is the group of people
and companies that make and sell advertisements.
(continued)
Lesson 2.25 Differentiating Fact from Opinion 2–201
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response, continued

routine
DURING READING
Differentiating Step 4 As I read the text aloud, I will stop after each sentence with the
Fact from Opinion clue words we found. Raise your left hand if the statement is a fact. Raise
BEFORE READING your right hand if it is an opinion. Read the first seven sentences, then pause.
Step 1 Preview text, looking for clue Listen to the sentence again: Data show that the advertising industry spends
words or phrases that indicate billions of dollars each year to tell us what we want and what we need. Is this
sentence a fact or opinion? fact
fact or opinion.
Step 5 The phrase Data show indicates factual information. Let’s write
Step 2 Make a list of the clues. Have the whole sentence in the Facts column in the two-column chart. Let’s
students underline these phrases continue to fill in the columns as we read.
in the text.
AFTER READING
Step 3 Review the topic and write it at Step 6 Now let’s review all the sentences in our chart. Let’s look at the first
the top of a Two-Column Chart. sentence in the Opinions column. What words helped us to decide that this
DURING READING is an opinion? I believe Great. Underline that clue phrase. Now let’s review
Step 4 Read text aloud. Pause after each the rest of the sentences in the Facts and Opinions columns and underline
statement that has a clue. Have the clue phrases.
students indicate fact or opinion.
Step 5 Write facts in the left column and
opinions in the right column. Call
attention to clues that indicate a
fact or an opinion.
AFTER READING
Step 6 Reread each statement with
a clue. Under Facts, underline
which clues show they are facts.
Under Opinions, underline which
clues show they are opinions.

LANGUAGE ARTS
Two-Column Chart
Advertising
Facts Opinions
Data show that the advertising I believe it has reached the point
industry spends billions of dollars where we no longer recognize what
each year to tell us what we want we really do want or need.
and what we need. I think we have become a product of
our own products.

2–202 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

FINE ARTS Interactive Question-Response

The passage below is from a theatre lesson about Shakespeare. See routine
how the Differentiating Fact from Opinion routine is modeled in the
Differentiating
Interactive Question-Response that follows. Before implementing the
strategy instruction, begin with the Preparing Students for Learning Fact from Opinion
routine in Section 1, p. 1–32. BEFORE READING
Step 1 Preview text, looking for clue
William Shakespeare phrases that indicate fact or
Many believe that William Shakespeare was the greatest playwright opinion.
who ever lived. He was born near London in 1564, married Anne
Step 2 Make a list of clue phrases from
Hathaway in 1582, and died in 1616. Some scholars think that Henry
the text. Have students underline
VI: Parts 1, 2, and 3 were the first plays written by Shakespeare.
these phrases in the text.
Others have the opinion that Love’s Labor’s Lost came first. What is
known is that he wrote 154 sonnets and at least 39 plays. He wrote Step 3 Review the topic and write it at
the top of a Two-Column Chart.
2
comedies, tragedies, and history plays. Hamlet is considered not only
Shakespeare’s best play, but also the greatest play ever written. DURING READING
Step 4 Read text aloud. Pause after each
BEFORE READING statement that has a clue. Have
Step 1 This paragraph contains both facts and opinions about the world- students indicate fact or opinion.
famous writer William Shakespeare. When we look for facts, what are we Step 5 Write facts in the left column and
looking for? information that can be proven, measured, verified Good. When opinions in the right column. Call
we look for opinions, what are we looking for? belief statements that cannot attention to clues that indicate a
be proven true or false Good. As I am skimming the text, I can see clue words
fact or an opinion.
and phrases that help me find facts and opinions. AFTER READING
Step 2 What clue phrases do you see? Many believe, Some scholars think, Step 6 Reread each statement with
Others have the opinion Good. Those are definitely clue phrases. Underline a clue. Under Facts, underline
those phrases in the text. We can also include the phrase is considered in which clues show they are facts.
our list. To consider what something means is to think about it or judge it in Under Opinions, underline which
a certain way, or to have a certain opinion about it. Underline that phrase in clues show they are opinions.
the text.
Step 3 What is the topic of this paragraph? William Shakespeare Good.
Write the topic at the top of your Two-Column Chart. FINE ARTS
William Shakespeare was a great playwright. Can anyone
tell us what a playwright does? writes plays Yes. Now Two-Column Chart
let’s scan the text for new words that have to do with William Shakespeare
writing or plays. What new words do you see? scholars,
sonnets, comedies, tragedies Good. Scholars are people Facts Opinions
who study a subject in depth. In this case, the scholars He was born near London in 1564, Many believe that William
study Shakespeare. A sonnet is a type of poem that has married Anne Hathaway in 1582, Shakespeare was the greatest
fourteen lines and a specific rhythm and structure. and died in 1616. playwright who ever lived.
What is known is that he wrote 154 Some scholars think that Henry VI:
sonnets and at least 39 plays. Parts 1, 2, and 3 were the first plays
written by Shakespeare.
Others have the opinion that Love’s
Labor’s Lost came first.
Hamlet is considered not only
Shakespeare’s best play, but also the
greatest play ever written.

(continued)
Lesson 2.25 Differentiating Fact from Opinion 2–203
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

FINE ARTS Interactive Question-Response, continued

routine
Differentiating
Fact from Opinion
BEFORE READING
Step 1 Preview text, looking for clue
words or phrases that indicate
fact or opinion.
Step 2 Make a list of clue phrases from
the text. Have students underline
these phrases in the text.
Step 3 Review the topic and write it at
the top of a Two-Column Chart.
DURING READING
Step 4 Read text aloud. Pause after each
statement that has a clue. Have
students indicate fact or opinion.
Step 5 Write facts in the left column and
opinions in the right column. Call
attention to clues that indicate a
fact or an opinion.
AFTER READING
Step 6 Reread each statement with
a clue. Under Facts, underline
which clues show they are facts.
Under Opinions, underline which
clues show they are opinions.
Raise your hand if you like to watch funny movies. Funny movies are called
comedies. Shakespeare wrote funny plays that are also called comedies.
He also wrote tragedies. Tragedies are dramatic plays that usually show the
downfall of a great person.
DURING READING
Step 4 Now I’m going to read the paragraph aloud. I will stop after each
sentence with a clue word or phrase. Say “fact” if you think the sentence
is a fact. Say “opinion” if you think it is an opinion. Listen while I read this
sentence: Many believe that William Shakespeare was the greatest playwright
who ever lived. Is this statement a fact or opinion? opinion
Step 5 What clue helped you to know that the statement was an opinion?
the phrase Many believe Good. Let’s write this sentence in the Opinions
column of our two-column chart. Now let’s continue reading the entire
paragraph in this way.
AFTER READING
Step 6 Let’s review all the sentences with clues. We will start with the first
sentence in the Facts column: He was born near London in 1564, married
Anne Hathaway in 1582, and died in 1616. Which clues helped us decide
this was a fact? the specific dates and places that can be proven true Good.
Underline those clues in your two-column chart. Now let’s review the rest
of the sentences in the Facts and Opinions columns and underline the clue
phrases.

FINE ARTS
Two-Column Chart
William Shakespeare
Facts Opinions
He was born near London in 1564, Many believe that William
married Anne Hathaway in 1582, Shakespeare was the greatest
and died in 1616. playwright who ever lived.
What is known is that he wrote 154 Some scholars think that Henry VI:
sonnets and at least 39 plays. Parts 1, 2, and 3 were the first plays
written by Shakespeare.
Others have the opinion that Love’s
Labor’s Lost came first.
Hamlet is considered not only
Shakespeare’s best play, but also the
greatest play ever written.

2–204 Section 2 Strategy Models

STRATEGY: Differentiating Fact from Opinion
Reaching All English Language Learner Proficiency Levels
Beginning Read a series of fact and opinion statements to students, emphasizing clue words
and phrases. Have students raise their right hand when they hear clues that
indicate facts. Students should raise their left hand when they hear clues that
indicate opinions.

Intermediate Write a set of fact and opinion statements or find examples in newspapers or
Web sites. Distribute the statements to students. Students can first circle clues
that indicate fact or opinion. Then students can read the statements and label
each accordingly as fact or opinion.

Advanced Using a Think-Pair-Share activity, have students think of one fact and one opinion.
Then have students turn to a partner to share their statements. The partner 2
should identify which statement is fact and which is opinion. Students can then
work in pairs to discuss the clues they used to make their decisions.

Advanced Have students work in small groups and listen to recordings of news stories or
High commentaries from a Web site, DVD, or another form of media. Students should
create a list of facts and opinions featured in the selections. The groups can
include in the list the clues that helped them differentiate between fact and
opinion. Finally, have the groups write a sentence showing how one opinion
statement could be changed into a fact statement. Then, have them write a
sentence showing how a fact could be changed into an opinion.

NOTES

Lesson 2.25 Differentiating Fact from Opinion 2–205

 LESSON 2.26 COMPREHENSION STRATEGIES
2 Drawing Inferences
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to draw
inferences while reading.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
inference a conclusion or idea based
on details from the text, as well as prior
knowledge or experience
Go To Section 3 for Content Area Lessons
that use the Drawing Inferences
strategy.
Mathematics, pp. 3–132 to 3–139
Go To Section 4 for Blackline Master.
Elliptical Chart, p. 4–69
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 2 then Lesson 26.
2–206 Section 2 Strategy Models
DEFINING the Strategy
• Drawing inferences requires that readers use a combination of
personal knowledge and knowledge gained from the text.
• Inferring meaning is critical for English Language Learners
because it helps them use their reasoning and their own
experiences to move beyond a literal reading of a text.
• Drawing inferences enables students to read more deeply and
to search for and find the author’s message, even when it is not
stated explicitly.
USING the Strategy
• Guide students to tap into their prior knowledge about the topic
by asking questions. Be sure to use relevant vocabulary to prepare
students for the reading.
• Make inferences about the text based on the facts presented
during an initial reading. Demonstrate using implicit information
in the text to make inferences.
• Guide students to revisit the text to identify words and phrases in
the selection that support their inferences.
• Use a graphic organizer to help students organize information
visually so that they can clearly understand the relationships
between what they read and what they already know. This will
help them to make valid inferences.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Provide one correct and one incorrect inference related to
the passage. Ask students to identify and explain the correct
inference.
• Give students a simple statement and ask them to draw an
inference. For example: First we saw the lions and tigers. Next
we’ll go watch the sea lions. Where are we? (the zoo)
• Have students draw inferences about vocabulary words with the
game Read My Mind. One student chooses a word from the text
and supplies clues, such as synonyms, antonyms, or a definition.
For example, a clue for democracy might be: a system where all
citizens elect their government.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from an introductory lesson on Coastal Wetlands. routine
See how the Drawing Inferences routine is modeled in the Interactive
Drawing Inferences
Question-Response that follows. Before implementing the strategy
BEFORE READING
instruction, begin with the Preparing Students for Learning routine in
Section 1, p. 1–32.
Step 1 Preview the text with students
to identify the topic and review
Coastal Wetlands vocabulary.
DURING READING
Coastal Wetlands are marshes near the ocean. Wetlands are
important to our environment and must be protected. They provide Step 2 Review students’ prior
shelter for migrating birds and a safe place for young organisms knowledge about the topic,
to grow to adulthood. Wetlands also protect bodies of water, such and record their knowledge in
as the Gulf of Mexico, from pollution and an overload of nutrients the center ring of the Elliptical
that could disturb the marine ecosystem. Chart. Read the text aloud.
2
Step 3 Record clue words and phrases
BEFORE READING from the text in the next ring of
Step 1 Previewing the paragraph will help us figure out the topic. What the chart.
is the title? Coastal Wetlands Yes. I think the title of this paragraph is also
Step 4 Help students connect the text
the topic. Let’s look at the boldface words. Point to each word and review its
with prior knowledge to draw
meaning. Based on these words, what do you think this paragraph will tell
us about coastal wetlands? It will tell us why they are important. inferences. Record inferences in
the outer ring.
DURING READING AFTER READING

Step 2 This paragraph is about coastal wetlands. What do you already Step 5 Reread the text to make sure the
know about the coast? The coast is where the land meets the ocean. What inferences are valid.
do you already know about marshes? Marshes are always wet and usually
have lots of plants. Good. Write that information in the center ring of your
Elliptical Chart.
Now follow along as I read the paragraph. Use what you SCIENCE
know, along with what you learn in the reading, to decide
the author’s meaning. Finding meaning in implicit ideas Elliptical Chart
that the author does not state directly is called drawing
inferences. Listen for clues that will help you make
Wetlands are
inferences about coastal wetlands. in danger.
Step 3 What did you learn about coastal wetlands?
They keep
Wetlands are near the ocean. They keep young organisms and
Wetlands are young organisms
migrating birds safe. They protect larger bodies of water from and
near the
pollution. Good. Record these in the next ring of the chart. ocean. migrating
birds
The coast is where the safe.
land meets the ocean.
Marshes are wet. They
protect
larger
bodies of
water from
pollution.

(continued)
Lesson 2.26 Drawing Inferences 2–207
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response, continued

routine
Drawing Inferences
BEFORE READING
Step 1 Preview the text with students
to identify the topic and review
vocabulary.
DURING READING
Step 2 Review students’ prior
knowledge about the topic,
and record their knowledge in
the center ring of the Elliptical
Chart. Read the text aloud.
Step 3 Record clue words and phrases
from the text in the next ring of
the chart.
Step 4 Help students connect the text
with prior knowledge to draw
inferences. Record inferences in
the outer ring.
AFTER READING
Step 5 Reread the text to make sure the
inferences are valid.
Step 4 Now let’s put together what we already know with the facts we
just learned about coastal wetlands. I read that coastal wetlands provide
shelter for animals and keep larger bodies of water clean. I also read that
wetlands must be protected. I can infer that coastal wetlands keep fish and
other marine animals safe too. I can infer this because I know that wetlands
help keep water in oceans clean. I also know that fish need clean water to
survive. What other inferences can we draw about wetlands? Wetlands are
in danger. How did you make this inference? The paragraph says that wetlands
must be protected. I already know that pollution in rivers and lakes is a problem.
I also know that rivers bring water from the land to the ocean. The pollution in
rivers must also flow to the ocean. If there is pollution in the rivers, there must
also be pollution in some wetlands. That is how I know they need protection.
The paragraph does not tell us that wetlands are in danger, but you used
implicit information from the text and information you already know to
draw that inference. Write your inferences about coastal wetlands in the
last ring of the chart.
AFTER READING
Step 5 To increase ease and comprehension, have students read the passage
silently. Now turn to a partner and take turns rereading the passage. To
have meaning, what should inferences be based on? good evidence that you
can explain Right. Check each other’s charts to see if the evidence is strong
enough to support your inferences. Ask each other questions and support
your answers using the text and what you already know. Move around the
room to monitor progress.

SCIENCE
Elliptical Chart

Wetlands are
in danger.
They keep
Wetlands are young organisms
near the and
ocean. migrating
birds
The coast is where the safe.
land meets the ocean.
Marshes are wet. They
protect
larger
bodies of
water from
pollution.

2–208 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

The passage below is from a social studies lesson about President routine
Woodrow Wilson. See how the Drawing Inferences routine is
Drawing Inferences
modeled in the Interactive Question-Response that follows. Before
BEFORE READING
implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
Step 1 Preview the text with students
to identify the topic and review
President Woodrow Wilson vocabulary.
DURING READING
Woodrow Wilson was the twenty-eighth president of the United
States, from 1913 to 1921. He once said, “No one but the President Step 2 Review students’ prior
seems to be expected to look out for the general interests of the knowledge about the topic,
country.” Wilson wanted the United States to fight during World and record their knowledge in
War I because he believed the country should help make the world the center ring of the Elliptical
safe for democracy. Wilson signed laws to stop child labor and Chart. Read the text aloud.
2
shorten the railroad workers’ day to eight hours. He established Step 3 Record clue words and phrases
the Federal Trade Commission to stop false advertising and unfair from the text in the next ring of
business practices. the chart.
Step 4 Help students connect the text
BEFORE READING
with prior knowledge to draw
Step 1 Let’s preview this paragraph to see if we can tell what the topic inferences. Record inferences in
is. What is the title? President Woodrow Wilson Yes. I think the title of this
the outer ring.
paragraph is also the topic. What do you already know about Woodrow
AFTER READING
Wilson? He was a president of the United States. Take a look at the boldface
words. Point to each word and review its meaning. Based on these words,
Step 5 Reread the text to make sure the
what part of Woodrow Wilson’s life do you think this paragraph will be inferences are valid.
about? his life in government

DURING READING
Step 2 This paragraph is about Woodrow Wilson’s years as SOCIAL STUDIES
president of the United States. I see that he was president
for eight years, from 1913 to 1921. One term is four years. Elliptical Chart
What do you know about presidents who are reelected
for a second term? They are popular with voters; they must Woodrow
be doing a good job; they are strong leaders. Good. Write that Wilson was a
information in the center ring of your Elliptical Chart. strong
He signed leader.
Now follow along as I read the paragraph. Use what you
He served two child labor
know, along with what you learn in the reading, to decide laws.
terms—
the author’s meaning. Finding meaning in implicit ideas from 1913
that the author does not state directly is called drawing to 1921. They must be doing a
inferences. Listen for clues that will help you make good job, be liked by
inferences about Woodrow Wilson. voters, and be strong He
He led
leaders. stopped People
Step 3 What facts did you learn about Wilson’s the
United unfair trusted
presidency? He served two terms, from 1913 to 1921; he States into business him and
looked out for the people’s interests; he led the United States World War I. practices. respected
into World War I; he signed child labor laws; and he stopped him for
making hard
unfair business practices. Write your clues in the next ring
decisions.
of the chart.

(continued)
Lesson 2.26 Drawing Inferences 2–209
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response, continued

routine
Drawing Inferences
BEFORE READING
Step 1 Preview the text with students
to identify the topic and review
vocabulary.
DURING READING
Step 2 Review students’ prior
knowledge about the topic,
and record their knowledge in
the center ring of the Elliptical
Chart. Read the text aloud.
Step 3 Record clue words and phrases
from the text in the next ring of
the chart.
Step 4 Help students connect the text
with prior knowledge to draw
inferences. Record inferences in
the outer ring.
AFTER READING
Step 5 Reread the text to make sure the
inferences are valid.
Step 4 Now let’s put together what we already know with the facts we just
learned about Woodrow Wilson. I read that Wilson believed in the rights
of children and workers. He cared about the interests of all Americans,
including the poor. Since he was reelected for a second term, I can infer
that Americans respected him for his commitment to their country. What
other inferences can we draw about his presidency? He was a strong leader.
How did you make this inference? He stopped businesses from cheating and
wanted to have the country fight in World War I. These are hard decisions. This
shows that he believed in doing the right thing. Businesses probably got upset
when he said children could not work and that advertising had to tell the truth.
But he did it anyway. This helped him earn the trust of ordinary Americans.
People vote for strong leaders, and Woodrow Wilson was elected twice. The text
does not tell us that Wilson was a strong leader, but you pieced together
what you know with implicit ideas from the reading to draw an inference.
Write your inferences about Woodrow Wilson in the last ring of the chart.
AFTER READING
Step 5 Now turn to a partner and take turns rereading the passage. To have
meaning, what do inferences have to be based on? good evidence that you
can explain Right. Check each other’s charts to see if the evidence is strong
enough to support your inferences. Ask each other questions and support
your answers using the text and what you already know. Move around the
room to monitor progress.

SOCIAL STUDIES
Elliptical Chart

Woodrow
Wilson was a
strong
He signed leader.
He served two child labor
terms— laws.
from 1913
to 1921. They must be doing a
good job, be liked by
voters, and be strong He
He led
leaders. stopped People
the
United unfair trusted
States into business him and
World War I. practices. respected
him for
making hard
decisions.

2–210 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is from an opinion piece about news today. See how routine
the Drawing Inferences routine is modeled in the Interactive Question-
Drawing Inferences
Response that follows. Before implementing the strategy instruction,
BEFORE READING
begin with the Preparing Students for Learning routine in Section 1,
p. 1–32.
Step 1 Preview the text with students
to identify the topic and review
The Sorry State of the News Fails to Make Us Sorry vocabulary.
DURING READING
They say that no news is good news, but what if all the news is bad
news? These days turning on the nightly news report is like watching Step 2 Review students’ prior
either a grisly horror movie or a heartbreaking drama. Images of knowledge about the topic,
war, stories of sweeping wildfires, and tales of bankruptcy blare and record their knowledge in
from our televisions and scream from our newspapers. It is little the center ring of the Elliptical
wonder that we have become accustomed to such news. We hardly Chart. Read the text aloud.
2
bat an eye anymore when we read that yet another company has Step 3 Record clue words and phrases
shut its doors, leaving its hundreds of workers without employment. from the text in the next ring of
Victims of tragedy have now become faceless to us, lost in a sea the chart.
of thousands with similar stories. Too much drama becomes not
enough to touch our hardened hearts. Step 4 Help students connect the text
with prior knowledge to draw
inferences. Record inferences in
BEFORE READING
the outer ring.
Step 1 Let’s preview this text to see if we can tell what the topic is. What AFTER READING
is the title? The Sorry State of the News Fails to Make Us Sorry Yes, I think Step 5 Reread the text to make sure the
the title tells us that the text is about someone’s opinion of the news. Now
inferences are valid.
let’s look at the boldface words. The word heartbreaking is made up of two
words, heart and break. Heartbreaking describes something very sad that
breaks your heart. Go over each of the words to review the meaning. Based
on these words and the title, do you think the author has a positive or
negative opinion of the news? negative LANGUAGE ARTS
DURING READING Elliptical Chart
Step 2 What do you already know about the news? It tells
what is happening in the world. There are stories about people The author
thinks that there is
and countries. There are a lot of stories about politics. Good. so much bad
Write that information in the center ring of your Elliptical The news that
Chart. author says There are people are
that watching many news not
Now follow along as I read the paragraph. Use what you the news is stories that surprised
know, along with what you learn in the reading, to decide like any more
watching are
The news tells what is when
what the author’s opinion is. Finding meaning in implicit a horror tragedies. they hear
ideas that the author does not state directly is called movie. happening in the world. bad news.
drawing inferences. Listen for clues that will help you The news There are stories about People
always politics. do not
make inferences about the author’s opinion. shows react to
stories about bad news.
war, fires, or bad
economic
news.

(continued)
Lesson 2.26 Drawing Inferences 2–211
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response, continued

routine Step 3 What does the author say about the news? It is like watching a horror
movie or a heartbreaking drama. The news always shows stories about war, fires,
Drawing Inferences
or bad economic news. People do not react to bad news. There are many news
BEFORE READING
stories that are tragedies. Good work. Write your clues in the next ring of
Step 1 Preview the text with students the chart.
to identify the topic and review
Step 4 Now let’s put together what we already know with the information
vocabulary. we get from the text. We know that the news tells about many stories that
DURING READING
happen in the world every day. The author gives us examples of different
Step 2 Review students’ prior types of bad news, such as war, bankruptcy, wildfires, and unemployment.
knowledge about the topic, Since the author mentions only bad news, we can infer that the author has
and record their knowledge in a negative opinion of the news. What other inferences can we make about
the center ring of the Elliptical the author’s opinion? The author thinks that there is so much bad news that
Chart. Read the text aloud. people are not surprised anymore when they hear bad news. How did you make
this inference? The author says that people do not bat an eye at bad news. This
Step 3 Record clue words and phrases means that it is not surprising. Good. The author does not directly tell us that
from the text in the next ring of people are not surprised by bad news, but you pieced together what you
the chart. know with implicit information from the text to draw an inference. Let’s
Step 4 Help students connect the text write this inference about the author’s opinion in the last ring of the chart.
Work through the rest of the text in the same way to draw more inferences.
with prior knowledge to draw
inferences. Record inferences in AFTER READING
the outer ring. Step 5 To increase familiarity and build comprehension, have students read
AFTER READING
silently for 2–3 minutes. Now turn to a partner and take turns rereading the
Step 5 Reread the text to make sure the passage. Let’s review. To have meaning, what must inferences be based on?
inferences are valid. good evidence that you can explain Right. Check each other’s charts to see if
the evidence is strong enough to support your inferences. Ask each other
questions and support your answers using the text and what you already
know. Move around the room to monitor progress.
LANGUAGE ARTS
Elliptical Chart

The author
thinks that there is
so much bad
The news that
author says There are people are
that watching the many news not
news is like stories that surprised
watching a any more
horror movie The news tells are
when
heartbreaking tragedies. they hear
drama . what is happening
in the world. There bad news.
The news People
always are stories about
do not
shows politics.
react to
stories about bad news.
war, fires, or bad
economic
news.

2–212 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

The passage below is from an algebra lesson on probability. See how routine
the Drawing Inferences routine is modeled in the Interactive Question-
Drawing Inferences
Response that follows. Before implementing the strategy instruction,
BEFORE READING
begin with the Preparing Students for Learning routine in Section 1,
p. 1–32.
Step 1 Preview the text with students
to identify the topic and review
Probability vocabulary.
DURING READING
The chance that an event will occur is called the probability of
the event. Probability is measured by a ratio that compares the Step 2 Review students’ prior
number of ways an event can occur to the total number of possible knowledge about the topic,
outcomes. The probability of any event is always a number between and record their knowledge in
0 and 1. The closer the probability is to 1, the more likely the event the center ring of the Elliptical
is to occur. Events with probabilities of 1 are described as certain. Chart. Read the text aloud.
2
The closer the probability is to 0, the less likely the event is to occur. Step 3 Record clue words and phrases
Events with probabilities of 0 are described as impossible. If the from the text in the next ring of
probability of two events occurring is the same, then the events are the chart.
equally likely to occur.
Step 4 Help students connect the text
with prior knowledge to draw
BEFORE READING
inferences. Record inferences in
Step 1 Let’s preview this paragraph to see if we can tell what the topic is. the outer ring.
What is the title? Probability Yes. I think the title of this paragraph is also AFTER READING
the topic. What do you already know about probability? It describes how
Step 5 Reread the text to make sure the
likely something is to occur. Take a look at the boldface words. Point to each
word and review its meaning. Based on these words, what do you think this
inferences are valid.
paragraph will be about? general description of how likely an event is to occur

DURING READING
Step 2 This paragraph is about probability. I see that MATHEMATICS
probability compares the number of ways an event can
occur to the total number of possible outcomes. I also Elliptical Chart
see that the probability of any event is always a number
The number
between 0 and 1. What do you know about numbers
of ways a certain
between 0 and 1? They are written as fractions, decimals, or event can
percents. Good. Write that information in the center ring occur is
of your Elliptical Chart. Events with Events with a equal to
a probability close probability close the
Now follow along as I read the paragraph. Use what you to 1 are to 0 are number
know, along with what you learn in the reading, to decide likely to unlikely of
the author’s meaning. Finding meaning in implicit ideas occur. Probabilities can be to occur. possible
that the author does not state directly is called drawing written as fractions, outcomes.
Events decimals, or percents. Events The
inferences. Listen for clues that will help you make
\ with a with a number
inferences about probability. probability probability of ways an
Step 3 What facts did you learn about probability? Events of 1 are of 0 are impossible
certain.
with a probability close to 1 are likely to occur. Events with impossible. event
a probability of 1 are certain. Events with a probability close can occur is 0.
to 0 are unlikely to occur. Events with a probability of 0 are
impossible. Events with the same probability are equally likely
to occur. Write your clues in the next ring of the chart.
(continued)
Lesson 2.26 Drawing Inferences 2–213
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response, continued

ROUTINE Step 4 Now let’s put together what we already know with the facts we
Drawing Inferences just learned about probability. I read that events with probabilities of 1
are certain to occur. I learned that a probability is a ratio that compares
BEFORE READING
the number of ways an event can occur to the total number of possible
Step 1 Preview the text with students outcomes. Therefore, I can infer that the number of ways that a certain
to identify the topic and review event can occur is the same as the number of possible outcomes. What
vocabulary. other inferences can we draw about probability? The number of ways an
DURING READING impossible event can occur is 0. How did you make this inference? The only
Step 2 Review students’ prior way a ratio can be 0 is if the top number is 0. The text does not tell us that
knowledge about the topic, the number of ways an impossible event can occur is 0, but you pieced
and record their knowledge in together what you know with implicit information from the reading to
the center ring of the Elliptical draw an inference. Write your inferences about probability in the last ring
Chart. Read the text aloud. of the chart.

Step 3 Record clue words and phrases AFTER READING

from the text in the next ring of
the chart.
Step 4 Help students connect the text
with prior knowledge to draw
inferences. Record inferences in
the outer ring.
AFTER READING
Step 5 Reread the text to make sure the
inferences are valid.
Step 5 To increase familiarity and build comprehension have students read
the passage silently. Now turn to a partner and take turns rereading the
passage. Let’s review. To have meaning, what do inferences have to be
based on? Good evidence that you can explain Right. Check each other’s
charts to see if the evidence is strong enough and support your answers
using the text and what you already know. Move around the room to
monitor progress.

MATHEMATICS
Elliptical Chart
The number
of ways a certain
event can
occur is
Events with Events with a equal to
a probability close probability close the
to 1 are to 0 are number
likely to unlikely of
occur. Probabilities can be to occur. possible
written as fractions, outcomes.
Events decimals, or percents. Events The
\ with a with a number
probability probability of ways an
of 1 are of 0 are impossible
certain.
impossible. event
can occur is 0.

2–214 Section 2 Strategy Models

p2-212_214_ELV912_TX_S2_L26_8934214 214 2/10/10 4:14:14 PM

STRATEGY: Drawing Inferences
Reaching All English Language Learner Proficiency Levels
Beginning Read the text one sentence at a time, stopping to ask guided questions, for
example: What do you know about this topic? What does this help you understand
about the reading? Have students use a sentence frame to state their inferences:
I see and I already know . Based on what I see and what I already
know, I think that .

Intermediate Have students create a list of terms and phrases about the topic that describe
their inferences. Students can share their lists in small groups and choose the
ones that best support their inferences. Ask volunteers to share their inferences
aloud with the class.

Advanced Have students do research to expand on the text of the paragraph and use the 2
Elliptical Chart to write a paper based on their inferences.

Advanced Have students use classroom resources to do research about the topic. Instruct
High them to compile a list of facts and draw an inference about the topic based on
their research. Students can share their findings orally with the class.

NOTES

Lesson 2.26 Drawing Inferences 2–215

 LESSON 2.27 COMPREHENSION STRATEGIES
2 Using Inductive Reasoning
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to improve their
comprehension using inductive reasoning.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
inductive reasoning a way of thinking or
explaining that uses specific facts to draw a
general conclusion
Go To Section 3 for Content Area Lessons that
use the Using Inductive Reasoning
strategy.
Mathematics, pp. 3–106 to 3–113
Go To Section 4 for Blackline Master.
Fishbone Diagram, p. 4–70
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 2 then Lesson 27.
2–216 Section 2 Strategy Models
DEFINING the Strategy
• Using inductive reasoning involves using facts and past
experiences to arrive at a conclusion.
• Using inductive reasoning allows students to analyze the logic of
an argument or conclusion.
• Students learn steps they can follow to decide whether a
conclusion is valid.
• Students learn to evaluate evidence to decide whether a
conclusion is logical.
USING the Strategy
• Make sure that students understand the concept of inductive
reasoning by providing several examples when you first teach
the concept.
• Encourage students to improve their comprehension of texts by
recognizing when inductive reasoning is being used and how.
• Use a graphic organizer to help students see relationships
between overarching ideas and the details that contribute
to them.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Give students a conclusion, and ask them to write down evidence
or facts based on experience to support it.
• Use a concrete object or visual to show the process of inductive
reasoning; e.g., show students several types of fruit and have
them generalize about the characteristics of fruit.
• Read a list of three or four facts about a topic or object, and then
have students arrive at a conclusion based on the facts.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from an introductory lesson on the scientific routine
method and formulating hypotheses. See how the Using Inductive
Using Inductive Reasoning
Reasoning routine is modeled in the Interactive Question-Response
BEFORE READING
that follows. Before implementing the strategy instruction, begin with
the Preparing Students for Learning routine in Section 1, p. 1–32.
Step 1 Review the definition of
inductive reasoning with
How Scientists Use the Scientific Method students. Give an example of
Scientists constantly observe their environment. As they make inductive reasoning.
observations and collect facts, they begin to draw conclusions Step 2 Preview the text with students by
about what they see, hear, smell, taste, and feel. Their conclusions reading the first sentence aloud.
are based on their observations and past experiences. For example,
a scientist hears thunder and lightning, and sees dark clouds rolling Step 3 Paraphrase the text, pointing out
in followed by heavy rain. The air outside smells like sulfur. Soon, examples of inductive reasoning.
DURING READING 2
the rain lessens and the scientist sees the sun come out in the midst
of a light rain. The scientist knows that if she looks outside to the Step 4 Guide students to identify facts or
east, she will probably see a rainbow. observations as you read the text
aloud. Have them write them on
their Fishbone Diagram.
BEFORE READING AFTER READING
Step 1 We are about to read a passage about how a scientist uses inductive Step 5 Guide students to state the
reasoning to reach a conclusion. Does anyone know what a conclusion
conclusion that logically comes
is? a statement based on facts Good. A conclusion is a statement based on
from the facts. Have students
observations and facts. For example, if I notice that the ice in my drink is
cold, and the ice in David’s drink is cold, I will make the conclusion that all
write the conclusion on the
ice is cold. This is an example of inductive reasoning because I observed a single line of their fishbone
fact and made a general statement that is true. diagram.
Step 2 Look at the title and listen as I read the first sentence of the
paragraph aloud. What do you think the text is about? how scientists
observe the world around them Why do you think scientists observe?
to make conclusions about the world Good. That’s exactly
SCIENCE
what scientists do.
Step 3 This paragraph shows how a scientist might
use inductive reasoning to observe, or watch, the
Fishbone Diagram
world around her. She will use her senses to notice thunder and lightning, dark clouds
several things about the weather. Then she will take
these observations and make a conclusion. Sometimes
the conclusion is correct, but other times there is not
enough information to be sure that the conclusion is
true. Can you think of an example of when you used your
observations but came to a conclusion that was wrong? A rainbow
It was cloudy. There was a little rain. I thought my football heavy rain, air smells like sulfur probably will
game would be canceled, but it was not. Excellent example. appear to the
east.
Inductive reasoning uses observations and experiences
to make a conclusion but sometimes we do not have
enough information to make a good conclusion.

rain lessens, sun comes out

(continued)
Lesson 2.27 Using Inductive Reasoning 2–217
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response, continued

routine
DURING READING
Using Inductive Reasoning Step 4 Follow along as I read the paragraph aloud. What did the scientist
BEFORE READING notice about the weather? thunder and lightning, dark clouds, heavy rain,
Step 1 Review the definition of air smells like sulfur, rain lessens, sun comes out in midst of light rain Good.
inductive reasoning with These are the scientist’s observations. Write these observations on the
students. Give an example of three lines on the left of your Fishbone Diagram. You can put more than
inductive reasoning. one observation on a line. The scientist uses inductive reasoning to make a
conclusion about these observations.
Step 2 Preview the text with students by
reading the first sentence aloud. AFTER READING
Step 5 What was the scientist’s conclusion? A rainbow probably will appear
Step 3 Paraphrase the text, pointing out to the east. Good. This is the conclusion. Write this conclusion on the single
examples of inductive reasoning. line on the right of your diagram. From past experience, the scientist knows
DURING READING
that when it rains while the sun shines, a rainbow usually appears. This is
Step 4 Guide students to identify facts or inductive reasoning. Why do you think sunlight creates rainbows? Here’s a
observations as you read the text hint: light is made up of colors. Sunlight is reflected in the raindrops, creating
aloud. Have them write them on a rainbow.
their Fishbone Diagram.
AFTER READING
Step 5 Guide students to state the
conclusion that logically comes
from the facts. Have students
write the conclusion on the
single line of their fishbone
diagram.

SCIENCE

Fishbone Diagram
thunder and lightning, dark clouds

A rainbow
heavy rain, air smells like sulfur probably will
appear to the
east.

rain lessens, sun comes out

2–218 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

The passage below is from a geography lesson about flooding on routine
the Nile River. See how the Using Inductive Reasoning routine is
Using Inductive Reasoning
modeled in the Interactive Question-Response that follows. Before
BEFORE READING
implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
Step 1 Review the definition of
inductive reasoning with
Irrigation Canals on the Nile River students. Give an example of
The ancient Egyptians depended on the Nile River for water and inductive reasoning.
to grow crops. Each year, the Nile flooded and farmers planted Step 2 Preview the text with students by
their crops. In early July, the river waters gradually began to rise reading the first sentence aloud.
and flooded after August. The floodwaters were used to water
nearby fields. In October, the water would recede. The river water Step 3 Paraphrase the text, pointing out
left behind a rich, thick mud or black silt, which made its riverbanks examples of inductive reasoning.
DURING READING 2
extremely fertile. The ancient Egyptians planted crops in the mud.
During the spring, the Nile was at its lowest, and the banks become Step 4 Guide students to identify facts or
dry and cracked. The Egyptians adapted to this annual flooding of observations as you read the text
the Nile. They began to use canals to direct floodwater to higher aloud. Have them write them on
lands. They hoped to grow crops in lean years when the flooding their Fishbone Diagram.
AFTER READING
was low.
Step 5 Guide students to state the
conclusion that logically comes
BEFORE READING
from the facts. Have students
Step 1 We are going to read a passage about how ancient Egyptians used write the conclusion on the
inductive reasoning to reach a conclusion. Does anyone know what a
single line of their fishbone
conclusion is? a statement based on facts Great. A conclusion is a statement
diagram.
based on observations and facts. For example, if I notice that the apple I
bought is gone and my friend Nancy is holding an apple core and chewing,
I will make the conclusion that Nancy ate my apple. This is an example of
inductive reasoning. I observed a fact and made a general statement based
on the facts.
SOCIAL STUDIES
Step 2 Look at the title and listen as I read the first
sentence of the paragraph aloud. What do you think the
text is about? how ancient Egyptians used the Nile River
Fishbone Diagram
to grow crops Why do you think the ancient Egyptians river waters rising and flooding
needed to irrigate the river banks? to grow crops during the during summer months
dry part of the year Good. That’s a great conclusion.
Step 3 This paragraph shows how the ancient Egyptians
used inductive reasoning to observe, or watch, the
world around them. They noticed the annual fall and Irrigation
rise of the Nile. The flooding was predictable. They used canals would
these observations and made a conclusion. Sometimes receding waters depositing rich allow crop
soil allowing people to grow crops growth
the conclusion is correct, but other times there is not during low
enough information to be sure that the conclusion is flooding.
true. Can you think of an example of when you used your
observations but came to a conclusion that was wrong?
My phone quit working. I thought it was broken, but it just
needed new batteries. Excellent example. Inductive
crops being raised only
during certain months
(continued)
Lesson 2.27 Using Inductive Reasoning 2–219
 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Using Inductive Reasoning
BEFORE READING
Step 1 Review the definition of
inductive reasoning with
students. Give an example of
inductive reasoning.
Step 2 Preview the text with students by
reading the first sentence aloud.
Step 3 Paraphrase the text, pointing out
examples of inductive reasoning.
DURING READING
Step 4 Guide students to identify facts or
observations as you read the text
aloud. Have them write them on
their Fishbone Diagram.
AFTER READING
Step 5 Guide students to state the
conclusion that logically comes
from the facts. Have students
write the conclusion on the
single line of their fishbone
diagram.
SOCIAL STUDIES
Fishbone Diagram
river waters rising and flooding
during summer months
receding waters depositing rich
soil allowing people to grow crops
crops being raised only
during certain months
2–220 Section 2 Strategy Models
SOCIAL STUDIES Interactive Question-Response, continued
reasoning uses observations and experiences to make a conclusion
but sometimes we do not have enough information to make a good
conclusion.
conclusion
DURING READING
Step 4 Follow along as I read the paragraph aloud. What did the Egyptians
notice about the Nile River? The Nile’s water began to rise and flood during the
summer. When the waters receded in the fall, they left behind fertile soil to grow
crops. They had a limited time to grow crops. Good. These are the Egyptians’
observations. Write these observations on the three lines on the left of
your Fishbone Diagram. You can put more than one observation on a line.
The Egyptians used inductive reasoning to make a conclusion about these
observations.
AFTER READING
Step 5 What did the Egyptians conclude? They could make canals to help
grow crops during low flooding. Good. Write this conclusion on the single line
on the right of your diagram. From past experience, the Egyptians made a
conclusion that they could adapt to the Nile. They used inductive reasoning
to improve their lifestyle.
Irrigation
canals would
allow crop
growth
during low
flooding.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is from a diary entry of a Hurricane Katrina routine
survivor returning to her neighborhood for the first time. See how
Using Inductive Reasoning
the Using Inductive Reasoning routine is modeled in the Interactive
BEFORE READING
Question-Response that follows. Before implementing the strategy
instruction, begin with the Preparing Students for Learning routine in
Step 1 Review the definition of inductive
reasoning with students. Give an
Section 1, p. 1–32.
example of inductive reasoning.
New Orleans Homecoming
Step 2 Preview the text with students by
I returned to my neighborhood today for the first time since reading the first sentence aloud.
Hurricane Katrina hit New Orleans. My house was unrecognizable.
As I surveyed the destruction, I noticed the dirty water line along Step 3 Paraphrase the text, pointing out
the top edge of the house, where my roof once was. My house examples of inductive reasoning.
DURING READING
must have been completely submerged under the floodwaters.
Step 4 Guide students to identify facts or 2
In the vicinity there were firefighters, journalists, and Peace Corps
volunteers distributing water and supplies. I saw a couple of observations as you read the text
neighbors sorting through the rubble and what was left of their aloud. Have them write them on
possessions. There is no running water and no electricity. From the their Fishbone Diagram.
AFTER READING
looks of things, nobody can live here.
Step 5 Guide students to state the
conclusion that logically comes
BEFORE READING
from the facts. Have students
Step 1 We are going to read a passage about how a person makes write the conclusion on the
observations and draws conclusions based on those observations. What
single line of their fishbone
is a conclusion? a statement based on facts Yes. We draw conclusions from
diagram.
observations and facts. For example, ice cubes are cold. Knowing this fact,
I can conclude that all ice is cold. This is an example of inductive reasoning
because I observed a fact and made a general statement that is true.
Step 2 Look at the title and listen as I read the first sentence of the
paragraph aloud. What do you think the text is about? somebody coming
home after Hurricane Katrina What kinds of things do you LANGUAGE ARTS
think the person will observe? what the house looks like
after the storm
Fishbone Diagram
Step 3 In this paragraph, the person uses inductive
reasoning to draw conclusions about what happened dirty water line at top of house
while she was away. She will observe things about her
neighborhood and then draw conclusions from her
observations. Sometimes her conclusion is correct, but
other times there is not enough information to make sure
her conclusion is true. Can you think of an example of
when you came to the wrong conclusion based on your
observations? I could not find my favorite shirt. I thought neighbors sorting through possessions Nobody can
live here.
my sister took it, but she did not. It was in the laundry. Good
example. Inductive reasoning uses observations and
experiences to draw conclusions, but we have to be
careful about conclusions we draw because sometimes
we do not have enough information to draw good
conclusions.
no electricity or running water
(continued)
Lesson 2.27 Using Inductive Reasoning 2–221
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response, continued

routine Step 4 Follow along as I read the paragraph aloud. What did the narrator
Using Inductive Reasoning notice about her house? the dirty water line at the top of the house Yes. This
is an observation. Write this observation on the first line on the left of
BEFORE READING
your Fishbone Diagram. What else did the narrator notice about her
Step 1 Review the definition of inductive neighborhood? Some neighbors were sorting through their possessions. Yes.
reasoning with students. Give an Write this observation the second line on the left of your diagram. What
example of inductive reasoning. other observation did the narrator make about her neighborhood? There
was no electricity or running water. Correct. Write this observation down
Step 2 Preview the text with students by
on the last line on the left of your diagram. The narrator used inductive
reading the first sentence aloud.
reasoning to make a conclusion based on her observations.
Step 3 Paraphrase the text, pointing out
AFTER READING
examples of inductive reasoning.
DURING READING Step 5 What was the narrator’s conclusion? Nobody can live in her
neighborhood. Good. This is her conclusion. Write the conclusion on the
Step 4 Guide students to identify facts or
single line on the right of your diagram. Based on her observations of the
observations as you read the text
destruction in her neighborhood caused by the hurricane, nobody can
aloud. Have them write them on
live there. This is an example of inductive reasoning. Do you think this
their Fishbone Diagram. conclusion is a good one, based on the narrator’s observations? Turn to a
AFTER READING
partner and discuss why.
Step 5 Guide students to state the
conclusion that logically comes
from the facts. Have students
write the conclusion on the
single line of their fishbone
diagram.

LANGUAGE ARTS

Fishbone Diagram
dirty water line at top of house

neighbors sorting through possessions Nobody can

live here.

no electricity or running water

2–222 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

The passage below is from a general mathematics lesson on patterns. routine
See how the Using Inductive Reasoning routine is modeled in the
Using Inductive Reasoning
Interactive Question-Response that follows. Before implementing the
BEFORE READING
strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Review the definition of
inductive reasoning with
Rules for Patterns students. Give an example of
Finding the rule for a pattern is similar to solving a mystery. Start by inductive reasoning.
looking for clues in the part of the pattern given. Look at the first two Step 2 Preview the text with students by
terms and think of a rule that will produce the second term from the reading the first sentence aloud.
first term. Then see if the same rule applies to get from the second
term to the third term. If not, come up with a new rule that works. Step 3 Paraphrase the text, pointing out
Next test your rule on the third and fourth terms and so on. Once the examples of inductive reasoning.
DURING READING 2
rule is found, it can be used to find more terms in the pattern.
Step 4 Guide students to identify facts or
observations as you read the text
BEFORE READING
aloud. Have them write them on
Step 1 We are about to read a passage about how to use inductive their Fishbone Diagram.
reasoning to reach a conclusion about a pattern. Does anyone know what AFTER READING
a conclusion is? a statement based on facts Good. A conclusion is a statement
Step 5 Guide students to state the
based on observations and facts. For example, if I notice that my dog barks
conclusion that logically comes
and my neighbor’s dog barks, I will conclude that all dogs bark. This is an
example of inductive reasoning because I observed a fact and made a from the facts. Have students
general statement that is true. write the conclusion on the
Step 2 Look at the title and listen as I read the first sentence of the single line of their fishbone
paragraph aloud. What do you think the text is about? how to find a rule diagram.
for a pattern Why do you think you would want to find a rule for a pattern?
to make conclusions about the pattern in order to extend it Good. That’s
exactly right!
Step 3 This paragraph explains how to use inductive MATHEMATICS
reasoning to examine a pattern in order to find a rule.
What you observe or conclude about the first two terms
of a pattern may not hold true for the next two terms Fishbone Diagram
or the terms after that. Sometimes the conclusion is
rule for first two terms
correct, but other times there is not enough information
to be sure that the conclusion is true. Can you think of an
example of when you used your observations but came
to a conclusion that was wrong? It was sunny, so I thought
it would be warm outside but it was not. Excellent example.
Inductive reasoning uses observations and experiences
to make a conclusion but sometimes we do not have rule for first three terms rule for
enough information to make a good conclusion. pattern

rule for first four terms

(continued)
Lesson 2.27 Using Inductive Reasoning 2–223
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response, continued

routine
Using Inductive Reasoning
BEFORE READING
Step 1 Review the definition of
inductive reasoning with
students. Give an example of
inductive reasoning.
DURING READING
Step 4 Follow along as I read the paragraph aloud. What do you do to
find the rule for a pattern? Find a rule for the first two terms, find a rule for
the first three terms, and find a rule for the first four terms. Good. Write these
observations on the three lines on the left of your Fishbone Diagram.
You will use inductive reasoning to make a conclusion about these
observations.

Step 2 Preview the text with students by AFTER READING

reading the first sentence aloud. Step 5 What is the final conclusion? a rule for the whole pattern Good. This
is the conclusion. Write this conclusion on the single line on the right of
Step 3 Paraphrase the text, pointing out your diagram. From the terms of the pattern that are given, a rule has been
examples of inductive reasoning. created. This is inductive reasoning.
DURING READING
Step 4 Guide students to identify facts or
observations as you read the text
aloud. Have them write them on
their Fishbone Diagram.
AFTER READING
Step 5 Guide students to state the
conclusion that logically comes
from the facts. Have students
write the conclusion on the
single line of their fishbone
diagram.

MATHEMATICS

Fishbone Diagram
rule for first two terms

rule for first three terms rule for

pattern

rule for first four terms

2–224 Section 2 Strategy Models

STRATEGY: Using Inductive Reasoning
Reaching All English Language Learner Proficiency Levels
Beginning Provide students with several examples of inductive arguments set in sentence
frames. Working in pairs, have students fill in the blanks. For example:
Observations: The stove is on. The stove is hot.
Conclusion: Therefore, all stoves produce .
Observations: This rose is red. I have seen only red roses.
Conclusion: Therefore, all roses must be .
Review answers as a large group.

Intermediate Instruct students to work in pairs. Provide several examples of inductive

observations, such as the ones above. Have pairs use inductive reasoning to write
a conclusion for each set of observations.
2
Advanced Working in small groups, have students develop a line of inductive reasoning
about a topic in a content area that they choose. Students should use their prior
knowledge about the topic to generate their observations.

Advanced Instruct pairs to generate three examples of inductive reasoning. Each pair
High should share their examples with another pair to evaluate the likelihood of their
conclusions. Then have the groups of four brainstorm how they could test each
conclusion.

NOTES

Lesson 2.27 Using Inductive Reasoning 2–225

 LESSON 2.28 COMPREHENSION STRATEGIES
2 Using Deductive Reasoning
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to improve their
comprehension of passages that use deductive
reasoning.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
deductive reasoning a way of thinking
or explaining that begins with a general
statement about a group and applies that
statement to specific members of the group
syllogism a deductive formal argument
consisting of a major and a minor premise
Go To Section 3 for Content Area Lessons that
use the Using Deductive Reasoning
strategy.
Social Studies, pp. 3–38 to 3–45
Go To Section 4 for Blackline Master.
Definition Map, p. 4–68
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 2 then Lesson 28.
2–226 Section 2 Strategy Models
DEFINING the Strategy
• Deductive reasoning assumes that a statement that is true of a
group of items is true of every member of the group.
• Deductive reasoning moves from the general to the specific,
where inductive reasoning moves from the specific to the general.
• Understanding deductive reasoning lets students understand the
organization of information that uses this method of thought, as
many textbooks do.
• Students learn to evaluate evidence to decide whether a
generalization is valid.
USING the Strategy
• Make sure that students understand the concept of deductive
reasoning by providing several examples when you first teach
the concept.
• Encourage students to improve their comprehension of texts by
recognizing when deductive reasoning is being used and how.
• Use graphic organizers to help students see relationships between
overarching ideas and the details that contribute to them.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Give students opportunities to complete syllogisms. For example:
If all birds have wings, and penguins are birds, what do we know
about penguins? Penguins have wings.
• Provide students with syllogisms that are both sound and
faulty. Have students determine which syllogisms are faulty. For
example, this syllogism is faulty: Some girls are tall. Jessie is a girl.
Jessie must be tall.
• Have students scan their content-area texts for examples of
deductive reasoning. Have each student share an example with
the class.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a lesson on noble gases. See how the Using routine
Deductive Reasoning routine is modeled in the Interactive Question-
Using Deductive Reasoning
Response that follows. Before implementing the strategy instruction,
BEFORE READING
begin with the Preparing Students for Learning routine in Section 1,
p. 1–32.
Step 1 Define deductive reasoning,
giving a brief example of its
Noble Gases application.
The noble gases are elements found in group 8A of the Step 2 Explain the usefulness of the
periodic table. They include helium, argon, neon, krypton, xenon, Definition Map for breaking
and radon. These six elements all share several characteristics. the deductive reasoning shown
The most important characteristic of noble gases is that they are in the text into parts.
very stable. They do not readily combine with other elements to DURING READING
form compounds. This is because they all have the maximum Step 3 Read the text aloud, 2
number of electrons in their outer shell and no electrons paraphrasing when needed.
available for bonding with other elements. The noble gases are Record the key term in the Word
also odorless and colorless. The melting and boiling points box of the map.
of the noble gases are close together, so they are liquids in AFTER READING
only a small range of temperatures. They are able to conduct Step 4 Add characteristics to the map.
electricity without reacting. Point out that these describe
every member of the group in
BEFORE READING the Word box.
Step 1 Today we are going to read a passage about a group of elements Step 5 Add specific examples to the
called the noble gases. Before we start talking about noble gases, though,
map. Use the map to review the
let’s talk about the structure of the passage.
deductive reasoning process.
This passage uses a kind of thinking or explaining called deductive reasoning.
Deductive reasoning involves making a general statement about a group,
and then assigning the group qualities to specific members of that group.
For example, if I say that every student in this class is starting to catch a cold
and that Sarah is a student in this class, what conclusion can we draw? Sarah SCIENCE
is starting to catch a cold. Good. This is an example of a
syllogism. That is an example of deductive reasoning. Definition Map

However, we must be careful about generalizations very stable

elements
because some of them do not hold up when you look
at them more closely. For example, maybe Zach is
already over the cold. That means that our general odorless
statement is too broad. In good deductive reasoning,
true generalizations are made and they hold up to
colorless
investigation. In faulty, or bad, deductive reasoning, over-
generalizations are made. These statements are found to noble gases
be wrong if you look closely at them. good conductor of
electricity
Step 2 While we read this passage about noble gases, we
are going to use a Definition Map to help us break down melting/boiling
points close together
what we learn about noble gases and how those general
characteristics apply to each member of the group. Show
students the map. The map will let us see the deductive
reasoning in the passage broken down visually. Notice that
helium, argon neon, krypton xenon, radon
(continued)
Lesson 2.28 Using Deductive Reasoning 2–227
 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Using Deductive Reasoning
BEFORE READING
Step 1 Define deductive reasoning,
giving a brief example of its
application.
Step 2 Explain the usefulness of the
Definition Map for breaking
the deductive reasoning shown
in the text into parts.
DURING READING
Step 3 Read the text aloud,
paraphrasing when needed.
Record the key term in the Word
box of the map.
AFTER READING
Step 4 Add characteristics to the map.
Point out that these describe
every member of the group in
the Word box.
Step 5 Add specific examples to the
map. Use the map to review the
deductive reasoning process.
SCIENCE
Definition Map
very stable
elements
noble gases
helium, argon neon, krypton
2–228 Section 2 Strategy Models
SCIENCE Interactive Question-Response, continued
the map has a place to put the word, or main idea that is being studied.
Since we know that we will be talking about the noble gases, let’s write
noble gases in the Word box on your map.
DURING READING
Step 3 As I read the paragraph, listen so you can hear the most important
thing about noble gases. Read the first six sentences. What is the most
important thing about noble gases? They are very stable elements. Excellent.
Write this statement in the Definition box of your definition map.
AFTER READING
Step 4 Read the rest of the paragraph. What else did we learn about
the noble gases? The noble gases are odorless and colorless. They are able
to conduct electricity without reacting. Good. Write these and any other
characteristics from the passage in the Characteristics boxes on your
definition map.
Step 5 Helium is one specific example in the paragraph that fits
the generalization. What is another specific example that fits the
generalization? argon, neon, krypton, xenon, radon Good, now write these
elements in the Examples boxes of your definition map. You can put two in
each box.
Using the map, we just created an example of how deductive reasoning
works. We started with a general concept—noble gases. We learned about
the general concept. Then we see that everything we learn about the
group applies to all members of the group. Every noble gas is stable,
for example.
odorless
colorless
good conductor of
electricity
melting/boiling
points close together
xenon, radon
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

The passage below is from a social studies lesson about major African routine
American political groups. See how the Using Deductive Reasoning
Using Deductive Reasoning
routine is modeled in the Interactive Question-Response that follows.
BEFORE READING
Before implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, pp. 1–32.
Step 1 Define deductive reasoning,
giving a brief example of its
African American Political Groups application.
As a group, African Americans had little political power in the Step 2 Explain the usefulness of the
United States before the 1940s. What little influence they had came Definition Map for breaking
from organizations that were formed to work for civil rights. The the deductive reasoning shown
National Association for the Advancement of Colored People in the text into parts.
(NAACP) was one of these groups. The NAACP worked within the DURING READING
white political system using court cases to challenge discriminatory Step 3 Read the text aloud, 2
laws. They also supported education for African Americans and paraphrasing when needed.
wanted to find peaceful ways to change laws that denied African Record the key term in the Word
Americans their civil rights. Other examples of organizations that box of the map.
were formed to work for black civil rights were the National Urban AFTER READING
League and the Congress of Racial Equality. Step 4 Add characteristics to the map.
Point out that these describe
BEFORE READING every member of the group in
Step 1 Today we are going to read a passage about civil rights the Word box.
organizations. Before we start talking about these organizations, Step 5 Add specific examples to the
though, let’s talk about the how the passage is formed.
map. Use the map to review the
This passage uses deductive reasoning. Deductive reasoning is a kind of deductive reasoning process.
thinking or explaining that involves making a general statement about a
group, and then assigning the group qualities to specific members of that
group. For example, if I say that every student in this class likes peanut
butter sandwiches and that Olivia is a student in this class, what conclusion
can we draw? Olivia likes peanut butter sandwiches. Right. SOCIAL STUDIES
This is a example of a syllogism. That is an example of
deductive reasoning. Definition Map

We must be careful, though, about generalizations formed to work

for civil rights
because some of them are not true when you examine
them more closely. For example, maybe Max also likes
jelly on his peanut butter sandwiches. That means that worked within white
political systems
our general statement is too broad. In good deductive
reasoning, true generalizations are made and they supported education for
are proven true under investigation. In bad deductive African Americans
civil rights
reasoning, over-generalizations are made. These organizations
statements are found to be wrong if you examine challenged
discrimination laws
them closely.
Step 2 While we read this passage about civil rights wanted to find peaceful
ways to challenge laws
organizations, we are going to use a Definition Map
to help us break down what we learn about these
organizations and how those general characteristics
apply to each organization. Show students the map. The
the National Urban the Congress of
map will let us use deductive reasoning by breaking the the NAACP League Racial Equality
(continued)
Lesson 2.28 Using Deductive Reasoning 2–229
 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Using Deductive Reasoning
BEFORE READING
Step 1 Define deductive reasoning,
giving a brief example of its
application.
Step 2 Explain the usefulness of the
Definition Map for breaking
the deductive reasoning shown
in the text into parts.
DURING READING
Step 3 Read the text aloud,
paraphrasing when needed.
Record the key term in the Word
box of the map.
AFTER READING
Step 4 Add characteristics to the map.
Point out that these describe
every member of the group in
the Word box.
Step 5 Add specific examples to the
map. Use the map to review the
deductive reasoning process.
SOCIAL STUDIES
Definition Map
formed to work
for civil rights
civil rights
organizations
the National Urban
the NAACP League
2–230 Section 2 Strategy Models
SOCIAL STUDIES Interactive Question-Response, continued
passage down visually. Notice that the map has a place to put the word,
or main idea that is being studied. Since we know that we will be reading
about civil rights organizations, let’s write civil rights organizations in the
Word box on the form.
DURING READING
Step 3 As I read the passage, listen so you can hear the most important
thing about civil rights organizations. Read the first four sentences. What
is the most important thing about civil rights organizations? They work
for civil rights. Great! Write this statement in the Definition box of your
definition map.
AFTER READING
Step 4 Read the rest of the paragraph. What else did we learn about civil
rights organizations? They challenged discriminatory laws. They supported
education for African Americans and wanted to find peaceful ways to challenge
laws. Good. Write these and any other characteristics from the passage in
the Characteristics boxes on your definition map.
Step 5 The NAACP is one specific example that fits the generalization. What
is another example that fits the generalization? the National Urban League
Now write these organizations in the Examples boxes of your definition
map. You can put two in one box.
Using the map, we just created an example of how deductive reasoning
works. We started with a general concept—civil rights organizations.
We learned about the general concept. Then we see that everything we
learned about the group applies to all members of the group. Every civil
rights organization, for example, believes in equality for all people.
worked within white
political systems
supported education for
African Americans
challenged
discrimination laws
wanted to find peaceful
ways to challenge laws
the Congress of
Racial Equality
APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is from an article about the works of impressionist routine
artist Mary Cassatt. See how the Using Deductive Reasoning routine
Using Deductive Reasoning
is modeled in the Interactive Question-Response that follows. Before
BEFORE READING
implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
Step 1 Define deductive reasoning,
giving a brief example of its
The Works of Mary Cassatt application.
Mary Cassatt was an American artist in the late 19th and early 20th Step 2 Explain the usefulness of the
century. She is best known for her portrayal of women and children, Definition Map for breaking
particularly her work that depicts the relationship between mothers the deductive reasoning shown
and children. Among her famous works are The Bath, The Boating in the text into parts.
Party, and Summertime. Her works are primarily oil paintings, pastel DURING READING
on paper, or prints. The style of her artwork is what is now described Step 3 Read the text aloud, 2
as the impressionist style. This style features loose brush strokes, an paraphrasing when needed.
attention to light, and figures rendered in sketch-like form that seem Record the key term in the Word
to be unfinished. Mary Cassatt’s works are especially recognizable box of the map.
for their romantic quality. AFTER READING
Step 4 Add characteristics to the map.
BEFORE READING Point out that these describe
Step 1 Let’s look at the title of this passage. It is called The Works of every member of the group in
Mary Cassatt. Before we read, let’s talk about a strategy called deductive the Word box.
reasoning that can help us understand what we read.
Step 5 Add specific examples to the
Deductive reasoning involves making a general statement about a group, map. Use the map to review the
and then assigning the group’s qualities or conditions to specific members
deductive reasoning process.
of that group. For example, if I say that everybody in my family is tall, and
my brother is a part of my family, what conclusion can you make about my
brother? He is tall. Good. This is a example of a syllogism. That syllogism is
an example of deductive reasoning.
However, we must be careful about generalizations LANGUAGE ARTS
because some of them are not true when you look at them
more closely. For example, maybe my brother’s wife is not Definition Map
tall. She is part of my family, but she is not related by blood paintings and
to my family. That means that the general statement is too other artwork
broad. In good deductive reasoning, true generalizations
are made and they hold up to investigation. In faulty, or Subjects are usually
bad, deductive reasoning, over-generalizations are made. women and children.
These statements are found to be wrong if you look closely
They are in the
at them. impressionist style.
the works of
Step 2 While we read this passage, we will use a Mary Cassatt
Definition Map to help us break down what we learn They have a romantic
quality.
and how those general characteristics apply to each
member of the group. Show students the map. The map They have loose
will let us see how to apply deductive reasoning in the brush strokes.
passage. Notice that the map has a place to put the word,
or main idea that is being studied. Since we know that we
will be talking about the works of Mary Cassatt, let’s write
“The Boating
“the works of Mary Cassatt” in the Word box on the form. Party” “The Bath” “Summertime”
(continued)
Lesson 2.28 Using Deductive Reasoning 2–231
 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Using Deductive Reasoning
BEFORE READING
Step 1 Define deductive reasoning,
giving a brief example of its
application.
Step 2 Explain the usefulness of the
Definition Map for breaking
the deductive reasoning shown
in the text into parts.
DURING READING
Step 3 Read the text aloud,
paraphrasing when needed.
Record the key term in the Word
box of the map.
AFTER READING
Step 4 Add characteristics to the map.
Point out that these describe
every member of the group in
the Word box.
Step 5 Add specific examples to the
map. Use the map to review the
deductive reasoning process.
LANGUAGE ARTS
Definition Map
paintings and
other artwork
the works of
Mary Cassatt
“The Boating “The Bath”
Party”
2–232 Section 2 Strategy Models
LANGUAGE ARTS Interactive Question-Response, continued
We do not yet know what the works are, but the map will help us
understand the text.
DURING READING
Step 3 As I read the text, listen to see if you can hear an explanation, or
definition, of what the works are. Read the first four sentences. What are the
works of Mary Cassatt? They are paintings and other artwork. Good job. Write
this in the Definition box of the map.
AFTER READING
Step 4 Read the rest of the paragraph. What else did we learn about Mary
Cassatt’s works? They are usually about women and children. They are in the
impressionist style. They have a romantic quality. Excellent. Write these and
any other characteristics from the passage in the Characteristics boxes on
your definition map.
Step 5 The Bath is one specific example in the paragraph that fits the
generalization of the works of Mary Cassatt. What are other specific
examples that fit the generalization? “The Boating Party,” “Summertime”
Write these in the Examples boxes of your definition map.
Using the map, we just created an example of how deductive reasoning
works. We started with a general concept—the works of Mary Cassatt. We
learned about the general concept. We can deduce that the specific work
The Bath is about women or children and has a romantic quality,
for example.
Subjects are usually
women and children.
They are in the
impressionist style.
They have a romantic
quality.
They have loose
brush strokes.
“Summertime”
APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

The passage below is from an algebra lesson about terms. See how routine
the Using Deductive Reasoning routine is modeled in the Interactive
Using Deductive Reasoning
Question-Response that follows. Before implementing the strategy
BEFORE READING
instruction, begin with the Preparing Students for Learning routine in
Section 1, pp. 1–32.
Step 1 Define deductive reasoning,
giving a brief example of its
Terms application.
All algebraic expressions contain one or more elements, which can Step 2 Explain the usefulness of the
be added, subtracted, multiplied, or divided. Each element is called Definition Map for breaking
a term of the expression. Each term consists of a single number or a the deductive reasoning shown
variable, or numbers and variables multiplied together. A term that in the text into parts.
consists of a single number is called a constant term. A number that DURING READING
is multiplied times one or more variables is called a coefficient. For Step 3 Read the text aloud, 2
example, the expression x + 4xy – 12 has three terms, x, 4xy, and 12. paraphrasing when needed.
The first term x has a coefficient of 1, 4xy has a coefficient of 4, and Record the key term in the Word
12 is a constant term. box of the map.
AFTER READING
BEFORE READING Step 4 Add characteristics to the map.
Step 1 Today we are going to read a passage about algebraic terms. Point out that these describe
Before we start talking about terms, though, let’s talk about the structure every member of the group in
of the passage. the Word box.
This passage uses a kind of thinking or explaining called deductive Step 5 Add specific examples to the
reasoning. Deductive reasoning involves making a general statement
map. Use the map to review the
about a group, and then assigning the group qualities to specific members
deductive reasoning process.
of that group. For example, if I say that every student in this class is
working on their homework and that Randy is a student in this class, what
conclusion can we draw? Randy is working on his homework. Good. This is a
example of a syllogism. That is an example of deductive reasoning.
However, we must be careful about generalizations MATHEMATICS
because some of them do not hold up when you look at
them more closely. For example, maybe Tiffany is already Definition Map
done with her homework. That means that our general
terms
statement is too broad. In good deductive reasoning, true
generalizations are made and they hold up to investigation.
In faulty, or bad, deductive reasoning, over-generalizations
numbers
are made. These statements are found to be wrong if you
look closely at them.
variables
Step 2 While we read this passage about terms, we are elements of an
going to use a Definition Map to help us break down algebraic expression
what we learn about terms and how those general
characteristics apply to each member of the group. Show
students the map. The map will let us see the deductive numbers and variables
reasoning in the passage broken down visually. Notice are multiplied together
that the map has a place to put the word, or main idea that
is being studied. Since we know that we will be talking
about terms, let’s write terms in the Word box on the map.
x 4xy 12
(continued)
Lesson 2.28 Using Deductive Reasoning 2–233
 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Using Deductive Reasoning
BEFORE READING
Step 1 Define deductive reasoning,
giving a brief example of its
application.
Step 2 Explain the usefulness of the
Definition Map for breaking
the deductive reasoning shown
in the text into parts.
DURING READING
Step 3 Read the text aloud,
paraphrasing when needed.
Record the key term in the Word
box of the map.
AFTER READING
Step 4 Add characteristics to the map.
Point out that these describe
every member of the group in
the Word box.
Step 5 Add specific examples to the
map. Use the map to review the
deductive reasoning process.
MATHEMATICS
Definition Map
terms
elements of an
algebraic expression
x 4xy
2–234 Section 2 Strategy Models
MATHEMATICS Interactive Question-Response, continued
DURING READING
Step 3 As I read the paragraph listen so you can hear the most important
thing about terms. Read the first six sentences. What is the most important
thing about terms? They are elements of an algebraic expression. Excellent.
Write this statement in the Definition box of your definition map.
AFTER READING
Step 4 Read the rest of the paragraph. What else did we learn about
terms? They consist of a single number or a variable, or numbers and variables
multiplied together. Good. Write these and any other characteristics from the
passage in the Characteristics boxes on your definition map.
Step 5 The term x is one specific example in the paragraph that fits the
generalization. What are other specific examples that fit the generalization?
4xy and 12 Good, now write these terms in the Examples boxes of your
definition map.
Using the map, we just created an example of how deductive reasoning
works. We started with a general concept—terms. We learned about the
general concept. Then we see that everything we learn about the group
applies to all members of the group. For example, terms are elements of
an algebraic expression.
numbers
variables
numbers and variables
are multiplied together
12
STRATEGY: Using Deductive Reasoning
Reaching All English Language Learner Proficiency Levels
Beginning Use strong visual supports to teach the lesson on deductive reasoning. Show
students a photograph or drawing depicting members of a group. For example,
if the generalization in the lesson will be “All snakes have scales,” show several
snakes and point out their scales. Use a sentence frame to articulate the
generalization: “All snakes have scales.” Then use a new visual aid, perhaps a
drawing of a pet snake that does not necessarily show the scales. Add to the
sentence frame, “Sam is a snake.” Lead students to complete the sentence frame,
“Sam has scales.”

Intermediate Preteach key vocabulary related to deductive reasoning—generalization,

group, group member, characterization—as well as terms they will need to
understand the content of the generalizations you will use. Provide students with 2
generalizations and have them work in pairs to generate specific examples. Have
them illustrate the deductions in the form of a chart with three elements that
shows the generalization, the fact, and the conclusion.

Advanced Preteach syllogisms—both the term and the construct. Have students construct
syllogisms using deductive reasoning. Then have them evaluate each other’s
syllogisms, asking if the example follows from the generalization.

Advanced Give students persuasive paragraphs or essays written by other students. Then
High have them evaluate the writing by asking:
• Is the conclusion valid?
• Do the examples follow from the generalization?
• Is the evidence verifiable?
Then have the students correct the papers so that the generalizations and
conclusions are valid.

NOTES

Lesson 2.28 Using Deductive Reasoning 2–235

 LESSON 2.29 COMPREHENSION STRATEGIES
2 Analyzing and Evaluating Text
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to analyze and
evaluate text.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
analyze examine or take apart a piece
of text
evaluate examine a text to judge its
accuracy or effectiveness
opinion a judgment about something
evidence facts that support an opinion
Go To Section 3 for Content Area Lessons that
use the Analyzing and Evaluating Text
strategy.
Fine Arts, pp. 3–148 to 3–157
Go To Section 4 for Blackline Master.
Anticipation-Reaction Guide, p. 4–63
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 2 then Lesson 29.
2–236 Section 2 Strategy Models
DEFINING the Strategy
• Analyzing and evaluating text requires students to read carefully
for a specific purpose.
• Analyzing involves students understanding how a text is
structured.
• Evaluating text requires students to develop and express an
opinion about a text.
USING the Strategy
• Guide students to tap into their prior knowledge about the topic.
• Describe the ways that text can be organized: listing, time order,
comparison/contrast, cause/effect, and problem/solution, using
signal words associated with them.
• Guide students to listen to be able to identify the text structure.
• Use a guide to help students record their analysis and evaluation
of the text.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Give students signal words that point to the five organizational
patterns and have them match the pattern with the correct signal
words.
• Have students choose the best pattern for a particular text, such
as sharing a recipe, describing a person, or describing a student’s
typical day.
• Read a passage or passages aloud that conform to the listing,
comparison/contrast, cause/effect, or problem/solution pattern.
Pause at key points in the passage and ask students to analyze
and identify the text structure.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a lesson on geology. See how the Analyzing routine
and Evaluating Text routine is modeled in the Interactive Question-
Analyzing and Evaluating Text
Response that follows. Before implementing the strategy instruction,
BEFORE READING
begin with the Preparing Students for Learning routine in Section 1,
p. 1–32.
Step 1 Distribute copies of the
Anticipation-Reaction Guide.
A Theory on Earth’s Crust Preview the text with students.
Plate tectonics theory states that Earth’s crust is divided into plates, Step 2 Describe the five patterns by
or large sections of rock. These plates move separately from one which text can be organized.
another. When plates hit or grind against each other, changes occur DURING READING
in Earth’s crust. Geologists use this theory to explain the formation Step 3 Read the passage aloud. Have
of mountains, volcanoes, and new ocean floor. They also know that students check “Agree” or
the contact between the plates can cause earthquakes. “Disagree” with the statements 2
in the guide.
BEFORE READING
Step 4 Have students record evidence
Step 1 Distribute copies of the Anticipation-Reaction Guide. Let’s preview to support their answers to the
the paragraph to see if we can tell what the topic is. What is the title?
statements.
A Theory on Earth’s Crust Yes. This is the title. I predict that this paragraph
AFTER READING
will tell us what plate tectonics theory is about.
Step 5 Review evidence from the text
Now scan the paragraph for unfamiliar words. Let’s review what theory
that supports students’ answers.
means. In science a theory is a set of beliefs that scientists use to explain
why something happens. Plate tectonics theory explains that Earth’s crust Step 6 Have students review their
is divided into very large pieces, or plates, that move. Crust is another responses in the first two
unfamiliar word. This word has multiple meanings. A crust could be the columns on the guide and
outside shell of a pie or dessert. In science, crust refers to the outer shell change them as necessary.
of Earth, the part we live on. Geologists are scientists that study Earth and
how it was formed. Many geologists are interested in rocks, volcanoes, and
earthquakes.
Step 2 Text is usually organized according to five patterns: listing,
time order, comparison/contrast, cause/effect, and
problem/solution. Identifying a pattern in a text helps us SCIENCE
understand what we read. Remember, this paragraph will
explain plate tectonics theory. What pattern do you think Anticipation-Reaction Guide
the author will use to explain this theory? listing Yes. Now
Agree Disagree Statement Evidence Page /
scan the text. What clues do you see that tell you there
Line #
is a listing pattern? The author gives a different fact in each
sentence. The paragraph is The paragraph 1, 2, 3,
✔ arranged in a listing is made up of 4, 5
DURING READING pattern. statements of fact.
The passage gives
Step 3 Follow along as I read the paragraph aloud. On ✔ The passage explains
an overview of the 1, 4
your anticipation-reaction guide, check whether you the theory in detail.
theory.
agree or disagree with each statement. The passage explains
It just mentions
✔ how mountains are
mountains.
6
formed.
“Plate Tectonics
Theory” would be The paragraph 1, 2, 3,
✔ a good title for this defines the theory. 4, 5
paragraph.
(continued)
Lesson 2.29 Analyzing and Evaluating Text 2–237
 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Analyzing and Evaluating Text
BEFORE READING
Step 1 Distribute copies of the
Anticipation-Reaction Guide.
Preview the text with students.
Step 2 Describe the five patterns by
which text can be organized.
DURING READING
Step 3 Read the passage aloud. Have
students check “Agree” or
“Disagree” with the statements
in the guide.
Step 4 Have students record evidence
to support their answers to the
statements.
AFTER READING
Step 5 Review evidence from the text
that supports students’ answers.
Step 6 Have students review their
responses in the first two
columns on the guide and
change them as necessary.
SCIENCE
Anticipation-Reaction Guide
Agree Disagree Statement
The paragraph is
✔ arranged in a listing is made up of
pattern.
The passage explains
✔ the theory in detail.
The passage explains
✔ how mountains are
formed.
“Plate Tectonics
Theory” would be
✔ a good title for this
paragraph.
2–238 Section 2 Strategy Models
SCIENCE Interactive Question-Response, continued
Step 4 Now let’s review the text to find evidence for each statement. As we
find the evidence, write it in the evidence column next to each statement.
The first statement says that the passage is arranged in a list pattern. What
evidence is there for the statement? The paragraph lists facts that define the
theory. The second statement says that the passage describes the theory
in great detail. What evidence is there for the statement? The statement
is incorrect because the paragraph just gives an overview of the theory. The
third statement says that the passage explains the process behind how
mountains are formed. What evidence is there for the statement? The
statement is incorrect because the paragraph states that the theory can explain
that mountains are formed, but the paragraph does not say how mountains are
formed. The last statement says that “Plate Tectonics Theory” would be a
good title for the passage. What evidence is there for the statement? The
paragraph describes what the theory is about, so this would be a good title.
Step 5 Let’s review the evidence for the four statements. How did we
recognize the listing pattern in this paragraph? by the statements of facts
How did we know that the theory is not explained in great detail? because
the scientist who discovered the theory is not mentioned; because the passage
does not explain how the plates could cause an earthquake or a volcano to
form How did we know that the process of mountain formation was not
explained? Because the theory can explain that mountains are formed, but it
does not tell how. Why would “Plate Tectonics Theory” make a good title for
this paragraph? because the paragraph defines this theory
Step 6 Let’s review our responses to the four statements. The evidence
tells us that we agree with statements one and four and disagree with
statements two and three. If your responses were incorrect, change them.
Did recognizing the listing pattern in this text help you understand the
information? Yes. It helped me focus on facts rather than looking for other
information. Scientists want to use the plate tectonics theory to predict
earthquakes. Turn and talk with a partner about why
predicting earthquakes is an important goal.
Evidence Page /
Line #
The paragraph 1, 2, 3,
4, 5
statements of fact.
The passage gives
an overview of the 1, 4
theory.
It just mentions
mountains.
6
The paragraph 1, 2, 3,
defines the theory. 4, 5
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

The passage below is from a social studies text about the United routine
States during the 1950s. See how the Analyzing and Evaluating Text
Analyzing and Evaluating Text
routine is modeled in the Interactive Question-Response that follows.
BEFORE READING
Before implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
Step 1 Distribute copies of the
Anticipation-Reaction Guide.
The United States During the 1950s Preview the text with students.
Dwight D. Eisenhower became the president of the United States Step 2 Describe the five patterns by
in 1953. At this time, the United States was in the middle of the which text can be organized.
Cold War with the Soviet Union. The Cold War was not violent, DURING READING
but relations with the Soviet Union were tense and unfriendly. In Step 3 Read the passage aloud. Have
October 1957, the Soviet Union launched Sputnik, the first satellite students check “Agree” or
to orbit Earth. In 1958, the United States government created NASA “Disagree” with the statements 2
to begin the space program. In 1956, Eisenhower gave money in the guide.
to begin the Interstate Highway System. He also believed in the
integration of the public schools. In 1957, he sent troops to Little Step 4 Have students record evidence
Rock, Arkansas, to make sure the schools integrated. to support their answers to the
statements.
AFTER READING
BEFORE READING
Step 5 Review evidence from the text
Step 1 Distribute copies of the Anticipation-Reaction Guide. Let’s preview that supports students’ answers.
the paragraph to see if we can tell what the topic is. What is the title?
The United States During the 1950s Yes. We can expect this paragraph to Step 6 Have students review their
give information about the United States during the 1950s. responses in the first two
Now scan the paragraph for unfamiliar words. The race to space was a columns on the guide and
big part of life in the 1950s. A satellite is an object made by people that change them as necessary.
orbits, or circles, Earth in order to gather data. Now can you find the word
integration near the bottom of the paragraph? Integration was another
important event in the late 1950s. Before integration, there were separate
schools for different races. When the public schools were integrated, it
meant that black and white students attended the same schools for the
first time.
Step 2 Text is usually organized according to five SOCIAL STUDIES
patterns: listing, time order, comparison/contrast, cause/
effect, and problem/solution. Identifying a pattern in a Anticipation-Reaction Guide
text helps us understand what we read. Remember, the Agree Disagree Statement Evidence Page /
topic of this paragraph is the United States during the Line #
1950s, so we know this text is going to tell us about a
The paragraph is The passage 2, 5, 6,
historical time. Which of the five patterns would be best ✔ arranged in time includes dates from
for telling about history? time order Yes. Now scan the 7, 9
order. the 1950.
text. What clues do you see that tell you there is a time The passage is Places a 1957
order pattern? There are dates from the 1950s throughout ✔ organized in a strict event before a 5, 6, 7
the paragraph. time order pattern. 1956 event.
The passage is well Out of order dates
DURING READING ✔ written and is not make passage hard 5, 6, 7
confusing. to read.
Step 3 Follow along as I read aloud the paragraph. On
The “Eisenhower Era” Eisenhower is
your anticipation-reaction guide, check whether you 1, 7,
✔ would be a good title introduced in the 8, 9
agree or disagree with each statement. for this paragraph. paragraph.
(continued)
Lesson 2.29 Analyzing and Evaluating Text 2–239
 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Analyzing and Evaluating Text
BEFORE READING
Step 1 Distribute copies of the
Anticipation-Reaction Guide.
Preview the text with students.
Step 2 Describe the five patterns by
which text can be organized.
DURING READING
Step 3 Read the passage aloud. Have
students check “Agree” or
“Disagree” with the statements
in the guide.
Step 4 Have students record evidence
to support their answers to the
statements.
AFTER READING
Step 5 Review evidence from the text
that supports students’ answers.
Step 6 Have students review their
responses in the first two
columns on the guide and
change them as necessary.
SOCIAL STUDIES
Anticipation-Reaction Guide
Agree Disagree Statement
The paragraph is
✔ arranged in time
order.
The passage is
✔ organized in a strict
time order pattern.
The passage is well
✔ written and is not
confusing.
The “Eisenhower Era”
✔ would be a good title
for this paragraph.
2–240 Section 2 Strategy Models
SOCIAL STUDIES Interactive Question-Response, continued
Step 4 Now let’s reread the text to find evidence for each statement.
The first statement says the passage is arranged in a time order pattern.
What evidence is there for the statement? The passage includes dates from
the 1950s, beginning in 1953 and ending in 1958. The second statement says
that the passage is organized in a strict time order pattern. What evidence
is there for the statement? The statement is incorrect because the paragraph
places a 1957 event and a 1958 event before a 1956 event. The third statement
says that the passage is well written and not confusing. What evidence is
there for the statement? The statement is incorrect because the dates that are
out of order make the passage hard to follow. The last statement says that the
“Eisenhower Era” would be a good title for the passage. What evidence is
there for the statement? Eisenhower was president for much of the 1950s. He
is introduced at the beginning, and most of the passage is about his policies
and beliefs.
AFTER READING
Step 5 Let’s review the evidence for the four statements. How did we
recognize the time order pattern in this paragraph? by the series of dates
How did we know that it was not strict time order? because some of the
dates are out of order What made this passage confusing? Some of the dates
are out of order. Why would the “Eisenhower Era” make a good title for this
paragraph? because the paragraph focuses on his presidency
Step 6 Let’s review our responses to the four statements. The evidence
tells us that we agree with statements one and four and disagree with
statements two and three. Revise your responses as necessary.
Did recognizing the time order pattern in this text help you understand
the information? Yes. It helped me keep the information ordered in my mind.
The 1950s were an interesting time in the United States. Turn and talk
with a partner about which of Eisenhower’s achievements was the most
important and why.
Evidence Page /
Line #
The passage 2, 5, 6,
includes dates from 7, 9
the 1950.
Places a 1957
event before a 5, 6, 7
1956 event.
Out of order dates
make passage hard 5, 6, 7
to read.
Eisenhower is 1, 7,
introduced in the 8, 9
paragraph.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is an article about minimum driver’s license age. routine
See how the Analyzing and Evaluating Text routine is modeled in the
Analyzing and Evaluating Text
Interactive Question-Response that follows. Before implementing the
BEFORE READING
strategy instruction, begin with the Preparing Students for Learning
routine in Section 1, p. 1–32.
Step 1 Distribute copies of the
Anticipation-Reaction Guide.
Raising the Driving Age Preview the text with students.
Is sixteen years old too young to drive? A leading highway safety Step 2 Describe the five patterns by
agency reports that teens who are just beginning to drive have the which text can be organized.
highest risk for crashes when compared to other drivers. The agency DURING READING
says that fatalities can be avoided if teens wait a year or longer to Step 3 Read the passage aloud. Have
get their driver’s license. This means that younger drivers should students check “Agree” or
take the time to gain more skills, experience, and maturity. These “Disagree” with the statements 2
qualities will help them make important judgments while driving in the guide.
and thus save lives. Studies show that fatalities are lower in states
where the licensing age is higher, so many states are considering Step 4 Have students record evidence
raising the minimum age to get a driver’s license to eighteen. to support their answers to the
statements.
AFTER READING
BEFORE READING
Step 5 Review evidence from the text
Step 1 Distribute copies of the Anticipation-Reaction Guide. Before we that supports students’ answers.
read, let’s take a look at the title to see if we can tell what the topic is.
What is the title? Raising the Driving Age Yes. This is the title. I predict this Step 6 Have students review their
paragraph will talk about driving age in some way. responses in the first two
Now scan the paragraph for unfamiliar words. Let’s look at what some columns on the guide and
of the words mean. A risk is a possible danger. Fatalities are deaths. change them as necessary.
Something is fatal if it causes death. Maturity means “development
and growth as one gets older.” Judgment has more than one meaning.
A judgment can be a decision, or it can be good sense.
Step 2 Text is usually organized according to five patterns: listing, time
order, comparison/contrast, cause/effect, and problem/solution. Identifying
a pattern in text helps us understand what we read.
LANGUAGE ARTS
Remember, this paragraph talks about driving age. What
pattern do you think the author will use to talk about
driving age? problem/solution Yes. Now scan the text. Anticipation-Reaction Guide
What clues do you see that tell you there is a problem/ Agree Disagree Statement Evidence Page /
solution pattern? The author starts the paragraph with a Line #
question. This question tells the problem. Also, the author
The paragraph states The first question 1
tells about problems with young drivers. ✔ a problem. states the problem.
DURING READING The paragraph offers
The first solution is 5, 6
Step 3 Follow along as I read the paragraph aloud. On ✔ solutions to the
for teens to wait.
your anticipation-reaction guide, check whether you problem.
agree or disagree with each statement. It explains why there It explains the
✔ is a minimum driving problems with 2, 3
age. young drivers.
“Good Teen Drivers” The paragraph 1, 2, 3,
✔ would be a good title describes risks of 8, 9 ,10
for this passage. young teen drivers.
(continued)
Lesson 2.29 Analyzing and Evaluating Text 2–241
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response, continued

routine
Analyzing and Evaluating Text
BEFORE READING
Step 1 Distribute copies of the
Anticipation-Reaction Guide.
Preview the text with students.
Step 2 Describe the five patterns by
which text can be organized.
DURING READING
Step 3 Read the passage aloud. Have
students check “Agree” or
“Disagree” with the statements
in the guide.
Step 4 Have students record evidence
to support their answers to the
statements.
AFTER READING
Step 5 Review evidence from the text
that supports students’ answers.
Step 6 Have students review their
responses in the first two
columns on the guide and
change them as necessary.
Step 4 Let’s read the statements in the guide and find evidence in the text
for each one. Write it down in the Evidence column. The first statement
says that the paragraph states a problem. What evidence is there for this
statement? The question that starts the paragraph states the problem. The
passage talks about studies of the problem. The second statement says that
the paragraph gives solutions to the problem. What evidence is there for
the statement? The passage suggests that teens wait to get their driver’s license.
States can raise the minimum age. The third statement says that the passage
explains why there is a minimum driver’s license age. The text discusses
problems with age, not why there is a minimum age. The last statement says
“Good Teen Drivers” would be a good title for the text. What evidence is
there for the statement? This is not a good title. The text discusses risks of teen
drivers.
AFTER READING
Step 5 Let’s review the evidence for the four statements. How did we
recognize the problem/solution pattern? by the first question What solutions
are offered? teens waiting longer; states raising the minimum age How do we
know that reasons were not given for a minimum driving age? because the
text describes problems with the age, not why there is a minimum driving age
Why would “Good Teen Drivers” not be a good title for the passage? because
the passage describes risks with teen drivers
Step 6 Let’s review our responses to the four statements. The evidence
tells us that we agree with statements one and two but disagree with
statements three and four. If your responses were incorrect, change them.
Did recognizing the problem/solution pattern in this text help you
understand the information? Yes. It helped me focus on the problem and
possible solutions. States want to raise the minimum driving age. Turn and
talk with a partner about how this could solve the problem.

LANGUAGE ARTS

Anticipation-Reaction Guide
Agree Disagree Statement Evidence Page /
Line #

The paragraph states The first question 1

✔ a problem. states the problem.
The paragraph offers
The first solution is 5, 6
✔ solutions to the
for teens to wait.
problem.
It explains why there It explains the
✔ is a minimum driving problems with 2, 3
age. young drivers.
“Good Teen Drivers” The paragraph 1, 2, 3,
✔ would be a good title describes risks of 8, 9 ,10
for this passage. young teen drivers.

2–242 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

The passage below is from a basic mathematics text on solving percent routine
problems. See how the Analyzing and Evaluating Text routine is
Analyzing and Evaluating Text
modeled in the Interactive Question-Response that follows. Before
BEFORE READING
implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
Step 1 Distribute copies of the
Anticipation-Reaction Guide.
Solving Percent Problems Preview the text with students.
Percent problems occur frequently in everyday life, from sale items Step 2 Describe the five patterns by
to interest rates. The key to writing the problem as an equation is which text can be organized.
recognizing that the word “of” is replaced by a multiplication symbol DURING READING
and the word “is” is replaced by an equals sign. Remember, percent Step 3 Read the passage aloud. Have
means “per 100.” To solve percent problems, first translate the words students check “Agree” or
into a mathematical equation. Example 1: What percent of 90 is 63? “Disagree” with the statements 2
Change the words to symbols: x90 = 63. Divide both sides by 90 to in the guide.
get x = 0.7, which is 70/100 or 70%. Example 2: A $250 TV is 32% off.
How much money will you save? This can be rewritten as: What is Step 4 Have students record evidence
32% of 250? Change the words to symbols: x = 0.32 250 ; x = 80. You to support their answers to the
will save $80. statements.
AFTER READING
Step 5 Review evidence from the text
BEFORE READING
that supports students’ answers.
Step 1 Distribute copies of the Anticipation-Reaction Guide. Let’s preview
the paragraph to see if we can tell what the topic is. What is the title? Step 6 Have students review their
Solving Percent Problems Yes. We can expect this paragraph to describe how responses in the first two
to solve percent problems. columns on the guide and
Now scan the paragraph for key words. There are two words in quotation change them as necessary.
marks. What are they? of and is Why are these words shown in quotation
marks? When translating the word problem into an equation, these words are
replaced by mathematical symbols. Of is replaced by a multiplication symbol and
is is replaced by an equals sign.
Step 2 Text is usually organized according to five patterns:
listing, time order, comparison/contrast, cause/effect, and
problem/solution. Identifying a pattern in a text helps us MATHEMATICS
understand what we read. Remember, the title is Solving
Percent Problems. Which pattern do you think you will see Anticipation-Reaction Guide
in this passage? problem/solution Yes. Mathematics texts Agree Disagree Statement Evidence Page /
are often written in a problem/solution format, although Line #
compare and contrast can be used, as can cause and
The paragraph is There is the title title,
effect. Now scan the text. What clues do you see that tell ✔ arranged in problem/ and two percent
you there is a problem/solution pattern? I see the word 6, 8
solution order. problems.
problem several times, and there are two examples. I think this It will explain how
There are two
paragraph will show me how to solve percent problems. ✔ to solve one kind of
different kinds.
6, 8
percent problem.
DURING READING The passage is well Explains how to 2, 3, 4,
Step 3 Follow along as I read the paragraph aloud. On ✔ written and is not translate the words 5, 6
confusing. into equations.
your anticipation-reaction guide, check whether you
This paragraph does
agree or disagree with each statement. Nothing is whole
✔ not have a lot of new
boldface. passage
vocabulary.
(continued)
Lesson 2.29 Analyzing and Evaluating Text 2–243
 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Analyzing and Evaluating Text
BEFORE READING
Step 1 Distribute copies of the
Anticipation-Reaction Guide.
Preview the text with students.
Step 2 Describe the five patterns by
which text can be organized.
DURING READING
Step 3 Read the passage aloud. Have
students check “Agree” or
“Disagree” with the statements
in the guide.
Step 4 Have students record evidence
to support their answers to the
statements.
AFTER READING
Step 5 Review evidence from the text
that supports students’ answers.
Step 6 Have students review their
responses in the first two
columns on the guide and
change them as necessary.
MATHEMATICS
Anticipation-Reaction Guide
Agree Disagree Statement
The paragraph is
✔ arranged in problem/
solution order.
It will explain how
✔ to solve one kind of
percent problem.
The passage is well
✔ written and is not
confusing.
This paragraph does
✔ not have a lot of new
vocabulary.
2–244 Section 2 Strategy Models
MATHEMATICS Interactive Question-Response, continued
Step 4 Now let’s reread the text to find evidence for each statement. The
first statement says that the passage is arranged in a problem/solution
pattern. What evidence is there for the statement? The title is “Solving
Percent Problems” and there are two examples of percent problems.
The second statement says that the passage will explain how to solve one
kind of percent problem. What evidence is there for the statement?
The statement is incorrect because the two examples are two different types of
percent problems. One gives two numbers and asks what percent one is of the
other. The other gives a percent and a total and asks for the other number.
The third statement says that the passage is well written and not confusing.
What evidence is there for the statement? The statement is correct because
the passage explains how to translate the words into equations and then gives two
examples.
The last statement says that the paragraph does not have a lot of new
vocabulary. What evidence is there for the statement? Nothing is boldface. I
didn’t identify any new words, just words that could be replaced by math symbols.
AFTER READING
Step 5 Let’s review the evidence for the four statements. How did we
recognize the problem/solution pattern in this paragraph? by the title
and examples How did we know that it was not just one type of problem?
because there are two examples and they’re different What made this passage
clear? It was an explanation followed by examples. How do you know there’s
not a lot of new vocabulary? There aren’t any boldface words.
Step 6 Let’s review our responses to the four statements. The evidence
tells us that we agree with statements one, three, and four and disagree
with statement two. If your responses were incorrect, change them.
Did recognizing the problem/solution pattern in this text help you
understand the information? Yes. It helped me understand that the passage
focused on solving a problem.
Evidence Page /
Line #
There is the title title,
and two percent 6, 8
problems.
There are two
different kinds.
6, 8
Explains how to 2, 3, 4,
translate the words 5, 6
into equations.
whole
Nothing is
boldface. passage
STRATEGY: Analyzing and Evaluating Text
Reaching All English Language Learner Proficiency Levels
Beginning Remind students that when they agree with a statement, they think it is true.
When they disagree they think the statement is false. Before completing
the graphic organizer, have students agree or disagree with simple factual
statements based on photographs and explain their reasoning in yes/no or
single-word answers.

Intermediate Show students how to look for key words in the statements column on the
graphic organizer. Have them paraphrase the statements and then describe what
type of evidence they will look for in the paragraph to support each statement.

Advanced Have students use the information in the passage to create statements about the
content of the passage that are true and that are false. Then have them exchange 2
their Anticipation-Reaction Guides, completing the evidence column for each
statement.

Advanced Give students a paragraph that has obvious errors in structure. Have students
High analyze the text and write a brief critique of the paragraph and how they would
improve it.

NOTES

Lesson 2.29 Analyzing and Evaluating Text 2–245

 LESSON 2.30 WRITING STRATEGIES
2 Applying Grammar to Writing
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to apply the
conventions of English grammar to their
own writing.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
subject the part of a sentence that tells
what the sentence is about
pronoun a word that takes the place of
a noun
verb tense verb form that indicates when
(past, present, or future) the action or state
of being occurs
antecedent the word or group of words
that a pronoun refers to
Go To Section 3 for Content Area Lessons that
use the Applying Grammar to Writing
strategy.
Science, pp. 3–4 to 3–11
DEFINING the Strategy
• Writing is a critical skill for English Language Learners in all
content areas.
• Applying grammar to writing requires students to edit and revise
their own writing according to the conventions of
English grammar.
• Applying grammar to writing helps students write clearly and
express their ideas and thinking across content areas.
USING the Strategy
• Students read the writing of peers and work with grammatical
elements such as subjects, verbs, pronouns, and verb tense.
• Guide students in evaluating writing for elements, such as
subject-verb agreement, pronoun-antecedent agreement, and
consistent verb tense.
• Provide copies of student writing for students to mark up
and revise.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Provide new examples of student writing for students to mark up
and revise.
• Provide model sentences for students to copy and use to identify
key grammatical features such as the subject, the verb, pronouns,
and the verb tense.
• Provide writing prompts and have students write original
sentences and then exchange papers with a partner. Partners
can make suggestions for editing and revising.

Teacher Resources
Online

To watch a video related to this lesson, go

to ellevate.glencoe.com and click on
Section 2 then Lesson 30.

2–246 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The student paragraph below is from a lesson on renewable resources. routine
See how the Applying Grammar to Writing routine is modeled in the
Applying Grammar
Interactive Question-Response that follows.
to Writing
Renewable Resources
A renewable resource are an energy source that can be replenished Step 1 Distribute copies of the text to
in a short time. When businesses use renewable resources, we students. Prepare them to identify
protect the nonrenewable resources that come from Earth and grammatical conventions and to
cannot be easily replaced. Wind power was a renewable way to correct errors in the sentences.
create electricity because it is continuously replenished. Step 2 As you read each sentence, model
identifying and correcting an
Step 1 Before we read a passage from a student essay, let’s scan the
passage for new words. A resource is a natural supply of something that
error in subject-verb agreement.
we use, such as water and oil. Can anyone name other resources? natural Step 3 Mark up incorrect pronoun- 2
gas, coal, trees Good. A renewable resource can be recreated by natural antecedent agreement.
processes. A nonrenewable resource is one that exists in a fixed amount
and cannot be renewed, regrown, or recreated. Notice the re- prefix in all of Step 4 Mark up incorrect verb tenses.
these words. Turn and talk with a partner about which resources you think
Step 5 Revise the passage and correct
are renewable and which are nonrenewable.
the errors noted. Present revised
When we read this paragraph, we will be looking for examples of incorrect
writing.
grammar. One thing we are going to look for is subject-verb agreement.
The subject of a sentence tells what the sentence is about. The verb
expresses action or being. The subject and the verb in a sentence must
match in number. If the subject is singular, the verb must be singular.
Student is a singular subject. If we want to use student in a sentence, we
have to use a singular verb. A student eats lunch. If we had a plural subject,
we would need a plural verb. The students eat lunch.
Often we find mistakes because they sound wrong. For this reason it is a
good idea to read our writing aloud to ourselves or to a partner who can
help us find mistakes.
Step 2 Follow along as I read aloud. Read the first sentence aloud. When I
hear this sentence it sounds strange to me. The words A renewable resource
are sound wrong. This is because resource is a singular subject and should
have the singular verb form is instead of the plural form are. Let’s draw a
line through are and write is in its place.
SCIENCE
A renewable resource are is an energy source . . .
Renewable Resources
Step 3 Read the next sentence.
A renewable resource are is an energy source
When businesses use renewable resources, we they protect . . . that can be replenished in a short time. When

Does anything sound strange in this sentence? When businesses
use renewable resources, we protect Yes, we is not the correct
pronoun to replace the antecedent, or noun it represents,
businesses. What pronoun is correct? they Yes, let’s fix that by
replacing we with they.
businesses use renewable resources, we they
protect the nonrenewable resources that come
from Earth and cannot be easily replaced. Wind
power was is a renewable way to create electricity

because it is continuously replenished.

(continued)
Lesson 2.30 Applying Grammar to Writing 2–247
 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Applying Grammar
to Writing
Step 1 Distribute copies of the text to
students. Prepare them to identify
grammatical conventions and to
correct errors in the sentences.
Step 2 As you read each sentence, model
identifying and correcting an
error in subject-verb agreement.
Step 3 Mark up incorrect pronoun-
antecedent agreement.
Step 4 Mark up incorrect verb tenses.
Step 5 Revise the passage and correct
the errors noted. Present revised
writing.
SCIENCE
Renewable Resources
A renewable resource are is an energy source
that can be replenished in a short time. When
businesses use renewable resources, we they
protect the nonrenewable resources that come
from Earth and cannot be easily replaced. Wind
power was is a renewable way to create electricity
because it is continuously replenished.
2–248 Section 2 Strategy Models
SCIENCE Interactive Question-Response, continued
A noun is a person, place, thing, feeling, or quality. Writers replace nouns
with pronouns because it is easier than repeating the noun over and over.
Let’s look back at the sentence. Who can restate it using only nouns? When
businesses use renewable resources, businesses protect Good. So you see how
using pronouns makes the writing sound better. The key is to make sure
the pronoun matches the noun it replaces in person, number, and gender.
The word to which the pronoun refers is called the antecedent.
Step 4 Read the last sentence.
Wind power was is . . . renewable . . . because it is . . . replenished.
Does anything sound strange in this sentence? Wind power was a renewable
way to create electricity because it is Yes, both the past tense verb was and
the present tense verb is are used here. The tense of a verb indicates when
(past, present, or future) the action or state of being occurs. We need to
use the same tense. When is this action taking place? now, in the present
Yes, if we look at the rest of the passage, what tense is used? present What
should we change to make the tense the same? change was to is Yes, mark
that change on your passage.
Turn and talk with a partner. Each person should choose a verb, then work
together to put that verb in the past tense, the present tense, and the
future tense.
Step 5 Now, let’s rewrite the passage with the changes we made. Students
work with a partner. First we will read the original passage aloud to a
partner. Then we will read our revised passages. Listen for the differences
the corrections make.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

The student paragraph below is from a lesson on Abraham Lincoln. routine
See how the Applying Grammar to Writing routine is modeled in the
Applying Grammar
Interactive Question-Response that follows.
to Writing
Abraham Lincoln, 16th President of the United States
First Inauguration Step 1 Distribute copies of the text to
February of 1861 were a dangerous time. Some people wanted to students. Prepare them to identify
hurt him. They made threats against him. Also, detectives uncovered grammatical conventions and to
a plan to kill him in Baltimore. For his own safety, Lincoln arrives in correct errors in the sentences.
Washington, D.C., in the middle of the night. He was in disguise, and Step 2 As you read each sentence, model
he had only one bodyguard with him. identifying and correcting an
error in subject-verb agreement.
Step 1 Before we read a passage from a student essay, let’s scan the
paragraph for new vocabulary words. Do you see any new words? disguise Step 3 Mark up incorrect pronoun- 2
Good. A disguise is a costume that hides someone’s identity. Can anyone antecedent agreement.
think of why there would be threats against Abraham Lincoln? Some people
didn’t like his ideas. Right. In 1861, the United States was divided over the Step 4 Mark up incorrect verb tenses.
issue of slavery. Some Southern states were already threatening to break Step 5 Revise the passage and correct
away from the United States. For most of Lincoln’s presidency, the United
the errors noted. Present revised
States was involved in a bitter civil war.
writing.
This is an example of student writing. We are reading this text in order to
find any grammatical errors that need to be fixed. Often we find mistakes
because the wording does not sound right. For this reason it is a good idea
to read our writing aloud to ourselves or to a partner who can help us find
mistakes.
One of the things we are going to look for is subject-verb agreement. When
we check for subject-verb agreement, we’re checking to make sure the
subject and the verb in a sentence match in number. In other words, we are
checking to make sure the subject and verb are both singular or both plural.
Step 2 Follow along as I read aloud. Read the first sentence aloud.

February of 1861 were was a dangerous time.

When I hear this sentence, it sounds strange to me. The words
February of 1861 were sound wrong. This is because February
is a singular word and should have the singular verb form was
instead of the plural form were. Let’s change was to were on our
passage.
Some people wanted to hurt him Abraham Lincoln.
Step 3 Read the next sentence. Does anything sound wrong
in this sentence? Some people wanted to hurt him. Yes, what
question do we want to ask here? Who is him? Good. The
antecedent, or the noun that the pronoun is replacing, has
not yet been mentioned. What should we do to fix this?
add Lincoln’s name so we know who him is Yes, let’s fix that by
replacing the first him with Abraham Lincoln.
(continued)
SOCIAL STUDIES
Abraham Lincoln, 16th President of the
United States
First Inauguration
February of 1861 were was a dangerous time.
Some people wanted to hurt him Abraham
Lincoln. They made threats against him. Also,
detectives uncovered a plan to kill him in
Baltimore. For his own safety, Lincoln arrives
arrived in Washington, D.C., in the middle of the
night. He was in disguise, and he had only one
bodyguard with him.
Lesson 2.30 Applying Grammar to Writing 2–249
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response, continued

routine
Applying Grammar
to Writing
Step 1 Distribute copies of the text to
students. Prepare them to identify
grammatical conventions and to
correct errors in the sentences.
Step 2 As you read each sentence, model
identifying and correcting an
error in subject-verb agreement.
Step 3 Mark up incorrect pronoun-
antecedent agreement.
Step 4 Mark up incorrect verb tenses.
Step 5 Revise the passage and correct
the errors noted. Present revised
writing.
Remember, writers replace nouns with pronouns because it sounds better
than repeating the noun over and over. The pronoun has to match the
antecedent in person, number, and gender. The antecedent is the word,
phrase, or clause to which the pronoun refers. When using pronouns,
writers have to be careful to make sure the readers can clearly understand
the antecedent.
Step 4 Read the last sentence.
. . . Lincoln arrives arrived in Washington, D.C. . . .
Does anything sound wrong in this sentence? Lincoln arrives in
Washington… When is this action taking place? 1861, in the past Yes, if we
look at the rest of the passage what tense is used? past What should we
change to make the tense the same? change arrives to arrived Yes, mark that
change on your passage.
Remember, readers use the tense of a verb to tell them when events
happened. We check for consistency in verb tense because we do not want
readers to be confused.
Step 5 Now, let’s rewrite the passage with the changes we made. Students
work with a partner. First we will read the original passage aloud to a
partner. Then we will read our revised passages. Listen for the differences
the corrections make.

SOCIAL STUDIES
Abraham Lincoln, 16th President of the
United States
First Inauguration
February of 1861 were was a dangerous time.
Some people wanted to hurt him Abraham
Lincoln. They made threats against him. Also,
detectives uncovered a plan to kill him in
Baltimore. For his own safety, Lincoln arrives
arrived in Washington, D.C., in the middle of the
night. He was in disguise, and he had only one
bodyguard with him.

2–250 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The student paragraph below is from a student response to a literature routine
essay. See how the Applying Grammar to Writing routine is modeled in
Applying Grammar
the Interactive Question-Response that follows.
to Writing
The Stories of Edgar Allan Poe: Suspenseful and Scary!
There is many reasons to read the stories of Edgar Allan Poe. Step 1 Distribute copies of the text to
One reason is the suspense. It keep you guessing. For example, I students. Prepare them to identify
wondered whether the man in “The Pit and the Pendulum” would grammatical conventions and
die. Also, his stories are scary. The rats in “The Pit and the Pendulum” correct errors in the sentences.
were creepy. I could almost feel them crawling all over me! I was Step 2 As you read each sentence, model
also terrified of the pendulum. I wonder whether it would cut the identifying and correcting an
man in half. error in subject-verb agreement.
Step 1 Before we read a passage from a student essay, let’s scan for any Step 3 Mark up incorrect pronoun- 2
unfamiliar words. This passage is about the short stories of American antecedent agreement.
writer Edgar Allan Poe. Can anyone tell us what suspense is? the feeling of
being nervous about what will happen next Good. That is right. When you feel Step 4 Mark up incorrect verb tenses.
suspense, you feel anxious because you are not sure what will happen or Step 5 Revise the passage and correct
when it will happen. the errors noted. Present revised
This paragraph is taken from a student essay. We are reading it to find writing.
any grammatical errors that need to be fixed. Often we find mistakes
because they sound wrong. For this reason it is a good idea to read our
writing aloud to ourselves or to a partner who can help us find mistakes.
Remember, as we read we are going to pay attention to subject-verb
agreement, pronouns and antecedents, and verb tenses.
Step 2 Follow along as I read aloud. Read the first sentence aloud.

There is are many reasons to read the stories of Edgar

Allan Poe.
LANGUAGE ARTS
When I hear this sentence it sounds strange to me. The words
There is many reasons sound wrong. This is because reasons is a The Stories of Edgar Allan Poe:
plural word and should have the plural verb form are instead of Suspenseful and Scary!
the singular form is. Let’s change is to are on our passage.
There is are many reasons to read the stories of

Edgar Allan Poe. One reason is the suspense.

It keep keeps you guessing. For example, I

wondered whether the man in the “The Pit and

the Pendulum” would die. Also, his Poe’s stories

are scary. The rats in “The Pit and the Pendulum”

were creepy. I could almost feel them crawling all

over me! I was also terrified of the pendulum. I

wonder wondered whether it would cut the man

in half.
(continued)
Lesson 2.30 Applying Grammar to Writing 2–251
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response, continued

routine
Applying Grammar
to Writing
Step 1 Distribute copies of the text to
students. Prepare them to identify
grammatical conventions and
correct errors in the sentences.
Step 2 As you read each sentence, model
identifying and correcting an
error in subject-verb agreement.
Step 3 Mark up incorrect pronoun-
antecedent agreement.
Step 4 Mark up incorrect verb tenses.
Step 5 Revise the passage and correct
the errors noted. Present revised
writing.
Read aloud the third sentence. Who can tell me what is wrong with
the verb in that sentence? The verb keep sounds wrong. Should it be keeps?
Yes, it should. The singular subject It needs the singular verb keeps.
It keep keeps you guessing.
Step 3 OK, let’s read the next few sentences. I have a question about the
word his in the sentence, “His stories are scary.” I wonder whether his refers
to the man in the story or to Edgar Allan Poe. What do you think? I think
it refers to Poe. OK, that makes sense. How could we make that clear in
paragraph? Change his to Poe’s. Good!
Also, his Poe’s stories are scary.
Step 4 Read the last sentence. Does anything sound strange in this
sentence?
I wonder wondered whether it would cut the man in half.
Should that be wondered instead of wonder? Yes, both the present tense verb
wonder and the past tense verb cut are used here. When is this action
taking place? in the past What should we change to make the tense the
same? change wonder to wondered Yes, mark that change on your passage.
Step 5 Now let’s rewrite the passage with the changes we made. Students
work with a partner. First we will read the original passage aloud to a
partner. Then we will read our revised passages. Listen for the differences
the corrections make.

LANGUAGE ARTS
The Stories of Edgar Allan Poe:
Suspenseful and Scary!
There is are many reasons to read the stories of

Edgar Allan Poe. One reason is the suspense.

It keep keeps you guessing. For example, I

wondered whether the man in the “The Pit and

the Pendulum” would die. Also, his Poe’s stories

are scary. The rats in “The Pit and the Pendulum”

were creepy. I could almost feel them crawling all

over me! I was also terrified of the pendulum. I

wonder wondered whether it would cut the man

in half.

2–252 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

The student paragraph below is from a mathematics lesson on parallel routine
lines. See how the Applying Grammar to Writing routine is modeled in
Applying Grammar
the Interactive Question-Response that follows.
to Writing
Parallel Lines
Parallel lines is lines that is on the same plane. However, these lines Step 1 Distribute copies of the text to
never intersect because it run in the same direction. One way to students. Prepare them to identify
tell if the lines are parallel is to draw a line across them, called a grammatical conventions and to
transversal. If all the corresponding angles are congruent, then the correct errors in the sentences.
lines are parallel. Step 2 As you read each sentence, model
identifying and correcting an
Step 1 Before we read a passage from a student essay, let’s discuss the
subject of this passage. What is the title of this passage? Parallel Lines
error in subject-verb agreement.
Good. Draw a line on the board. In geometry, a line is straight and has no Step 3 Mark up incorrect pronoun- 2
beginning or end. Draw a second line, parallel to the first. These lines are antecedent agreement.
straight in both directions. Do you think they will ever meet? No. These are
parallel lines. One way to check that these lines are parallel is to draw a line Step 4 Mark up incorrect verb tenses.
across them. This line is called a transversal. Draw a line across the parallel
Step 5 Revise the passage and correct
lines and demonstrate that the corresponding angles are congruent. Because
the errors noted. Present revised
all the angles are congruent, or equal in size and shape, we know these are
parallel lines. writing.
When we read this sample of student writing, we will be looking for
grammar mistakes. Often we find mistakes because they sound wrong.
For this reason it is a good idea to read our writing aloud to ourselves or
to a partner who can help us find mistakes. Remember, we are going to be
listening for subject-verb agreement, pronouns and antecedents, and
verb tenses.
Step 2 Follow along as I read aloud. Read the first sentence aloud.

Parallel lines is are lines that is are on the same plane.

When I hear this sentence it does not sound right to me. The words Parallel
lines is lines that is sound wrong. I think because lines is a plural word it
should have the plural verb form are instead of the singular verb form is.
Let’s change both instances of is to are in this sentence.
How does identifying the subject of the sentence help you MATHEMATICS
check subject-verb agreement? After I find the subject and
determine if it’s singular or plural, I can check to see if the verb is Parallel Lines
singular or plural.
Parallel lines is are lines that is are on the same
Step 3 Read the next sentence.
plane. However, these lines never intersect
. . . these lines never intersect because it they run…
because it they run in the same direction. One

Does anything sound wrong in this sentence? lines never way to tell if the lines are parallel was is to draw
intersect because it run Yes, lines, the antecedent, or the noun
a line across them, called a transversal. If all the
that the pronoun is replacing, is a plural noun. The pronoun it is
singular. What should we do to fix the pronoun? change it to the corresponding angles are congruent, then the
plural pronoun they Yes, let’s make that change.
lines are parallel.
(continued)
Lesson 2.30 Applying Grammar to Writing 2–253
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response, continued

routine
Applying Grammar
to Writing
Step 1 Distribute copies of the text to
students. Prepare them to identify
grammatical conventions and to
correct errors in the sentences.
Step 2 As you read each sentence, model
identifying and correcting an
error in subject-verb agreement.
Step 3 Mark up incorrect pronoun-
antecedent agreement.
Step 4 Mark up incorrect verb tenses.
Step 5 Revise the passage and correct
the errors noted. Present revised
writing.
Step 4 Read the last two sentences.
One way to tell if the lines are parallel was is to draw a line across them . . . .
Does anything not sound right in these sentences? lines are parallel was to
Yes, both the present tense verb are and the past tense verb was are used.
They need to be the same tense. When is this action taking place? now,
in the present Yes, if we look at the rest of the passage what tense is used?
present What should we change to make the tense the same? change was to
the present tense is Yes, mark that change on your passage.
How does identifying the tense of the passage help you check the verbs?
When I know if the passage is taking place in the past, present, or future, I can
check to make sure all the verbs are consistent in the same tense.
Step 5 Now, let’s rewrite the passage with the changes we made. Students
work with a partner. First we will read the original passage aloud to a
partner. Then we will read our revised passages. Listen for the differences
the corrections make.

MATHEMATICS

Parallel Lines

Parallel lines is are lines that is are on the same

plane. However, these lines never intersect

because it they run in the same direction. One

way to tell if the lines are parallel was is to draw

a line across them, called a transversal. If all the

corresponding angles are congruent, then the

lines are parallel.

2–254 Section 2 Strategy Models

STRATEGY: Applying Grammar to Writing
Reaching All English Language Learner Proficiency Levels
Beginning Use simple subject-verb-object sentences to model correcting grammatical
errors. Read the incorrect sentence aloud. Work with students to point out any
grammatical errors in the sentence. Rewrite the corrected sentence below the
original and have students choral read.

Intermediate Have students interact with content by using their marked passage. Organize
students into pairs and have partners review the grammatical elements
identified, the grammatical errors noted, and the revisions made to the text.

Advanced Have different student volunteers read through each sentence of the passage.
Have students use complete sentences to identify errors in the passage and to
suggest corrections. Support and correct student thinking throughout reading. 2
Advanced Provide pairs with two new sample passages. Have pairs work together to
High identify and correct the grammatical errors in each passage. Circulate to provide
support. Then have students practice their oral language skills by role playing
with a partner. One partner should be the student writer, and the other should
be the editor. Have the editor explain to the student writer the grammatical
problems with his or her writing by referring to one of the marked up passages.
Partners should then switch roles and repeat the process for the other passage.

NOTES

Lesson 2.30 Applying Grammar to Writing 2–255

 LESSON 2.31 WRITING STRATEGIES
2 Using Possessives, Negatives, and Contractions
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to learn proper
usage of possessives, negatives, and
contractions in their writing.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
contraction a word or group of words that
has been shortened by omission of a sound,
letter, or letters
negative a word that expresses the idea
of “no”
possessive a word, or an inflection added to
a word, that is used to show ownership
pronoun a word that takes the place of a
noun or another pronoun
Go To Section 3 for Content Area Lessons that
use the Using Possessives, Negatives, and
Contractions strategy.
Language Arts, pp. 3–72 to 3–79
2–256 Section 2 Strategy Models
DEFINING the Strategy
• Possessives, negatives, and contractions are often difficult for
ELLs because these constructions may be communicated
differently in their native languages.
• Correct use of possessives, negatives, and contractions requires
students to understand core parts of speech, such as nouns and
pronouns, and the correct use of apostrophes.
• Command over the use of possessives, negatives, and contractions
helps students use a variety of sentence structures in their writing.
USING the Strategy
• Students browse through classroom reading selections for
possessives, negatives, and contractions to understand a variety of
ways in which these are used in writing.
• Students are coached to use scaffolds—such as posters—that
support the correct use of possessives, negatives, and contractions
as they review and correct their work.
• Students review their writing to look for proper use of
possessives, negatives, and contractions.
• Students review their writing to look for places where
contractions might be used in place of two words.
• Students look through their work to ensure that apostrophes are
used correctly in possessive structures and contractions.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Read aloud a passage that contains many contractions. Then read
the selection again, pausing after each contraction. Ask students
which words the contractions replace.
• Have students review a piece of writing that contains possessives.
Have students underline the possessives, and in the case of
possessive pronouns, identify the antecedent (the word replaced
by the pronoun).
• Provide sentences into which possessives, negatives, and
contractions should go. Have pairs of students complete the
sentences with words from a word bank.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The student paragraph is from a lesson on parasitic relationships routine
in nature. See how the Using Possessives, Negatives, and Contractions
Using Possessives,
routine is modeled in the Interactive Question-Response that follows.
Negatives, and Contractions
Parasitic Relationships
A parasite is an organism that lives off the nutrients of another Step 1 Review the meanings and proper
organism called a host. Most parasites’could never not thrive without use of possessives, negatives, and
a host. Some parasites are so small, they cant be seen without a contractions with students.
microscope. Parasites can cause harm or even death to the host. A Step 2 Introduce the passage. Tell
common plant, mistletoe, is actually a parasite and grows on trees, students it contains both correct
stealing water and food from the tree. This parasite roots can cause and incorrect use of possessives,
a tree to stop growing and can even kill the tree. negatives, and contractions
Step 1 Before we read a passage from a student essay, let’s review
and that the class will find and 2
possessives, negatives, and contractions. A possessive shows ownership.
correct those errors.
Sometimes a pronoun is used to show ownership, such as when we use his, Step 3 Work with students to correct
her, or their. In the sentence “Joe picked up his ball,” what is the possessive? errors in possessives and to talk
his Good. Other times, the possessive needs an apostrophe and an s. In the about correct possessives.
sentence “Sue’s car is not working,” what is the possessive? Sue’s Good.
Negatives are different. A negative expresses shows the meaning “no” or Step 4 Work with students to correct
“not” in a sentence. For example, in the sentence “You are not coming with errors in the use of negatives and
us,” what is the negative? not Right. And in the sentence “She never wanted to talk about negatives that are
to leave,” what is the negative? never Right. used correctly.
A contraction is two words that are shortened by removing a letter Step 5 Work with students to correct
or letters. The letter is replaced by an apostrophe. When you hear
errors in the use of contractions
contractions, the words sound blended together. In the sentence
and to talk about contractions
“She isn’t coming,” what is the contraction? isn’t Good. And what about
“You shouldn’t do that”? shouldn’t Right. You might notice that a lot of
that are used correctly.
contractions are also negatives, and that many times the word that is
shortened is the word not.
Step 2 Now let’s look at the example passage. This piece of SCIENCE
writing contains errors, and we are going to work together to
find them. The paragraph is about parasites, and it contains a Parasitic Relationships
lot of correct information. Who remembers what parasites are?
A parasite is an organism that lives off the
things that live inside of something else Right, or things that live
off of the nutrition of another living being. Can you think of any nutrients of another organism called a host. Most
examples we have talked about? tapeworms, heartworms
parasites’ parasites could never not thrive without
Follow along as I read the paragraph aloud. As I read, look for
possessives, negatives, and contractions. See whether they a host. Some parasites are so small, they cant can’t
are formed correctly. Remember that we use an apostrophe be seen without a microscope. Parasites can cause
to show possession—that one person, place, or thing owns
something else. The usual order is owner, then person, place, or harm or even death to the host. A common plant,
thing owned, as in the following example. Post the example.
mistletoe, is actually a parasite and grows on
I borrowed my sister’s brand new sweater. trees, stealing water and food from the tree. This
owner thing owned parasite’s roots can cause a tree to stop growing

and can even kill the tree.

(continued)
Lesson 2.31 Using Possessives, Negatives, and Contractions 2–257
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response, continued

routine Step 3 Read the paragraph.
Using Possessives, A parasite is an organism that lives off the nutrients of another organism called
Negatives, and Contractions a host. Most parasites’ could never not thrive without a host.

Step 1 Review the meanings and proper
use of possessives, negatives, and
contractions with students.
Step 2 Introduce the passage. Tell
students it contains both correct
and incorrect use of possessives,
negatives, and contractions
and that the class will find and
correct those errors.
Step 3 Work with students to correct
errors in possessives and to talk
about correct possessives.
Step 4 Work with students to correct
errors in the use of negatives and
to talk about negatives that are
used correctly.
Step 5 Work with students to correct
errors in the use of contractions
and to talk about contractions
that are used correctly.
It looks as if there is a possessive in the second sentence, where we see
the apostrophe with the word parasites. But does anything belong to the
parasites? No. Right. So what should we do? Remove the apostrophe. Right.
Compare this to the last sentence.
The parasite roots can cause a tree to stop growing and even kill the tree.
In the last sentence, it does seem as if the flower belongs to the parasite.
What do we need to do? Add an apostrophe before the s. Very good.
Step 4 I am going to read the paragraph again. This time, listen and watch
for any examples of negatives used incorrectly. Read the paragraph.
Most parasites’ parasites could never not thrive without a host.
Did you hear any incorrect negative constructions? Never not should just be
not. That’s right. In English, we do not use two negative words together.
Step 5 I am going to read the paragraph one more time. This time, listen for
and mark any incorrect contractions. Remember that contractions are two
words combined using an apostrophe. Also remember that many times the
word being shortened is the negative word not. Read the paragraph.
Some parasites are so small, they cant be seen without a microscope.
Did you find any contractions used incorrectly? The apostrophe is missing
from cant. Right. The apostrophe goes between the n and the t, where the o
used to be. What two words are replaced by can’t? can and not

SCIENCE

Parasitic Relationships

A parasite is an organism that lives off the

nutrients of another organism called a host. Most

parasites’ parasites could never not thrive without

a host. Some parasites are so small, they cant can’t

be seen without a microscope. Parasites can cause

harm or even death to the host. A common plant,

mistletoe, is actually a parasite and grows on

trees, stealing water and food from the tree. This

parasite’s roots can cause a tree to stop growing

and can even kill the tree.

2–258 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

The student paragraph below is from a lesson on Kenya. See how the routine
Using Possessives, Negatives, and Contractions routine is modeled in the
Using Possessives,
Interactive Question-Response that follows.
Negatives, and Contractions
Kipchoge Keino
Kenyans celebrate 1963 as the year of their countrys independence. Step 1 Review the meanings and proper
Soon that young nation’s athletes were setting records in international use of possessives, negatives, and
sports. Leading Kenyas world-class distance runners was Kipchoge contractions with students.
Keino. He was not a well-known runner before the 1968 Olympics. Step 2 Introduce the passage. Tell
His victory at the 1968 Olympics, however, did not go unnoticed. students it contains both correct
and incorrect use of possessives,
Step 1 Before we look at the sentences in your passage, let’s review
possessives, negatives, and contractions. What does it mean to possess
negatives, and contractions
something? You own it. Right. So a possessive is a word that shows ownership. and that the class will find and 2
Sometimes the word is a pronoun like his or her that replaces another word. correct those errors.
With possessive pronouns, no apostrophe is used. For example, this is my Step 3 Work with students to correct
pen. My is a possessive pronoun. How could you show possession using the errors in possessives and to talk
word teacher? teacher’s pen Right. Often a possessive is a regular word with an
about correct possessives.
apostrophe and an s added to it, as when we say teacher’s pen.
What does negative mean? no Right. So a negative is a word that carries Step 4 Work with students to correct
that meaning. No is one negative. What is another? not Right. Also, never. errors in the use of negatives
Now remember that a contraction is when two words are made into one and to talk about negatives used
word. But something is taken out of a contraction. What is taken out? correctly.
a letter That’s right. The words are shortened by removing a letter or letters.
Step 5 Work with students to correct
What do we use to replace the letter or letters? an apostrophe Right. Who
can make a contraction out of the words can and not? can’t Right.
errors in the use of contractions
and to talk about contractions
Step 2 The sentences we are about to read are about a Kenyan runner
that are used correctly.
named Kipchoge Keino. He competed in the 1968 Olympics in Mexico
City. The information in the passage is correct, but a lot of the grammar is
wrong. It might seem as if the information is the most important thing, but
if you make a lot of mistakes in your writing, it can make readers lose trust
in what you are saying. It is important to learn the rules of good grammar
so that your readers believe you.
Step 3 The first time through, let’s look for possessives. SOCIAL STUDIES
Remember, whenever somebody owns something, a possessive
is used. Some possessives in the passage are right. Some are Kipchoge Keino
wrong. Read the first sentence.
Kenyans celebrate 1963 as the year of their
Kenyans celebrate 1963 as the year of their countrys countrys country’s independence. Soon that
independence. young nation’s athletes were setting records in

Is there a possessive here? Yes, countrys. Right. Is it correct or
incorrect? Incorrect. It needs an apostrophe. Very good. Read the
second sentence.
Soon that young nation’s athletes were setting records in
international sports.
(continued)
Lesson 2.31 Using Possessives, Negatives, and Contractions
international sports. Leading Kenyas Kenya’s
world-class distance runners was Kipchoge Keino.
He was not wasn’t a well-known runner before
the 1968 Olympics. His victory at the 1968
Olympics, however, did not didn’t go unnoticed.
2–259
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response, continued

routine
Using Possessives,
Negatives, and Contractions
Step 1 Review the meanings and proper
use of possessives, negatives, and
contractions with students.
Step 2 Introduce the passage. Tell
students it contains both correct
and incorrect use of possessives,
negatives, and contractions
and that the class will find and
correct those errors.
Step 3 Work with students to correct
errors in possessives and to talk
about correct possessions.
Step 4 Work with students to correct
errors in the use of negatives and
to talk about correct negatives.
Step 5 Work with students to correct
errors in the use of contractions
and to talk about contractions
that are used correctly.
Is there a possessive here? Yes, nation’s. Is it correct? yes Very
good. What about Kenyas? Should it have an apostrophe? Yes. Read through
to the end of the paragraph in the bottom right corner. Is there a possessive in
the last sentence? Yes, his. Good.
Step 4 Now let’s read the passage again. This time, we will see one
negative. I will not stop when we come to it, so listen closely. When we get
to the end of the passage, I will ask you to name the negative. Read the
passage.
He was not a well-known runner before the 1968 Olympics.
Where is the negative? in the next-to-last sentence Right, and what is it? not
Right. Very good.
Step 5 Now let’s read the sentences again. This time, we will be thinking
about contractions. First, let’s scan for contractions. Remember that
contractions need apostrophes, but some possessives need them too.
Scan the paragraph with your partner. Do you see any contractions? No.
Good! You did not let the apostrophe that is showing a possessive trick you.
Now we will read the paragraph, looking for a place to add contractions.
Remember that a lot of contractions use not as the word that gets
shortened. Read the passage.
He was not a well-known runner before the 1968 Olympics. His victory at the
1968 Olympics, however, did not go unnoticed.
Did you see places where we can make contractions? was not and did not
Mark these changes on your passage. wasn’t, didn’t

SOCIAL STUDIES

Kipchoge Keino

Kenyans celebrate 1963 as the year of their

countrys country’s independence. Soon that

young nation’s athletes were setting records in

international sports. Leading Kenyas Kenya’s

world-class distance runners was Kipchoge Keino.

He was not wasn’t a well-known runner before

the 1968 Olympics. His victory at the 1968

Olympics, however, did not didn’t go unnoticed.

2–260 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The paragraph is from a student’s essay written in response to a routine
literature selection. See how the Using Possessives, Negatives, and
Using Possessives,
Contractions routine is modeled in the Interactive Question-Response
that follows. Negatives, and Contractions
Iqbal by Francesco D’Adamo Step 1 Review the meanings and proper
The narrator of the novel is Fatima, a ten-year-old girl imprisoned by use of possessives, negatives, and
her cruel master, Hussain Khan. It is through her voice that we learn contractions with students.
how Iqbals courage affected the children. They learned the master Step 2 Introduce the passage. Tell
wasn’t not treating them fairly. He was tricking them with lies. Fatima students it contains both correct
remembers, “It was not true. I never saw a clean slate. . . .” and incorrect use of possessives,
negatives, and contractions
Step 1 Before we read the response to literature, let’s review possessives,
negatives, and contractions. In the sentence “These are my glasses,” the
and that the class will find and 2
word my is a possessive pronoun. It shows that I own or possess my glasses. correct those errors.
So possessives show what? ownership Right. Sometimes a possessive is a Step 3 Work with students to correct
pronoun like my, and other times a possessive is another word with an s errors in possessives and to talk
and an apostrophe added. For example, what is this? Gesture. Ali’s pencil
about correct possessives.
Right. So when we write Ali, we add an apostrophe and an s. If we add only
an s, it looks as if there is more than one Ali, so we add both an apostrophe Step 4 Work with students to correct
and an s. Let’s go ahead and do that. errors in the use of negatives and
In the sentence “I am not a man,” what is the negative word? not Right. So a to talk about negatives that are
negative is a word that shows the idea of no. What are some negatives? not, used correctly.
no, never Very good. And remember, we use only one negative word at a
time. I do not say, “I am not never a man.” I say, “I was never a man,” or “I am Step 5 Work with students to correct
not a man.” errors in the use of contractions
A contraction is a word that combines two words into one shorter word.
and to talk about contractions
How does the word get shorter? We leave something out. What is it? a letter that are used correctly.
or letters Very good. So, for example, instead of do not, we have don’t. But
we have to show that we have taken out a letter. What do we use to show
that? an apostrophe
Step 2 The passage is a response to literature. The response contains
possessives, negatives, and contractions. Some of them are used correctly,
and some of them are not. LANGUAGE ARTS
Step 3 I’m going to read the passage aloud. This time through,
let’s listen and look for possessives. Read the paragraph. Did
Iqbal by Francesco D’Adamo
anybody find the possessives? I see two of them in the second The narrator of the novel is Fatima, a ten-
sentence.
year-old girl imprisoned by her cruel master,
It is through her voice that we learn how Iqbals courage
Hussain Khan. It is through her voice that we
affected the children.
learn how Iqbals Iqbal’s courage affected the
What is the possessive pronoun? her Right. What is the other children. They learned the master wasn’t not
word that shows ownership? Iqbals Right. The word Iqbals is a
possessive noun. What do we need to add to Iqbals to make it treating them fairly. He was tricking them with
correct? an apostrophe before the s lies. Fatima remembers, “It was not wasn’t true. I

never saw a clean slate. . . .”

(continued)
Lesson 2.31 Using Possessives, Negatives, and Contractions 2–261
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response, continued

routine Step 4 I am going to read through the paragraph again. This time listen for
Using Possessives, negatives. After the reading we will decide if they are used correctly. Read
the passage.
Negatives, and Contractions
They learned the master wasn’t not treating them fairly. He was tricking them
Step 1 Review the meanings and proper with lies. Fatima remembers, “It was not true. I never saw a clean slate. . . .”
use of possessives, negatives, and
contractions with students. I saw one incorrect negative and one correct negative. Who found the
incorrect negative? wasn’t not Right. We don’t use two negatives together
Step 2 Introduce the passage. Tell
in English. Let’s fix that. Who saw the correct negative in the last sentence?
students it contains both correct
was not Right.
and incorrect use of possessives,
negatives, and contractions Step 5 Now let’s read the passage again. This time, we will look for
contractions that are already there, and we will try to find opportunities to
and that the class will find and
add contractions. Read the paragraph. What contraction do you see? wasn’t
correct those errors. Could any other words in the sentences be combined to form contractions?
Step 3 Work with students to correct The words was and not in the sentence “It was not true” could be combined to
errors in possessives and to talk form wasn’t. Very good!
about correct possessives.
Step 4 Work with students to correct
errors in the use of negatives and
to talk about negatives that are
used correctly.
Step 5 Work with students to correct
errors in the use of contractions
and to talk about contractions
that are used correctly.

LANGUAGE ARTS

Iqbal by Francesco D’Adamo

The narrator of the novel is Fatima, a ten-

year-old girl imprisoned by her cruel master,

Hussain Khan. It is through her voice that we

learn how Iqbals Iqbal’s courage affected the

children. They learned the master wasn’t not

treating them fairly. He was tricking them with

lies. Fatima remembers, “It was not wasn’t true. I

never saw a clean slate . . . .”

2–262 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

The student paragraph below is from a word problem written by a routine
high school student. See how the Using Possessives, Negatives, and
Using Possessives,
Contractions routine is modeled in the Interactive Question-Response
that follows. Negatives, and Contractions
William and Juanita’s Apples Step 1 Review the meanings and proper
William and his friend Juanita want to make 4 apple pies for the use of possessives, negatives, and
school bake sale. They need 7 apples for each pie. They decide to contractions with students.
pick their own apples at a local orchard. William filled his’s basket Step 2 Introduce the passage. Tell
with 20 apples. Juanita filled her basket with 26 apples. While they students it contains both correct
walked home, they each ate 2 apples from Juanita’s basket. How and incorrect use of possessives,
many apples are left over? William and Juanita do’nt want to waste negatives, and contractions
no apples, so how many more pies will they need to make to use and that the class will find and 2
the leftover apples? Write an equation to solve each part of the correct those errors.
problem.
Step 3 Work with students to correct
Step 1 Before we read, let’s review possessives, negatives, and contractions. errors in possessives and to talk
What does a possessive show? who owns something Good. Can anybody about correct possessives.
give me an example of a sentence with a possessive? That is Henry’s
backpack. Very good. What is the possessive in that sentence? Henry’s Right. Step 4 Work with students to correct
And when we make Henry possessive, we add an apostrophe and an s. errors in the use of negatives and
Another kind of possessive is a possessive pronoun. For example, in the to talk about negatives that are
sentence “I need to get my car washed,” what is the possessive pronoun? used correctly.
my Right.
Step 5 Work with students to correct
What is a negative when we are talking about grammar? a word that means
errors in the use of contractions
no Right. And what are some negative words? never, not, no Very good.
and to talk about contractions
What if I say, “I have not never seen a big ship?” Is that sentence correct?
No. Why? You can’t use never and not together. Right. In English, we do not use
that are used correctly.
a double negative, or two negative words together.
MATHEMATICS
A contraction is two words joined using an apostrophe to
replace the letter that is removed. Can anybody name a William and Juanita’s Apples
contraction? I’m Good. Can anybody find the contraction in
the sentence “I don’t see any rain”? don’t Good. William and his friend Juanita want to make 4
Step 2 We are about to read a word problem written by apple pies for the school bake sale. They need 7
a student. The student used positives, negatives, and
contractions in the problem. Some of them are used correctly, apples for each pie. They decide to pick their own
but some are used incorrectly. apples at a local orchard. William filled his’s his
Step 3 Follow along as I read aloud. Watch for words that show
basket with 20 apples. Juanita filled her basket with
ownership.
26 apples. While they walked home, they each ate
William and his sister Juanita want to make 4 apple pies
2 apples from Juanita’s basket. How many apples
for the school bake sale. They need 7 apples for each pie.
They decide to pick their own apples at a local orchard. are left over? William and Juanita do’nt don’t want

to waste no any apples, so how many more pies will

I see the word their in the third sentence. Their shows who owns they need to make to use the leftover apples? Write
the apples. It must be a possessive.
an equation to solve each part of the problem.
(continued)
Lesson 2.31 Using Possessives, Negatives, and Contractions 2–263
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response, continued

routine
Using Possessives,
Negatives, and Contractions
Step 1 Review the meanings and proper
usage of possessives, negatives,
and contractions with students.
Step 2 Introduce the passage. Tell
students it contains both correct
and incorrect use of possessives,
negatives, and contractions
and that the class will find and
correct those errors.
Read sentence four.
William filled his’s basket with 20 apples.
Do you see a possessive in the fourth sentence? his’s That’s right. But let’s
look closer: “William filled his’s basket with 20 apples.” That does not seem
right. Although we usually use an apostrophe and an s to make something
possessive, we do not do this with possessive pronouns. How should we
fix his’s? Delete the apostrophe and the extra s. Very good. Mark this on your
passage.
Step 4 Now we are going to keep reading. Let’s listen for negatives now.
Continue reading. Pause after the eighth sentence.
Juanita filled her basket with 26 apples. While they walked home, they each
ate 2 apples from Juanita’s basket. How many apples are left over? William and

Step 3 Work with students to correct
errors in possessives and to talk
about correct possessives.
Step 4 Work with students to correct
errors in the use of negatives and
to talk about negatives that are
used correctly.
Step 5 Work with students to correct
errors in the use of contractions
and to talk about contractions
that are used correctly.
MATHEMATICS
William and Juanita’s Apples
Juanita do’nt want to waste no apples, so how many more pies will they need to
use the leftover apples?
Did you hear negative words? don’t and no Right. But remember, in English,
we don’t use two negative words together. One is enough. How can we fix
this sentence? Change no to any. Right.
Step 5 There is another problem with this sentence. Did anybody see that
something is wrong with the contraction? Let’s look at this more closely.
When we form the word don’t, we use do and not. When we put them
together, we take out a letter. What letter do we take out? o Right. And we
are supposed to use the apostrophe to show where the o was taken out. Is
the apostrophe in the right place? No. Where should it go? between the n and t
Right, because that is where the o came out. Now mark this on your passage.

William and his friend Juanita want to make 4

apple pies for the school bake sale. They need 7

apples for each pie. They decide to pick their own

apples at a local orchard. William filled his’s his

basket with 20 apples. Juanita filled her basket with

26 apples. While they walked home, they each ate

2 apples from Juanita’s basket. How many apples

are left over? William and Juanita do’nt don’t want

to waste no any apples, so how many more pies will

they need to make to use the leftover apples? Write

an equation to solve each part of the problem.

2–264 Section 2 Strategy Models

STRATEGY: Using Possessives, Negatives, and Contractions
Reaching All English Language Learner Proficiency Levels
Beginning Borrow several objects from members of the class. Have students work in pairs
(one student intermediate, one student beginning) to talk about the objects
using possessives— for example, Roberto’s backpack. As a class, write a sentence
that properly uses a negative construction with the object and its owner, such as
We will not take Roberto’s backpack. Finally, as a class, edit the sentence to include
a contraction.

Intermediate Give students a set of sentences that incorrectly use possessives, negatives, and
contractions. Guide students on how to correct the mistakes. Then, have pairs of
students rewrite the complete sentences correctly under the incorrect sentences.

Advanced Ask students to list as many contractions as they can with a partner. Under each 2
contraction, have them write which words are represented by the contractions.
Have students write an N by any negative contraction. Then have students work
in pairs to complete a similar list that features possessives by using the names of
people and objects in the classroom, such as Tony’s shirt or Jackie’s shoes. Have
students use words from both lists to write new sentences.

Advanced Have students write sentences that properly use possessives, negatives, and
High contractions. Provide a sample sentence to get students started, such as We
can’t forget to bring Bobby’s ball to the soccer game. Have students substitute
different possessives and negative contractions to write new sentences. Then
have students read the sentences aloud for the class to practice their oral
language skills.

NOTES

Lesson 2.31 Using Possessives, Negatives, and Contractions 2–265

 LESSON 2.32 WRITING STRATEGIES
2 Using Connecting Words in Writing
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to combine
sentences and improve their writing across
subject areas.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
connecting words words such as and, but,
and or that are used to combine sentences
combining sentences taking two simple
sentences and joining them, making a
compound sentence in the process
DEFINING the Strategy
• Writing is a critical skill for English Language Learners in
subjects across the curriculum.
• Using connecting words in writing gives students the ability to
combine sentences and increase the variety of sentence lengths
and structures.
• Using connecting words helps students connect not only
sentences, but also a variety of thoughts and ideas. This in turn
helps them better understand the content.
USING the Strategy
• Students discuss a variety of connecting words and the
relationships each connecting word implies.
• Students look for parallelism or other relationships in sentence
structure and ideas in order to combine sentences.
• Provide copies of anonymous student writing to help students
mark up sentences, insert connecting words, and combine
sentences.

CHECKING the Strategy

After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Provide new examples of student writing for students to mark up,
inserting connecting words and combining sentences.
• Provide model sentences and encourage students to practice
using connecting words to combine sentences.
• Incorporate the Using Connecting Words in Writing strategy into
the editing and revising stage for writing across content areas.
Go To Section 3 for Content Area Lessons that
use the Using Connecting Words in
Writing strategy.
Social Studies, pp. 3–38 to 3–45

Teacher Resources
Online

To watch a video related to this lesson, go

to ellevate.glencoe.com and click on
Section 2 then Lesson 32.

2–266 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The student paragraph below is from a lesson on atoms. See how the routine
Using Connecting Words routine is modeled in the Interactive Question-
Using Connecting Words
Response that follows.

Atomic Structure Step 1 Review the meaning and use of

connecting words.
Atoms are the smallest parts of matter. Atoms are called the building
blocks of matter. Atoms are made up of three kinds of particles. Step 2 Use a Think Aloud to model
Atoms have protons. Atoms have neutrons. Atoms have electrons. identifying ideas that can be
Protons are in the center of the atom. Neutrons are in the center of combined.
the atom. Electrons float around the center of the atom. The center
Step 3 Guide students as they look
of the atom has a name. It is called the nucleus.
for ways to make connections
Step 1 Before we read a passage from a student essay, let’s talk about between thoughts and ideas.
connecting words. When revising our writing, we can use connecting 2
Step 4 Instruct students to mark up
words such as and, but, and or to link ideas within a paragraph. Write these
short sentences to show where to
words on the board. Writing becomes stronger when relationships between
insert connecting words.
ideas are emphasized, or pointed out by the author. For example, what sort
of relationship does the word and suggest? that something is the same What Step 5 Have students compare their
sort of relationship does the word but suggest? that something is different revised paragraph with the
What sort of relationship does the word or suggest? a choice original.
Now let’s scan the passage for new vocabulary words. An atom is the
smallest part of matter, and matter is the substance that makes up all
physical objects. Atoms are made up of three smaller particles, or pieces:
protons, neutrons, and electrons. Atoms also have a nucleus, or center.
Step 2 As I read aloud from this passage, listen for ways to use a
connecting word to combine two or more sentences. Read the first two
sentences.

Atoms are the smallest parts of matter. Atoms are called the building blocks
of matter.

Both these sentences give a general definition of atoms and both

talk about matter. Because there are so many similarities, I can SCIENCE
combine these sentences using the connecting word and. Now
the sentence will read: Atoms are the smallest parts and the Atomic Structure
building blocks of matter. Combining ideas and short sentences Atoms are the smallest parts of matter. Atoms are
can improve the flow of writing.
Step 3 Read the next four sentences. called and the building blocks of matter. Atoms

are made up of three kinds of particles.: Atoms

Atoms are made up of three different kinds of particles. Atoms
have protons. Atoms have neutrons. Atoms have electrons. have protons., Atoms have neutrons., and Atoms

have electrons. Protons are in the center of the

What do you notice about these sentences? The sentences
are very short. What do you notice about the ideas in these atom. Neutrons and neutrons are in the center
sentences? They each name one of the three particles that make
of the atom. Electrons float around the center of

the atom. The center of the atom has a name. It is

called the nucleus.

(continued)
Lesson 2.32 Using Connecting Words in Writing 2–267
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response, continued

routine
Using Connecting Words
Step 1 Review the meaning and use of
connecting words.
Step 2 Use a Think Aloud to model
identifying ideas that can be
combined.
Step 3 Guide students as they look
for ways to make connections
between thoughts and ideas.
Step 4 Instruct students to mark up
short sentences to show where to
insert connecting words.
Step 5 Have students compare their
revised paragraph with the
original.
connecting word can we use to link the similar ideas within the list? and,
because and signals that things go together If we use a colon and the word
and to combine all four of these sentences, what will our new sentence
look like? Atoms are made up of three different particles: protons, neutrons,
and electrons.
Step 4 Let’s try one more revision together. Read the next two sentences.
Protons are in the center of the atom. Neutrons are in the center of the atom.
These two sentences are very similar. That makes the writing sound
choppy. How can we fix that? by combining ideas Excellent. Since the
sentences are similar, I could use the word and to join ideas. Can someone
try that? Protons are in the center of the atom, and neutrons are in the center of
the atom. That’s definitely better, but it still repeats ideas. What is another
way to combine ideas and get rid of the repetition? Protons and neutrons
are in the center of the atom. Perfect! Let’s go back over the paragraph one
more time. Mark each place where short sentences can be combined using
connecting words. Also mark places where ideas within sentences can be
combined. If you aren’t sure which connecting word to use, remember to
think about the relationship between the ideas in the sentences. Are they
similar or different? Write each connecting word where it should appear in
the revised paragraph.
Step 5 Now, let’s rewrite the whole paragraph using connecting words.
When you finish, read your version of the paragraph aloud to a partner.
Then work together to write a few sentences explaining why the revised
version sounds better.

SCIENCE
Atomic Structure

Atoms are the smallest parts of matter. Atoms are

called and the building blocks of matter. Atoms

are made up of three kinds of particles.: Atoms

have protons. Atoms have neutrons. and Atoms

have electrons. Protons are in the center of the

atom. Neutrons and neutrons are in the center

of the atom. Electrons float around the center of

the atom. The center of the atom has a name. It is

called the nucleus.

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APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

The student paragraph below is from a lesson on Jackie Robinson, the routine
first African American baseball player. See how the Using Connecting
Using Connecting Words
Words routine is modeled in the Interactive Question-Response that
follows. Step 1 Review the meaning and use of
Jackie Robinson: A Pioneer for Civil Rights connecting words.
Jackie Robinson is an important person. He was a leader in the fight Step 2 Use a Think Aloud to model
for civil rights. He was the first African American athlete to play identifying ideas that can be
major league baseball. He first played for the Brooklyn Dodgers in combined.
1947. Robinson had to deal with poor treatment from fans. He had
Step 3 Guide students as they look
to deal with poor treatment from opposing players. Even some of
for ways to make connections
his teammates were not very supportive at first. Robinson won their
between thoughts and ideas.
respect. In the end, Robinson was well liked by nearly everyone.
2
Step 4 Instruct students to mark up
Step 1 Before we read a passage from a student essay, let’s talk about short sentences to show where to
connecting words. We can use connecting words such as and, but, and or to
insert connecting words.
link ideas within a paragraph. Writing becomes stronger when relationships
between ideas are emphasized, or pointed out by the author. For example, Step 5 Have students compare their
the word because is also a very common and useful connecting word. revised paragraph with the
When do we link two ideas with the word because? when we want to say that original.
one thing caused another thing to happen Good. Because even has the word
cause in it. Using connecting words helps signal relationships between
ideas and makes the paragraph easier to follow for readers.
Step 2 As I read aloud from this passage, listen for ways to use connecting
word to combine ideas or sentences. Read the first two sentences.

Jackie Robinson is an important person. He was a leader in the fight for

civil rights.

These sentences are related to each other. The first sentence
tells us that Jackie Robinson was important; the second
sentence tells the cause of his importance. So I’ll use the word
because to connect the two sentences. What would the new
sentence be? Jackie Robinson is an important person because he
was a leader in the fight for civil rights. Combining sentences
makes our writing flow better.
Step 3 Look at these two sentences. Post sentences.
Robinson had to deal with poor treatment from fans. He
had to deal with poor treatment from opposing players.
What do you notice about these sentences? They repeat the
words “had to deal with poor treatment from.” Good. These
sentences repeat the same idea. What connecting word do we
use to show similarities? and Yes, if we use and to connect these
two sentences, and drop the unnecessary words, what will our
new sentence be? Robinson had to deal with poor treatment from
fans and opposing players.
(continued)
Lesson 2.32 Using Connecting Words in Writing
SOCIAL STUDIES
Jackie Robinson: A Pioneer for Civil Rights
Jackie Robinson is an important person. He
because he was a leader in the fight for civil
rights. He was the first African American athlete
to play major league baseball. He first played for
the Brooklyn Dodgers in 1947. Robinson had
to deal with poor treatment from fans. He had
to deal with poor treatment from and opposing
players. Even some of his teammates were not
very supportive at first. Robinson won their
respect. In the end, Robinson was well liked by
nearly everyone.
2–269
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response, continued

routine
Using Connecting Words
Step 1 Review the meaning and use of
connecting words.
Step 2 Use a Think Aloud to model
identifying ideas that can be
combined.
Step 3 Guide students as they look
for ways to make connections
between thoughts and ideas.
Step 4 Instruct students to mark up
short sentences to show where to
insert connecting words.
Step 5 Have students compare their
revised paragraph with the
original.
Step 4 Let’s go back over the paragraph to mark each place where short
sentences can be combined using connecting words. What do you think of
these sentences? Read the following sentences aloud.
Even some of his teammates were not very supportive at first. Robinson won
their respect.
These sentences sound choppy to me. What word could we use to connect
them? They are about opposite ideas, so I can’t use and. What word
might work here? but Good. You’re right. That would make sense here. Go
ahead and join those two sentences. Remember that if you aren’t sure
which connecting word to use, remember to think about the relationship
between the ideas. Are they similar or different? Is there a cause-and-effect
relationship? Write each connecting word where it should appear in the
revised paragraph. Don’t forget to use commas in the right places.
Step 5 Now, let’s rewrite the whole paragraph using connecting words.
When you finish, read the original passage aloud to your partner. Then read
your revised passage. Listen for the differences the corrections made in the
style of the writing and flow of the sentences.

SOCIAL STUDIES

Jackie Robinson: A Pioneer for Civil Rights

Jackie Robinson is an important person. He

because he was a leader in the fight for civil

rights. He was the first African American athlete

to play major league baseball. He first played for

the Brooklyn Dodgers in 1947. Robinson had

to deal with poor treatment from fans. He had

to deal with poor treatment from and opposing

players. Even some of his teammates were not

very supportive at first. Robinson won their

respect. In the end, Robinson was well liked by

nearly everyone.

2–270 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The student paragraph below is from a lesson on the Harlem routine
Renaissance. See how the Using Connecting Words routine is modeled in
Using Connecting Words
the Interactive Question-Response that follows.

The Harlem Renaissance Step 1 Review the meaning and use of

connecting words.
During the 1920s Harlem was home to many African American
writers. African American artists, dancers, and musicians lived there Step 2 Use a Think Aloud to model
too. They were proud of their African American heritage. They identifying ideas that can be
expressed their pride in their works. This blossoming of African combined.
American culture became known as the Harlem Renaissance. For
Step 3 Guide students as they look
the first time, a mainstream publisher published a book by an
for ways to make connections
African American. The book was a collection of poems. It was by
between thoughts and ideas.
Claude McKay. It was called Harlem Shadows.
2
Step 4 Instruct students to mark up
Step 1 Before we read a paragraph from a student essay, let’s talk about short sentences to show where to
ways we can use connecting words to combine sentences. When revising
insert connecting words.
our writing, we can use connecting words, such as and, but, or, and because,
to link ideas within a paragraph. Writing is clearer when the author points Step 5 Have students compare their
out relationships between ideas. revised paragraph with the
Now let’s scan the paragraph for new words and ideas. We will start with original.
the title. Who knows where Harlem is? New York City That’s right. Harlem is
a section of New York City. Pronounce the word renaissance for students. In
French, renaissance means “rebirth.” So the paragraph is about some sort of
rebirth, or time of important accomplishments, that took place in Harlem.
Step 2 Listen while I read the paragraph aloud. Read the paragraph. Parts of
it sound choppy to me. There are too many short sentences that say about
the same thing. Let’s look more closely at the first two sentences.

During the 1920s Harlem was home to many African

LANGUAGE ARTS
American writers. African American artists, dancers, and
musicians lived there, too. The Harlem Renaissance

Both sentences are about African Americans who lived in Harlem. During the 1920s Harlem was home to many
Let’s try to get rid of the repetition. I see that there are several
African American writers,. African American
similar words in a row—writers, artists, dancers, and musicians.
Let’s combine them to form a series of similar items. What should artists, dancers, and musicians. lived there, too.
our new sentence be? During the 1920s, Harlem was home to many
They were proud of their African heritage. They
African American writers, artists, dancers, and musicians.
Step 3 Good. Listen as I read the third and fourth sentences. and expressed their pride in their works. This

blossoming of African American culture became

They were proud of their African heritage. They expressed
their pride in their works. known as the Harlem Renaissance. For the first

How are the ideas in both sentences similar? Both are about pride. time, a mainstream publisher published a book by
Good. That’s true. Now look at the structure of the sentences, or an African American. The book was a collection
the words that are used and the order they are used in.
of poems. It was by Claude McKay. It was called

Harlem Shadows.
(continued)
Lesson 2.32 Using Connecting Words in Writing 2–271
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response, continued

routine
Using Connecting Words
Step 1 Review the meaning and use of
connecting words.
Step 2 Use a Think Aloud to model
identifying ideas that can be
combined.
Step 3 Guide students as they look
for ways to make connections
between thoughts and ideas.
Step 4 Instruct students to mark up
short sentences to show where to
insert connecting words.
What is the same about the structure? Both start with the word They. That’s
right. That tells me I might be able to combine the sentence using the
word They only once. How could I do that? They were proud of their African
heritage and expressed their pride in their works. Good job! That sounds
much better.
Step 4 Let’s go back over the paragraph. Mark each place where short
sentences can be combined using connecting words. Also mark places
where ideas within sentences can be combined. If you aren’t sure which
connecting word to use, remember to think about the relationship
between the ideas in the sentences. Are they similar or different? Is there a
cause-and-effect relationship? Write each connecting word where it should
appear in the revised paragraph.
Step 5 Now, let’s rewrite the whole paragraph using connecting words.
When you finish, read the original passage out loud to your partner. Then
read the revised passage. Listen for the differences the corrections make in
the style of the writing and flow of the sentences.

Step 5 Have students compare their

revised paragraph with the
original.

LANGUAGE ARTS
The Harlem Renaissance

During the 1920s Harlem was home to many

African American writers,. African American

artists, dancers, and musicians. lived there, too.

They were proud of their African heritage. They

and expressed their pride in their works. This

blossoming of African American culture became

known as the Harlem Renaissance. For the first

time, a mainstream publisher published a book by

an African American. The book was a collection

of poems. It was by Claude McKay. It was called

Harlem Shadows.

2–272 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

The student paragraph below is from an algebra lesson on expressions. routine
See how the Using Connecting Words routine is modeled in the
Using Connecting Words
Interactive Question-Response that follows.

Simplifying Expressions Step 1 Review the meaning and use of

connecting words.
An expression is a mathematical statement. An expression may
include only numbers. An expression may include only variables. Step 2 Use a Think Aloud to model
An expression may use numbers and variables. To simplify an identifying ideas that can be
expression, you combine the numbers. You combine the variables. combined.
The new expression is simpler. It is called the simplest form.
Step 3 Guide students as they look
Step 1 Before we read a passage from a student essay, let’s discuss for ways to make connections
connecting words and ways that they are used to link ideas and combine between thoughts and ideas.
sentences. The connecting word and shows how ideas are the same. The 2
Step 4 Instruct students to mark up
connecting word but shows differences. Or shows a choice. Because and
short sentences to show where to
so express a cause-and-effect relationship. What do connecting words
such as next, first, last, while, before, then, and finally express? sequence, or insert connecting words.
order of events Make a list of these connecting words and the corresponding Step 5 Have students compare their
relationships on the board. Before we choose a connecting word, it is revised paragraph with the
important to examine the relationship between ideas, both within
original.
sentences and throughout the paragraph.
This paragraph discusses expressions, or mathematical sentences. Algebra
is a branch of mathematics that uses letters, or variables, in place of
unknown numbers. When we talk about simplifying an expression, we’re
talking about putting it in its clearest, most basic form. Simplest form refers
to this, an expression’s most basic structure.
Step 2 Follow along as I read. Reading out loud can often help you hear
where changes should be made. Read aloud the first four sentences.

An expression is a mathematical statement. An expression may include only

numbers. An expression may include only variables. An expression may use
numbers and variables.

These sentences are related to one another. The first sentence
defines what an expression is. The next three sentences
describe different alternatives of what can be included in an
expression. Because all three sentences describe the same idea,
let’s use commas and the connecting word or to link sentences
into a list. What will the revised sentence be? An expression may
include only numbers, only variables, or both numbers and variables.
Step 3 Read the next two sentences.
MATHEMATICS
Simplifying Expressions
An expression is a mathematical statement.
An expression may include only numbers,. An
expression may include only variables, or both

numbers and variables. An expression may use

To simplify an expression, you combine the numbers.
You combine the variables. numbers and variables. To simplify an expression,

you combine the numbers. You combine and the

What do you notice about these two sentences? They both use
the word combine. Good. Both sentences talk about what variables. The new expression is simpler. It is

called the simplest form.

(continued)
Lesson 2.32 Using Connecting Words in Writing 2–273
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response, continued

routine
Using Connecting Words
Step 1 Review the meaning and use of
connecting words.
Step 2 Use a Think Aloud to model
identifying ideas that can be
combined.
Step 3 Guide students as they look
for ways to make connections
between thoughts and ideas.
Step 4 Instruct students to mark up
short sentences to show where to
insert connecting words.
Step 5 Have students compare their
revised paragraph with the
original.
you combine to simplify an expression. These sentences have similar ideas.
What connecting words can we use to show this? both, and Great. Once we
drop the unnecessary words and put in the connecting words, what will
our new sentence look like? To simplify an expression, you combine both the
numbers and the variables.
Step 4 Let’s go back over the paragraph. Mark each place where short
sentences can be combined using connecting words. Also mark places
where ideas within sentences can be combined. If you aren’t sure which
connecting word to use, remember to think about the relationship
between the ideas in the sentences. Are they similar or different? Is there
a compare-and-contrast relationship or a cause-and-effect relationship?
Write each connecting word where it should appear in the revised
paragraph.
Step 5 Now, let’s rewrite the entire paragraph using the combined
sentences. When you finish, read the original paragraph to a partner.
Then read the revised paragraph. Listen for how the combined sentences
improve the style and flow of the paragraph.

MATHEMATICS
Simplifying Expressions

An expression is a mathematical statement.

An expression may include only numbers,. An

expression may include only variables, or both

numbers and variables. An expression may use

numbers and variables. To simplify an expression,

you combine the numbers. You combine and the

variables. The new expression is simpler. It is

called the simplest form.

2–274 Section 2 Strategy Models

STRATEGY: Using Connecting Words in Writing
Reaching All English Language Learner Proficiency Levels
Beginning Work with students to create a vocabulary card for each connecting word,
with the word on one side and the relationship on the other. Read the original
sentences aloud. Work with students to identify an appropriate connecting word
and then check that the relationship between ideas in the sentences makes
sense. Help students think about ways to revise the sentences using connecting
words. Rewrite each revised sentence below the original and have students
choral read aloud.

Intermediate Organize students into pairs and have partners review the revisions made to the
passage. Have students circle connecting words and explain to each other why
they chose each connecting word to express a relationship between ideas.
2
Advanced Have different student volunteers read aloud each sentence of the passage.
Have students identify sentences to combine and make suggestions regarding
connecting words and new wording. Support and correct student thinking and
fluency throughout reading.

Advanced Provide pairs of students with two new sample passages. Have partners work
High together to revise the passages using connecting words to combine sentences.
Move around the room to provide support.

NOTES

Lesson 2.32 Using Connecting Words in Writing 2–275

 LESSON 2.33 WRITING STRATEGIES
2 Sentence Patterns and Lengths
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to combine
sentences to add variety and interest to
their writing.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
compound subject two or more subjects
that are joined by a conjunction and have
the same verb
compound predicate two or more
verbs or verb phrases that are joined by a
conjunction and have the same subject
connecting words words such as and, but,
and or that are used to combine phrases or
sentences
parallelism the use of a pair or series of
words, phrases, or sentences that have the
same grammatical structure
Go To
Section 3 for Content Area Lessons that
use the Sentence Patterns and Lengths
strategy.
Fine Arts, pp. 3–140 to 3–147
Teacher Resources
Online
To watch a video related to this lesson,
go to ellevate.glencoe.com and enter
Lesson 33.
2–276 Section 2 Strategy Models
DEFINING the Strategy
• Revising a piece of writing is a vital step in the writing process,
so knowing how to vary sentence lengths is an important skill for
English Language Learners to understand and master.
• Combining sentences and varying sentence length help students
create smooth writing that is interesting and enjoyable to read.
• Combining sentences helps students to move to higher levels of
sophisticated writing.
USING the Strategy
• Review with students the concept that words and ideas can be
combined by using connecting words such as and, but, or, and for.
• Guide students as they revise student writing to vary sentence
structure by combining shorter sentences into longer sentences.
• Guide students as they revise student writing to vary sentence
structure by combining introductory clauses and phrases.
• Guide students as they revise student writing to vary sentence
structure by using parallelism to create series.
• Students review their revisions, checking for variety in sentence
pattern and length.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Read a fiction or nonfiction selection with which students are
familiar. Choose one that has a variety of sentence structures and
lengths. Provide a copy of the selection to students so that they
might see the various sentence lengths and structures while you
read it aloud.
• Give students a variety of sentences that begin with parallel
structures. Have students combine the parallel sentences to
understand how structural patterns work and how they can use
them to their advantage.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The student paragraph below is from a lesson on water molecules. routine
See how the Sentence Patterns and Lengths routine is modeled in the
Sentence Patterns
Interactive Question-Response that follows.
and Lengths
Chemistry: Water Molecules
Hydrogen is a natural element that forms a water molecule. Oxygen Step 1 Review the concept of combining
is also a natural element that forms a water molecule. When one ideas with connecting words.
oxygen atom bonds with two hydrogen atoms, water is formed. Step 2 Use a Think Aloud to demonstrate
Because its chemical formula is written as H2O, we know that how to mark short sentences
water is formed with two hydrogen atoms and one oxygen atom. that can be combined to vary
Depending on the temperature, water can exist as a solid, such as sentence length and structure.
ice. Water can also exist as a liquid, such as drinking water. Water
can also exist as a gas, such as steam. Step 3 Instruct students to mark places
where introductory elements can 2
Step 1 Before we read a passage from a student essay, let’s talk about be combined to vary sentence
different levels of writing. More sophisticated writing combines ideas and length structure.
words instead of repeating them. Combining ideas with connecting words
such as and, or, for, and but helps us do this. What other connecting words Step 4 Instruct students to mark places
have you come across, either in your own writing or reading? because, where parallelism can be used
since, before, however, then Make a list of student words on the board. Using to vary sentence length and
connecting words helps us vary our sentences and make our writing structure.
smooth and interesting. Other ways to vary sentences include deleting
repeated words, rearranging words, or changing the forms of words.
Step 5 Have students finish revising
their paragraph. Then have them
This student passage is about water molecules. Molecules are the smallest
review their revised paragraph.
part of a substance, in this case water.
Step 2 Listen as I read the passage. Read the first two sentences.

Hydrogen is a natural element that forms a water molecule.

Oxygen is also a natural element that forms a water
SCIENCE
molecule.
Chemistry: Water Molecules
These sentences are correct but are very short and repetitive.
I see that they both have the same verb, is, but they have Hydrogen is a natural element that forms a
different subjects. Remember that the subject tells who or
water molecule. and Oxygen is oxygen are also a
what the sentence is about. What is the subject of the first
sentence? hydrogen What is the subject of the second sentence? natural element elements that forms form a water
oxygen If I combine the subjects using the connecting word
molecule. When one oxygen atom bonds with two
and, I can eliminate the repetition. What will the new sentence
be? Hydrogen and oxygen are natural elements that form water hydrogen atoms, water is formed., so Because its
molecules. Combining the subjects with the connecting word
and helps us to write one long smooth sentence instead of chemical formula is written H2O., we know that
two short ones. Our new sentence has a compound subject water is formed with two hydrogen atoms and
because it has more than one subject. Write this change on
your passage. one oxygen atom. Depending on the temperature,

water can exist as a solid, such as ice;. Water can

also exists as a liquid, such as drinking water;. or

Water can also exist as a gas, such as steam.

(continued)
Lesson 2.33 Sentence Patterns and Lengths 2–277
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response, continued

routine
Sentence Patterns
and Lengths
Step 1 Review the concept of combining
ideas with connecting words.
Step 2 Use a Think Aloud to demonstrate
how to mark short sentences
that can be combined to vary
sentence length and structure.
Step 3 Instruct students to mark places
where introductory elements can
be combined to vary sentence
length and structure.
Step 4 Instruct students to mark places
where parallelism can be used
to vary sentence length and
structure.
Step 5 Have students finish revising
their paragraph. Then have them
review their revised paragraph.
SCIENCE
Chemistry: Water Molecules
Hydrogen is a natural element that forms a
water molecule. and Oxygen is oxygen are also a
natural element elements that forms form a water
Step 3 Read sentences three and four.
When one oxygen atom bonds with two hydrogen atoms, water is formed.
Because its chemical element is written H2O, we know that water is formed
with two hydrogen atoms and one oxygen atom.
What is similar about these sentences? They both mention the same thing,
that water is formed when one oxygen atom bonds with two hydrogen atoms.
What is different? They start in different ways. Yes, the second sentence
mentions the chemical formula for water, but the first sentence does not.
What connecting word do you notice in the second sentence? because What
kind of relationship does because signal? cause and effect Good. If we delete
the repetitive part of the second sentence, how can we use a new cause-
and-effect connecting word to combine the two sentences? We could use
so. It also shows that one thing happened because of another. When one
oxygen atom bonds with two hydrogen atoms, water is formed, so its chemical
formula is written as H2O. Good. Write the new sentence on your passage.
Step 4 Read the last three sentences.
Depending on the temperature, water can exist as a solid, such as ice. Water can
also exist as a liquid, such as drinking water. Water can also exist as a gas, such
as steam.
I see a pattern. The three sentences are parallel, or structured in the same
way. Each begins with the subject water and the verb can exist followed by
as. I can use that repetition to combine the sentences and create a series
of phrases—three similar phrases in a row. What will the new sentence be?
Depending on the temperature, water can exist as a solid, such as
ice; as a liquid, such as drinking water; or as a gas, such as steam.
Step 5 Let’s finish revising our paragraph. When you finish,
rewrite your paragraph, and then share it with a partner. Work
as a team to compare the original paragraph to the revised
version. In the margins, tell what technique you used to vary
sentence structure or length: combining subjects, eliminating
repetition, linking ideas, or using parallelism.

molecule. When one oxygen atom bonds with two

hydrogen atoms, water is formed., so Because its

chemical formula is written H2O., we know that

water is formed with two hydrogen atoms and

one oxygen atom. Depending on the temperature,

water can exist as a solid, such as ice;. Water can

also exists as a liquid, such as drinking water;. or

Water can also exist as a gas, such as steam.

2–278 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

The student paragraph below is from a lesson on archaeology. See how routine
the Sentence Patterns and Lengths routine is modeled in the Interactive
Sentence Patterns
Question-Response that follows.
and Lengths
Archaeologists: Detectives of Ancient Culture
Archaeologists study ancient cities. Archaeologists study artifacts. Step 1 Review the concept of combining
In order to learn how ancient people lived, archaeologists dig in the words and ideas with connecting
ground. By digging in the ground, they learn what their cultures words.
were like. Archaeologists might find pottery. They might find Step 2 Use a Think Aloud to demonstrate
hunting or farming tools. They might even find ancient dwellings. how to mark short sentences
that can be combined to vary
Step 1 Before we read a passage from a student essay, let’s talk about
sentence structure and length. Sophisticated writing combines ideas in
sentence length and structure.
sentences instead of repeating them. Using connecting words such as Step 3 Instruct students to mark places 2
and, or, for, and but helps us link ideas within a passage. When we read a where introductory clauses and
passage for revising, we are also looking for ways to get rid of repetition. phrases can be combined to vary
One way to do this is by combining subjects or verbs. The subject of a
sentence structure.
sentence tells who or what the sentence is about. The verb of a sentence
tells something about the subject. Step 4 Instruct students to mark places
This passage tells about archaeologists. Archaeology is the study of where parallelism can be used
materials left behind by human life and activities. Artifacts are objects, to vary sentence length and
such as tools, jewelry, or pottery, remaining from a particular time period. structure.
Dwellings are homes or shelter where people live.
Step 5 Have students finish revising
Step 2 Listen as I read the passage. Read the first two sentences.
their paragraph. Then have them
Archaeologists study ancient cities. Archaeologists study artifacts. review their revised paragraph.

These sentences are correct but are very short and repetitive. They both
have the same subject—archaeologists—and the same action word, or
verb—study.
Let’s get rid of the repetition here by using the connecting word and to
combine these sentences. What will the new sentence be? Archaeologists
study ancient cities and artifacts. Using the connecting word and helped
make one long, smooth sentence instead of two short ones.
SOCIAL STUDIES
Write this change on your passage.
Archaeologists: Detectives of Ancient Cultures

Archaeologists study ancient cities. Archeologists

study and artifacts. In order to learn how ancient

people lived, and archeologists dig in the ground.

By digging in the ground, they learn what their

cultures were like, archaeologists dig in the

ground. Archaeologists might find pottery,. They

might find hunting or farming tools,. They might

even find or ancient dwellings.

(continued)
Lesson 2.33 Sentence Patterns and Lengths 2–279
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response, continued

routine Step 3 Read sentences three and four.
Sentence Patterns In order to learn how ancient people lived, archaeologists dig in the ground. By digging
and Lengths in the ground, they learn what their cultures were like.

Step 1 Review the concept of combining
words and ideas with connecting
words.
Step 2 Use a Think Aloud to demonstrate
how to mark short sentences
that can be combined to vary
sentence length and structure.
Step 3 Instruct students to mark places
where introductory clauses and
phrases can be combined to vary
sentence structure.
Step 4 Instruct students to mark places
where parallelism can be used
to vary sentence length and
structure.
Step 5 Have students finish revising
their paragraph. Then have them
review their revised paragraph.
What is similar about these sentences? They both mention that archaeologists
dig in the ground. What is different? They start in different ways; they mention
two different things that archaeologists learn through digging. Yes, the
introductory phrases are different, but the rest of the sentences are the
same. How could we get rid of repetition? by using and What is the new
sentence? In order to learn how ancient people lived and what their cultures
were like, archaeologists dig in the ground. Good. Write the new sentence on
your passage.
Step 4 Read the last three sentences.
Archaeologists might find pottery. They might find hunting or farming tools. They
might even find ancient dwellings.
These three sentences follow the same pattern. They begin with the same
subject—archaeologist, or they—followed by the verb find and then the
object they might find. Let’s take advantage of the similar structure, or
parallelism, to form a sentence with a series. What would the new sentence
be? Archaeologists might find pottery, hunting or farming tools, or ancient
dwellings.
Step 5 Let’s finish revising our paragraph. When you finish, rewrite your
paragraph, and then share it with a partner. Work as a team to compare
the original paragraph to the revised version. In the margins, tell what
technique you used to vary sentence structure or length: combining,
eliminating repetition, linking ideas, or using parallelism.

SOCIAL STUDIES
Archaeologists: Detectives of Ancient Cultures

Archaeologists study ancient cities. Archeologists

study and artifacts. In order to learn how ancient

people lived, and archeologists dig in the ground.

By digging in the ground, they learn what their

cultures were like, archaeologists dig in the

ground. Archaeologists might find pottery,. They

might find hunting or farming tools,. They might

even find or ancient dwellings.

2–280 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The student paragraph below is from a summary of Metamorphosis routine
by Franz Kafka. See how the Sentence Patterns and Lengths routine is
Sentence Patterns
modeled in the Interactive Question-Response that follows.
and Lengths
from a summary of Franz Kafka’s Metamorphosis
Gregor Samsa felt strange. Gregor Samsa wanted to get out of bed. Step 1 Review the concept of combining
To think straight, he needed to eat. In order to figure out what was words and ideas with connecting
wrong, he needed a good breakfast. He was hungry. He ached all words.
over. He had trouble moving. Step 2 Use a Think Aloud to demonstrate
how to mark short sentences
Step 1 Before we read a passage from a student essay, let’s talk about
how to vary sentence structure and length. There are several ways to vary
that can be combined to vary
sentence structure and length. What are some techniques you’ve used so sentence length and structure.
far? using connecting words, getting rid of repetition, using parallelism Good. Step 3 Instruct students to mark places 2
Combining sentences with connecting words such as and, or, for, and but where introductory clauses and
makes sentences more interesting. Sophisticated writing combines ideas
phrases can be combined to vary
instead of repeating them.
sentence structure.
This passage is from a summary of Franz Kafka’s Metamorphosis. Kafka is a
famous writer who wrote in German at the turn of the twentieth century. Step 4 Instruct students to mark places
A metamorphosis is a change. A caterpillar goes through a metamorphosis where parallelism can be used
when it turns into a butterfly. In this story, the main character, Gregor to vary sentence length and
Samsa, is turning into a cockroach. structure.
Step 2 Listen as I read the passage. Read the first two sentences.
Step 5 Have students finish revising
Gregor Samsa felt strange. Gregor Samsa wanted to get out of bed. their paragraph. Then have them
review their revised paragraph.
These sentences are correct but are very short and repetitive. They both
have the same subject. What is the subject of both sentences? Gregor
Samsa Good. The subject is the same in both sentences, but the verbs—felt
and wanted—are different. Let’s combine the second half of both sentences
using the connecting word and to eliminate the repetition of Gregor Samsa.
The new sentence will read: Gregor Samsa felt strange and wanted to get out
of bed. Using the connecting word and helps us to write one smooth long
sentence instead of two short ones. Our new sentence has what is called a
compound predicate because there is more than one verb. Write this change
on your passage.

To think straight, he needed to eat. In order to figure out LANGUAGE ARTS

what was wrong, he needed a good breakfast.
Both of these sentences are about eating.
Step 3 What two things will eating help Gregor do? think
straight, figure out what was wrong Excellent. So how can we use
the word and to combine ideas? To think straight and figure out
what was wrong, he needed a good breakfast. Good. Since “eat”
and “needed a good breakfast” mean about the same thing, we
could also say this instead: To think straight and figure out what
was wrong, he needed to eat.
(continued)
from a summary of Franz Kafka’s Metamorphosis
Gregor Samsa felt strange. Gregor Samsa and
wanted to get out of bed. To think straight, he
needed to eat. In order to and figure out what
was wrong, he needed a good breakfast. He was
hungry, He he ached all over., and he He had
trouble moving.
Lesson 2.33 Sentence Patterns and Lengths 2–281
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response, continued

routine
Sentence Patterns
and Lengths
Step 1 Review the concept of combining
words and ideas with connecting
words.
Step 2 Use a Think Aloud to demonstrate
how to mark short sentences
that can be combined to vary
sentence length and structure.
Step 3 Instruct students to mark places
where introductory clauses and
phrases can be combined to vary
sentence structure.
Step 4 Instruct students to mark places
where parallelism can be used
to vary length and sentence
structure.
Step 4 Read the last three sentences.
He was hungry. He ached all over. He had trouble moving.
When we want to emphasize something, it is fine to repeat a similar
pattern. What is it called when you make the sentence parts match on
purpose? parallelism How could we use parallelism to combine the three
sentences into a series? He was hungry, he ached all over, and he had trouble
moving. Very good.
Step 5 Let’s finish revising our paragraph. When you finish, rewrite your
paragraph and then share it with a partner. Work as a team to compare
the original paragraph to the revised version. In the margins, tell what
technique you used to vary sentence structure or length: compound
predicates, eliminating repetition, linking ideas, or using parallelism.

Step 5 Have students finish revising

their paragraph. Then have them
review their revised paragraph.

LANGUAGE ARTS
from a summary of Franz Kafka’s Metamorphosis

Gregor Samsa felt strange. Gregor Samsa and

wanted to get out of bed. To think straight, he

needed to eat. In order to and figure out what

was wrong, he needed a good breakfast. He was

hungry, He he ached all over., and he He had

trouble moving.

2–282 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

FINE ARTS Interactive Question-Response

The student paragraph below is from a lesson on the American artist routine
Andrew Wyeth. See how the Sentence Patterns and Lengths routine is
Sentence Patterns
modeled in the Interactive Question-Response that follows.
and Lengths
The Art of Andrew Wyeth
Andrew Wyeth was a famous American artist. He is famous for his Step 1 Review the concept of combining
realistic style. He is famous for his painting Christina’s World. This words and ideas with connecting
picture depicts a woman named Christina Olson sitting in a field. He words.
liked the way Christina gazed at her house. As an artist, he focused Step 2 Use a Think Aloud to demonstrate
on details. As an artist, he saw things other people missed. Wyeth’s how to mark short sentences
subjects often included familiar people. They included familiar that can be combined to vary
places. They also included familiar objects. sentence length and structure.
Step 1 Before we read a passage from a student essay, let’s talk about Step 3 Instruct students to mark places 2
different levels of writing. More sophisticated writing combines ideas and where introductory clauses and
words instead of repeating them. Using connecting words such as and, or, phrases can be combined to vary
for, and but to blend sentences help us do this. What are some other ways sentence structure.
to vary sentence structure and length? creating compound subjects, verbs,
objects Good. How does knowing the structure of a sentence help you Step 4 Instruct students to mark places
determine if you can make combinations? If the subject is the same, you can where parallelism can be used
make a compound predicate. to vary sentence length and
This passage is about Andrew Wyeth, a painter with a realistic style. What structure.
root word do you see in the word realistic? real Good. Painters with a
Step 5 Have students finish revising
realistic style try to depict or show the world exactly as it looks.
their paragraph. Then have them
Step 2 Listen as I read the passage. Read the first three sentences. review their revised paragraph.

Andrew Wyeth was a famous American artist. He is famous for his realistic
style. He is famous for his painting Christina’s World.

These sentences are correct but are very short and repetitive. FINE ARTS
The second and third sentences have the same subject. What is
the subject? he These sentences also have the same verb. What The Art of Andrew Wyeth
is the verb? is What is similar about the end of both sentences?
They explain why he’s famous. Let’s eliminate repetition by Andrew Wyeth was a famous American artist. He
combining the end of the sentences using the connecting word is famous for his realistic style. He is famous and
and. What will the new sentence be? He is famous for his realistic
style and for his painting Christina’s World. Using the connecting for his painting Christina’s World. This picture
word and helps us write one long, smooth sentence instead of
depicts a woman named Christina Olson sitting
two short ones. Write this change on your passage. Then we will
look at other ways to combine sentences in the passage. in a field. He liked the way Christina gazed at

her house. As an artist, he focused on details. As

an artist, he saw things that other people missed.

Wyeth’s subjects often included familiar people,.

They included familiar places, and. They also

included familiar objects.

(continued)
Lesson 2.33 Sentence Patterns and Lengths 2–283
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

FINE ARTS Interactive Question-Response, continued

routine
Sentence Patterns
and Lengths
Step 1 Review the concept of combining
words and ideas with connecting
words.
Step 2 Use a Think Aloud to demonstrate
how to mark short sentences
that can be combined to vary
sentence length and structure.
Step 3 Instruct students to mark places
where introductory clauses and
phrases can be combined to vary
sentence structure.
Step 4 Instruct students to mark places
where parallelism can be used
to vary sentence length and
structure.
Step 5 Have students finish revising
their paragraph. Then have them
review their revised paragraph.
paragraph and then share it with a partner. Work as a team to compare the
FINE ARTS
The Art of Andrew Wyeth
Andrew Wyeth was a famous American artist. He
Step 3 Read sentences six and seven.
As an artist, he focused on details. As an artist, he saw things other
people missed.
What is similar about these sentences? They both start with the phrase
As an artist. Do you see anything else similar about the main part of the
sentence? The subject—he—is the same. Good. Now let’s take a look at the
verbs. The verbs—focused and saw—are different, but they have similar
meanings. How can we combine the two sentences by eliminating the
second opening phrase, subject, and verb? Think about what the artist
focused on. We could use that to combine the ideas. Good. What is the new
sentence? As an artist, he focused on details that other people missed. Write the
new sentence on your passage.
Step 4 Read the last three sentences.
Wyeth’s subjects often included familiar people. They included familiar places.
They also included familiar objects.
What do you notice about this passage? The word familiar appears three
times. Good. Take a look at the phrase places he knows. Could places he
knows also be considered familiar? Yes. When we want to emphasize
something, it is fine to repeat a similar pattern. What is it called when we
make the sentence parts match? parallelism How could we rewrite the
sentence to combine ideas? Wyeth’s subjects often included familiar people,
places, and objects. Mark that change on your passage.
Step 5 Let’s finish revising our paragraph. When you finish, rewrite your
original paragraph to the revised version. In the margins, tell
what technique you used to vary sentence structure or length:
combining verbs, eliminating repetition, linking ideas, or using
parallelism.

is famous for his realistic style. He is famous and

for his painting Christina’s World. This picture

depicts a woman named Christina Olson sitting

in a field. He liked the way Christina gazed at

her house. As an artist, he focused on details. As

an artist, he saw things that other people missed.

Wyeth’s subjects often included familiar people,.

They included familiar places, and. They also

included familiar objects.

2–284 Section 2 Strategy Models

STRATEGY: Sentence Patterns and Lengths
Reaching All English Language Learner Proficiency Levels
Beginning Help students practice the strategies by using examples of published literature.
For example, provide a short paragraph or passage to students. Model for
students how to look for sentences that can be combined. First, read the
example as it is written. Then, encourage volunteers to suggest ways to combine
sentences. Write the revised examples on the board. Gather varying examples
based on how the sentences can be combined. Build on students’ responses with
a different emphasis in mind each time, such as looking for sentences that could
be combined or parallel sentences that might be combined.

Intermediate Have students interact with the content by providing them with a copy of the
student passage to mark up during strategy instruction. As you model how to
combine sentences, tell them to mark their passages. Students can use their 2
marked-up passages to review how to combine sentences with a partner.

Advanced To practice oral language skills, have students take turns reading aloud any
revised writing samples they complete in class. First, have students read the
originals; then have students read the revised versions. Ask other students to
identify the differences in each of the versions.

Advanced After Step 5 in the routine, ask students to browse through familiar classroom
High materials to find examples of fiction and nonfiction writing. Then, instruct pairs
to use what they have learned about various sentence structures and lengths
to rewrite their examples. When all pairs have finished, have them read both
versions (original and revised) of the writing aloud.

NOTES

Lesson 2.33 Sentence Patterns and Lengths 2–285

 LESSON 2.34 WRITING STRATEGIES
2 Taking Notes
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to take notes in
texts of all kinds across subject areas.
The following pages illustrate how the
strategy can be implemented across the
content areas.
Academic Language
main idea the most important idea of a
paragraph, section, or entire text
summarize restate important ideas and
details from a text in your own words
supporting details details that describe or
explain the main idea
Go To Section 3 for Content Area Lessons that
use the Taking Notes strategy.
Mathematics, pp. 3–106 to 3–313
Go To Section 4 for Blackline Master.
Cornell Notes, p. 4–67
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 1, then Lesson 34.
2–286 Section 2 Strategy Models
DEFINING the Strategy
• Taking notes is a critical tool that helps English Language
Learners analyze and comprehend speech and texts by generating
written questions and writing summaries.
• Taking notes allows students to draw on other comprehension
strategies, such as distinguishing main ideas and supporting
details, to analyze texts and lectures in different content areas.
• Taking notes helps students formulate their own ideas and
respond to texts they read and speeches or lectures they hear.
USING the Strategy
• Clarify the topic for students to help guide them to the main idea.
• Students can preview a text by scanning for key words and ideas.
Students can prepare for listening to a speech or lecture by
completing research on a topic.
• Paraphrase the information that will be provided to help students
comprehend content.
• Use a graphic organizer to help students organize information
visually. On the graphic organizer, students take notes, generate
written questions, and write a summary.
CHECKING the Strategy
After strategy instruction, use a variety of activities to check for
students’ understanding of the strategy.
• Provide new passages for students to practice taking notes.
Students can take notes while reading the passages or while the
passages are read aloud by a partner.
• Have students use their notes to write a paragraph explaining
what they learned about a topic.
• Ask a question related to a topic you covered in class, and give
students time to review their notes. Then have students discuss
the question with a partner. Afterward, have partners report the
findings of their discussion.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Interactive Question-Response

The passage below is from a biology lesson about tissue types in routine
plants. See how the Taking Notes routine is modeled in the Interactive
Taking Notes
Question-Response that follows. Before implementing the strategy
BEFORE READING
instruction, begin with the Preparing Students for Learning routine in
Section 1, p. 1–32.
Step 1 State the topic of the text or
lecture for students.
Plant Tissue Types
Step 2 Students preview text by
Unlike animals, which have several types of tissue, most types of skimming for main ideas and key
plants have only three tissue types: dermal, ground, and vascular. words. They can prepare for a
The dermal tissue is much like our skin. It covers the outside of the lecture through research.
plant’s leaves, stems, and roots. The ground tissue is what gives DURING READING
a plant its size and structure. In this way, it is like our muscles and Step 3 Students take notes in the right
bones. The vascular tissue moves nutrients, air, and water around column of the Cornell Notes as 2
the plant. You could say that it is like our circulatory system that they are reading or listening.
moves nutrient-rich blood throughout our body. AFTER READING
Step 4 Students write questions in the
BEFORE READING left column of the chart about
Step 1 When we read, it helps to think about our purpose for reading. Why the notes they have taken.
might we read Plant Tissue Types? to learn about the different types of plant Step 5 Students cover their notes and
tissue How can we tell that? the title Right. The title gives us a key to the
answer the questions in their
main idea of a reading passage.
own words.
Step 2 Sometimes it helps to look over a text before reading to find
key words or ideas. I see that the words dermal tissue, ground tissue, Step 6 Students use the space at
and vascular tissue are in boldface. What does this tell me? that they are the bottom of the chart to
important Right. Usually in a textbook, boldface words are important. They summarize what they have
are also usually included in a glossary. What does the glossary tell us? the learned.
meaning of the words Right. So we have identified three important terms
that we should include in our notes.
And we know that we can probably find their meaning in SCIENCE
a glossary at the end of the chapter or at the end of the
book.
Cornell Notes
DURING READING
Step 3 Today, we are going to take notes using the Questions Notes
Cornell Notes. We will use the right column (use gestures What does “dermal tissue” do for DERMAL TISSUE is like our skin; it covers
to indicate on the graphic organizer what you are talking plants? and protects the plant.
about) to make notes. While I read the paragraph, watch What does “ground tissue” do for GROUND TISSUE is like our muscles and
for main ideas. Write them in the right column of your plants? bones; it gives the plant size and
chart. Can somebody paraphrase, or repeat, what I’ve structure.
just said? We should take notes in the right column. Good. What does “vascular tissue” do for VASCULAR TISSUE is like our circulatory
Remember to write main ideas. Read the paragraph. plants? system; it moves nutrients, air, and
OK, now who can tell me one idea in your notes? Dermal water around the plant.
tissue is like skin. Good. Remember that dermal tissue is an
important term, so you should underline or highlight it. Summary
We need similar statements for the other two important Plants have three tissue types: dermal, ground, and vascular. Each tissue
terms. Ground tissue gives a plant its size and structure. type has a different purpose.

(continued)
Lesson 2.34 Taking Notes 2–287
 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Taking Notes
BEFORE READING
Step 1 State the topic of the text or
lecture for students.
Step 2 Students preview text by
skimming for main ideas and key
words. They can prepare for a
lecture through research.
DURING READING
Step 3 Students take notes in the right
column of the Cornell Notes as
they are reading or listening.
AFTER READING
Step 4 Students write questions in the
left column of the chart about
the notes they have taken.
Step 5 Students cover their notes and
answer the questions in their
own words.
Step 6 Students use the space at
the bottom of the chart to
summarize what they have
learned.
SCIENCE
Cornell Notes
Questions
What does “dermal tissue” do for
plants?
What does “ground tissue” do for
plants?
What does “vascular tissue” do for
plants?
Summary
Plants have three tissue types: dermal, ground, and vascular. Each tissue
type has a different purpose.
2–288 Section 2 Strategy Models
SCIENCE Interactive Question-Response, continued
Right. Underline ground tissue because it is an important term. OK, there
was one more important term. vascular tissue Right. And what did we learn
about vascular tissue? It moves air around the plant. Good.
AFTER READING
Step 4 Now we are going to write our own study questions in the left-hand
column of the chart. Later, we can use these to help us study. We need a
study question about each of the key terms. Let’s do the first one together.
What will a test ask me about dermal tissue? What does dermal tissue do?
Good. Now write questions about the other two terms. What questions did
you write? What does ground tissue do? What does vascular tissue do? Very
good.
Step 5 Now let’s use the chart to help us quiz ourselves on what we have
learned. Use another sheet of notebook paper to cover what you have
written in the right-hand column of your notes. Now work with a partner
to quiz each other on the questions you have in the left column. If you get
stuck, you can look at the notes, but try to learn the material.
Step 6 Now, let’s summarize what we have read in the bottom box of the
chart. Remember that the title is a good clue to the main idea of a passage.
Plant Tissue Types Right. We learned about plant tissue types. But what
did we learn? Dermal tissue covers the plant. Yes, we did learn that, but that
is a detail. How many tissue types do plants have? three Right. How about
“Plants have three tissue types” as the main idea? We can even name them.
How about: “Plants have three tissue types: dermal, ground, and vascular”
as the main idea of the passage?
Notes
DERMAL TISSUE is like our skin; it covers
and protects the plant.
GROUND TISSUE is like our muscles and
bones; it gives the plant size and
structure.
VASCULAR TISSUE is like our circulatory
system; it moves nutrients, air, and
water around the plant.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response

The passage below is from the Declaration of Independence. See routine
how the Taking Notes routine is modeled in the Interactive Question-
Taking Notes
Response that follows. Before implementing the strategy instruction,
BEFORE READING
begin with the Preparing Students for Learning routine in
Section 1, p. 1–32.
Step 1 State the topic of the text or
lecture for students.
from The Declaration of Independence
Step 2 Students preview text by
We hold these truths to be self-evident, that all Men are created skimming for main ideas and key
equal, that they are endowed by their Creator with certain words. They can prepare for a
unalienable Rights, that among these are Life, Liberty, and the lecture through research.
Pursuit of Happiness—That to secure these Rights, Governments DURING READING
are instituted among Men, deriving their just Powers from the Step 3 Students take notes in the right
Consent of the Governed. column of the Cornell Notes as 2
they are reading or listening.
BEFORE READING AFTER READING

Step 1 Before we read this passage, let’s think about what we want to learn. Step 4 Students write questions in the
We know this passage is from The Declaration of Independence. What do we left column of the chart about
know about this document? It was written when the United States decided it the notes they have taken.
did not want to be part of England anymore. Right. So it declared, or claimed,
our independence, or freedom, from England. It said that we wanted to
Step 5 Students cover their notes and
be free, and it gave the reasons why we wanted to be free. Let’s think out answer the questions in their
loud together. What do we want to learn about this passage? Why are the own words.
colonists declaring independence? Step 6 Students use the space at
Step 2 Now that we have a purpose for reading, let’s preview the text the bottom of the chart to
and see if we can identify key words. equal Very good. That is one of the summarize what they have
main ideas. How can we tell that? It is in boldface. Right. Boldface words learned.
are usually important. What are some other important words? unalienable
rights Good. Unalienable means something that cannot be taken away.
So unalienable rights are rights that everyone has and
no one can take away. What are some other key ideas SOCIAL STUDIES
and words? life, liberty, pursuit of happiness, consent of the
governed Cornell Notes
DURING READING Questions Notes
Step 3 While I read the passage, you are going to What rights did the people of the Unalienable Rights: Life, Liberty,
take notes in the right column of your Cornell Notes. United States want? and the Pursuit of Happiness.
Gesture to the right column. Read the paragraph. Who has What does “consent of the Government gets its power from the
something written in their notes? unalienable rights Very governed” mean? people. The people should get to
good. We know that is one of the main ideas because it
choose their government.
is boldface.
Important words usually go in our notes. What are the
unalienable rights? life, liberty, and the pursuit of happiness
Good. That is the first main idea.
Who can identify the second main idea in the passage? Summary
Consent of the Governed Right! Put that term in your People in the United States wanted to separate from England so that they
could be happy and free to choose their own government.

(continued)
Lesson 2.34 Taking Notes 2–289
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Interactive Question-Response, continued

routine
Taking Notes
BEFORE READING
Step 1 State the topic of the text or
lecture for students.
Step 2 Students preview text by
skimming for main ideas and key
words. They can prepare for a
lecture through research.
DURING READING
Step 3 Students take notes in the right
column of the Cornell Notes as
they are reading or listening.
AFTER READING
Step 4 Students write questions in the
left column of the chart about
the notes they have taken.
Step 5 Students cover their notes and
answer the questions in their
own words.
Step 6 Students use the space at
the bottom of the chart to
summarize what they have
learned.
notes. And consent means “permission”. So let’s read the last sentence
again. Read. This says that governments derive, or get, their power from the
consent, or permission, of those governed. Who can paraphrase this idea?
People are the boss of the government. Very good. Put that in your notes. That
is the second main idea of the passage.
AFTER READING
Step 4 Now we need to write some study questions in the left column
of the chart. One good question might be “What rights did the people of
the United States want?” Write that in the left column. The answer to that
question should be your notes in the right column. Life, Liberty, and the
Pursuit of Happiness Good. And what are those rights called? unalienable
rights Now we need to write a question that gets at the second main idea.
What does “consent of the governed” mean? That’s pretty good. Now let’s
make sure the answer is in the notes. Government gets its power from the
people. And people should get to choose their government.
Step 5 Now get into pairs and study your notes by covering the left column
and asking each other the questions from the right column. You can look
at your notes if you have to, but try to learn the material like you would for
a test.
Step 6 Now we can use our notes to write a summary of the passage. Who
can put both of our main ideas into one summary statement? People in the
United States wanted to separate from England so that they could be happy and
free to choose their own government.

SOCIAL STUDIES

Cornell Notes

Questions
What rights did the people of the
United States want?
What does “consent of the
governed“ mean?
Notes
Unalienable Rights: Life, Liberty,
and the Pursuit of Happiness.
Government gets its power from the
people. The people should get to
choose their government.

Summary
People in the United States wanted to separate from England so that they
could be happy and free to choose their own government.

2–290 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response

The passage below is from the poem “So, We’ll Go No More A routine
Roving” by George Gordon, Lord Byron. See how the Taking Notes
Taking Notes
routine is modeled in the Interactive Question-Response that follows.
BEFORE READING
Before implementing the strategy instruction, begin with the Preparing
Students for Learning routine in Section 1, p. 1–32.
Step 1 State the topic of the text or
lecture for students.
So, We’ll Go No More A-Roving
Step 2 Students preview text by
So, we’ll go no more a-roving skimming for main ideas and key
So late into the night, words. They can prepare for a
Though the heart be still as loving lecture through research.
And the moon be still as bright. DURING READING
Step 3 Students take notes in the right
For the sword outwears its sheath, column of the Cornell Notes as 2
And the soul wears out the breast, they are reading or listening.
And the heart must pause to breathe, AFTER READING
And love itself have rest. Step 4 Students write questions in the
left column of the chart about
Though the night was made for loving, the notes they have taken.
And the day returns too soon,
Yet we’ll go no more a roving
Step 5 Students cover their notes and
By the light of the moon.
answer the questions in their
own words.
BEFORE READING Step 6 Students use the space at
Step 1 Before reading, let’s think about what we want to learn about this the bottom of the chart to
poem. Let’s read the title aloud. “A-Roving” means going out and having fun summarize what they have
with friends. What is something you want to learn from this poem? why the learned.
speaker no longer wants to go a-roving
Step 2 Let’s scan the text for general ideas and key words.
When previewing a poem, we should also look for LANGUAGE ARTS
imagery, or words that paint vivid pictures in our minds.
Let’s look at the first stanza. Remember that a stanza in a Cornell Notes
poem is like a paragraph in other writing. It is a group of
ideas that are set together on the page. Does anybody Questions Notes
see vivid images in the first stanza? a loving heart, a bright What does “a-roving” mean? roving: going out with friends
moon, late nights What do you see in the second stanza?
What does “stanza” mean? stanza: like a paragraph
worn out sheath, worn out body, heart in need of rest
What does “imagery” mean? imagery: words that help you see
DURING READING ideas
Step 3 Let’s use the Cornell Notes to take some notes What are some images from the no more roving, tiredness, getting
about this poem. Our notes go in the column on the right. poem? old
Gesture to this column. We want to include important
words and their definitions or other information about
them. Let’s start with the words imagery and stanza.
These are important words when we discuss poems, so Summary
let’s put them in our notes. Who remembers what The speaker will not be roving at night anymore because he has grown
older.

(continued)
Lesson 2.34 Taking Notes 2–291
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Interactive Question-Response, continued

routine
Taking Notes
BEFORE READING
Step 1 State the topic of the text or
lecture for students.
Step 2 Students preview text by
skimming for main ideas and key
words. They can prepare for a
lecture through research.
DURING READING
Step 3 Students take notes in the right
column of the Cornell Notes as
they are reading or listening.
AFTER READING
Step 4 Students write questions in the
left column of the chart about
the notes they have taken.
Step 5 Students cover their notes and
answer the questions in their
own words.
Step 6 Students use the space at
the bottom of the chart to
summarize what they have
learned.
imagery means? words that paint vivid pictures Good. And who remembers
what a stanza is? a group of ideas in a poem Very good.
Now let’s look at the main ideas in each of the stanzas. Who has an idea for
the main idea or imagery in the first stanza? no more roving Good. In the
second stanza, look at these words: outwears, wears out, rest. What might
the speaker’s main point be? tiredness, getting old Good. Go ahead and write
that down.
Does the third stanza seem familiar? It is like the first stanza. Right. So what
is the main idea here? no more roving Good.
Because this is a poem, I’m going to read it twice. Check the main ideas in
your notes to see if you would like to add anything.
AFTER READING
Step 4 Now let’s write some study questions in the left-hand column. If you
were going to take a test about this poem, what questions might be on
the test? Find a partner and write a question to share with the class. Allow
students to share their questions with the class until you have one for each of
the main ideas studied.
Step 5 Now we have study questions for each of our poetry vocabulary
words, imagery and stanza, as well as for the main ideas in the poem. Now
let’s all work with partners to study this material. Cover the right column
notes and ask each question from the left column. You can look at your
notes if you need to, but try to use this time to get ready for a quiz.
Step 6 Notice that there is an empty box at the bottom of the chart. We need
to write a summary of the poem. What are the two main ideas in the poem?
no more roving Good… and? tiredness, getting old Good. So how can we
summarize this poem? The speaker will not be roving at night anymore because
he has grown older.

LANGUAGE ARTS

Cornell Notes

Questions
What does “a-roving” mean?
What does “stanza” mean?
What does “imagery” mean?
What are some images from the
poem?
Notes
roving: going out with friends
stanza: like a paragraph
imagery: words that help you see
ideas
no more roving, tiredness, getting
old

Summary
The speaker will not be roving at night anymore because he has grown
older.

2–292 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Interactive Question-Response

The passage below is from a mathematics lesson about square roots. routine
See how the Taking Notes routine is modeled in the Interactive
Taking Notes
Question-Response that follows. Before implementing the strategy
BEFORE READING
instruction, begin with the Preparing Students for Learning routine in
Section 1, p. 1–32.
Step 1 State the topic of the text or
lecture for students.
Squares and Square Roots
Step 2 Students preview text by
The square of a number is the product of that number multiplied skimming for main ideas and key
by itself. For example, in the equation 4 x 4 = 16, I show that 16 is words. They can prepare for a
the square of 4 because when I multiply 4 by itself, I get 16. To find lecture through research.
the square root of a number, you do the opposite. In other words, DURING READING
in our example equation, the square root of 16 is 4. The square root Step 3 Students take notes in the right
of a number is the number that can be squared (or multiplied by column of the Cornell Notes as 2
itself ) to find the original number. In other words, the square root they are reading or listening.
of 16 is 4 because 4 squared is 16. AFTER READING
Step 4 Students write questions in the
BEFORE READING left column of the chart about
Step 1 Before we read, let’s set a purpose for reading. In other words, the notes they have taken.
why are we reading? Usually, the title gives us a clue. Why might we read Step 5 Students cover their notes and
Squares and Square Roots? to learn about squares and square roots Right. That’s
answer the questions in their
our purpose.
own words.
Step 2 Sometimes it helps to look over a text before reading. If we can
identify key words before reading, we can listen carefully for information Step 6 Students use the space at
about those words during the reading. What key words do you see? square, the bottom of the chart to
square roots Right. And how do we know those words are important? They summarize what they have
are bold. Very good. learned.
DURING READING
Step 3 While I read the paragraph, you will make some
notes in the right-hand column of the Cornell Notes. MATHEMATICS
Gesture to the column. Try to write the main ideas as I
read. After the reading, we will review the notes together. Cornell Notes
Read the paragraph. Okay, who wrote a main idea in your
notes? square root Good. That is one of the key words for Questions Notes
this lesson. What is the other key word? square Good. But What is a square root? What is the square root: a number multiplied
we also need information about the key words. Who sees square root of 4? by itself that gives you the original
the definition, or meaning, of the word square? a number number. The square root of 4 is 2
multiplied by itself Good. If you multiply a number by itself, because 2 x 2 = 4.
you get its square. What is the square of 7? It is the product The square of a number is the
of 7 x 7, so what is the answer? 49 Very good. The square of How do you find the square of a number you get when you multiply
7 is 49.
number? What is the square of 3? that number by itself. 9 is the
What is the other key term? square root Right. How do we square of 3 because 3 x 3 = 9.
find a square root? The square root of a number is the number
that, when multiplied by itself, gives you the original number. Summary
Right. So what is the square root of 25? 5 Very good. If you To get a square, multiply a number by itself. To get a number’s square root,
multiply 5 by itself, you get 25, so 5 is the square root of 25. find the number that you multiply by itself to get the first number.

(continued)
Lesson 2.34 Taking Notes 2–293
 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Taking Notes
BEFORE READING
Step 1 State the topic of the text or
lecture for students.
Step 2 Students preview text by
skimming for main ideas and key
words. They can prepare for a
lecture through research.
DURING READING
Step 3 Students take notes in the right
column of the Cornell Notes as
they are reading or listening.
AFTER READING
Step 4 Students write questions in the
left column of the chart about
the notes they have taken.
Step 5 Students cover their notes and
answer the questions in their
own words.
Step 6 Students use the space at
the bottom of the chart to
summarize what they have
learned.
MATHEMATICS
Cornell Notes
Questions
What is a square root? What is the
square root of 4?
How do you find the square of a
number? What is the square of 3?
Summary
To get a square, multiply a number by itself. To get a number’s square root,
find the number that you multiply by itself to get the first number.
2–294 Section 2 Strategy Models
MATHEMATICS Interactive Question-Response, continued
AFTER READING
Step 4 Now let’s write study questions in the left column of the chart.
If we write good study questions and learn their answers, we will know
the material pretty well. What questions should we ask ourselves about
this material? How about “What is a square root?” Who can name another
question? How do you find the square of a number? Good. These are good
questions for understanding the passage, but I want to add some practice
problems that will help us use these ideas to do math. Write “What is the
square root of 4?” And one more: “Find the square of 3.”
Step 5 Now that we have study questions, let’s find study partners. Give
students time to pair-up. Now you will cover the material in the right
column with a piece of paper and ask each other the questions from the
left column. You can look at your notes if you have to, but try to learn the
material so that you will be ready for a quiz.
Step 6 Now, let’s paraphrase what we have learned. This paraphrase will be
a summary of this day’s mathematics work. Our paraphrase, or summary,
will go in the box at the bottom of the chart. To get a square, multiply a
number by itself. To get a number’s square root, find the number that you
multiply by itself to get the first number.
Notes
square root: a number multiplied
by itself that gives you the original
number. The square root of 4 is 2
because 2 x 2 = 4.
The square of a number is the
number you get when you multiply
that number by itself. 9 is the
square of 3 because 3 x 3 = 9.
STRATEGY: Taking Notes
Reaching All English Language Learner Proficiency Levels
Beginning Preteach necessary vocabulary, and point these words out in the passage.
Have them copy these words in the right-hand column of their Cornell Notes.
Provide visual examples of the key terms whenever possible (realia is best).
After the reading, provide cloze exercises that allow students to demonstrate
understanding of the lesson’s main topics.

Intermediate Preteach key terms. Pair students with advanced or native speakers for the study
section of the class. Instruct these pairs to make sure that both Cornell Notes
graphic organizers are complete. Provide assistance as needed.

Advanced Provide vocabulary support as needed during the preview, Step 2. Have students
work together with partners to summarize what they have learned. Students 2
should not refer to their Cornell Notes at this time. When you are confident that
most students can summarize the lesson, have an Advanced student come to the
board and summarize the lesson.

Advanced Provide students with another sample passage. Have students work with a
High partner to read the passage, take notes, generate written questions, and write a
summary. Move around the room to provide support as needed.

NOTES

Lesson 2.34 Taking Notes 2–295

 LESSON 2.35 WRITING STRATEGIES
2 Using the Writing Process
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to work through
the five stages of the writing process.
Academic Language
writing process series of steps to develop a
piece of writing
Go To Section 4 for Blackline Masters.
Venn Diagram, p. 4–83
Editing Checklist for Peer and Self
Reviews, p. 4–85
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate. glencoe.com and click on
Section 2 then Lesson 35.
2–296 Section 2 Strategy Models
DEFINING the Strategy
The Writing Process has five main stages. Each stage guides
students through creating a well-organized piece of writing that
addresses the genre and topic.
• In prewriting, students identify and organize ideas.
• In drafting, students transform ideas into complete sentences and
paragraphs.
• In revising, students check for sense, clarity, and smoothness.
Students add to or cut from their writing.
• In editing, students check details such as spelling, punctuation,
grammar, and usage.
• In publishing and presenting, students share their writing with
others.
USING the Strategy
• Help students determine a purpose for writing.
• Work with students to explore ideas through the use of a graphic
organizer or other prewriting activity.
• Clarify paragraph structure through the use of writing frames or
the Paragraph Writing Form, p. 4–86.
• Help students revise and edit their writing with activities,
checklists, rubrics, and review opportunities.
• Help students share writing through publishing or presenting
their completed work.
CHECKING the Strategy
To provide students with guidance and feedback at each stage of
the writing process use:
• observational records for informal assessment and feedback.
• checklists for peer and self assessment, such as the Editing
Checklist for Peer and Self Reviews.
• the Writing Rubric for Assessment and Evaluation, p. 4–89.
• the Writing Portfolio Management, p. 4–88, and the Writing
Portfolio Evaluation, p. 4–87, forms.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Prewriting Interactive Question-Response

Prewriting is the first stage in the writing process. At this point, routine
students must identify a writing purpose and clarify their ideas on a
Prewriting
topic. See how the Prewriting routine is modeled in the Interactive
Question-Response below. The prompt is from a biology lesson on Step 1 Review the writing prompt
organisms. with students and help them
Writing Prompt determine a writing purpose.
Write a paragraph explaining the similarities and differences Step 2 Create and post a writing
between two organisms: reptiles and birds. Include two examples of checklist for students to use
how they are similar and two examples of how they are different. throughout the writing process.

Step 1 Before we begin writing, let’s look closely at the prompt. First Step 3 Distribute and post the Venn
we’ll scan for key words. What key words do you see? organisms, reptiles, Diagram for prewriting and
birds Now let’s scan for direction words—or words that tell us what to guide students to link it with the 2
do. paragraph, explaining, similarities, differences, two examples Good. These writing purpose.
words describe the writing task and tell us what we are supposed to do.
Step 4 Work with students to fill in each
We will explain two ways the organisms are similar and two ways they are
section of the diagram. Continue
different.
to link it to the writing purpose.
Step 2 Let’s use this information to create a checklist. Our checklist should
include all the things we need to do in our writing. What is the main thing Step 5 Provide an opportunity for
we need to do? explain the similarities and differences between reptiles and birds students to review and adjust the
What do we need to do to help us explain the similarities and differences information on their diagram.
between reptiles and birds? give two examples of how reptiles and birds are the
same and two examples of how reptiles and birds are different
So here is what our checklist will include:
˛ explain the similarities and differences between reptiles and birds
˛ give two examples of how reptiles and birds are the same
˛ give two examples of how reptiles and birds are different
Step 3 Distribute a blank Venn Diagram and post an enlarged
diagram as a class reference. We can use a Venn Diagram SCIENCE
to show the similarities and differences between
two things. In one circle, we will write details about, Prewriting
or characteristics of, birds. In the other, we will write
characteristics of reptiles. Where in the diagram will we Venn Diagram
write characteristics of both? in the center, where the
circles overlap
We will use this diagram to come up with ideas about Reptiles Birds
how reptiles and birds are similar and different. Both feathers
scaly skin
Step 4 First, let’s label each section of our diagram. In most have teeth clawed toes have no teeth
the top of the left circle, write Reptiles on the line. What molt scales or
should we write at the top of the right circle? Birds Yes, in feathers
the right circle, write Birds.
The center area is already labeled Both. What information
will go there, similarities or differences? similarities

(continued)
Lesson 2.35 Using the Writing Process 2–297
 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Prewriting
Step 1 Review the writing prompt
with students and help them
determine a writing purpose.
Step 2 Create and post a writing
checklist for students to use
throughout the writing process.
Step 3 Distribute and post the Venn
Diagram for prewriting and
guide students to link it with the
writing purpose.
Step 4 Work with students to fill in each
section of the diagram. Continue
to link it to the writing purpose.
Step 5 Provide an opportunity for
students to review and adjust the
information on their diagram.
SCIENCE
Prewriting
Venn Diagram
Reptiles
scaly skin Both
most have teeth clawed toes
molt scales or
feathers
2–298 Section 2 Strategy Models
SCIENCE Prewriting Interactive Question-Response, continued
Let’s list two characteristics of reptiles in the left section of the diagram.
What are a couple characteristics of reptiles that birds don’t share? scaly
skin, most have teeth Model writing these characteristics in the Reptiles section
of the diagram.
Now let’s list two characteristics of birds in the right section of the diagram.
What are a couple characteristics of birds that reptiles don’t share? feathers,
have no teeth Model writing these characteristics in the Birds section of the
diagram.
We found some ways that reptiles and birds are different. Now let’s think
about how they are similar. What characteristics of birds and reptiles are the
same? clawed toes, molt scales or feathers Model writing these characteristics in
the Both section of the diagram.
Good. Now we can see how birds and reptiles are similar in some ways and
different in some ways.
Step 5 Now let’s share and compare our ideas. We will break into small
groups to add ideas to our diagram. What are some ways you could find
out more characteristics of reptiles and birds? use a science textbook, use a
book about birds or reptiles, use the Internet, ask others Give students time in
small groups to add to their diagram. Provide print and Internet resources as
time allows.
Now that you’ve added some information to your diagram, I’d like one
person from each group to come up and add one new idea to the class
diagram. Then we will discuss our combined diagram as a class.
Birds
feathers
have no teeth
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Drafting Interactive Question-Response

Drafting is the second stage in the writing process. At this point, routine
students must develop thoughts into complete ideas, identify paragraph
Drafting
structure, and order their ideas using a writing frame. See how the
Drafting routine is modeled in the Interactive Question-Response Step 1 Introduce and explain the
below. purpose of each element of
Writing frames help English Language Learners make connections a paragraph.
between the content and the structure of written English. To create
Step 2 Review the writing prompt and
a writing frame, write a paragraph using the sentence and paragraph
purpose.
structure that you plan to teach. Then omit key words so that students
will be able to fill them in using their knowledge of the content. Step 3 Identify information on the Venn
Step 1 Before we begin drafting, let’s review the parts of a paragraph. Diagram to use in developing
A paragraph usually has a topic sentence. This sentence explains what the paragraph.
the paragraph will be about, or its topic. If a topic sentence tells about
2
Step 4 Read the writing frame aloud
the paragraph, where do you think you will find it? at the beginning of a and have students mark ideas on
paragraph
their diagram.
Yes, the topic sentence is often the first sentence in a paragraph. After
the topic sentence, there are body sentences. Body sentences explain Step 5 Work with students to develop
and support the topic sentence by giving more information. If the body the topic sentence.
sentences support the topic sentence, what type of information do you
Step 6 Work with students to develop
think you will find in body sentences? specific details, examples, opinions, or
other information
the body sentences.
Finally, a paragraph ends with a conclusion. This ties the topic sentence and Step 7 Work with students to develop
the body sentences together. It may also make a connection between the the conclusion.
information in the paragraph and other information related to the topic.
Step 2 Let’s review the writing prompt. What is our writing purpose? to
explain similarities and differences between birds and reptiles by giving examples
Step 3 Look at the Venn Diagram comparing birds and reptiles. What does
our finished diagram tell us about our topic of reptiles and birds?
The diagram shows that reptiles and birds have both similarities and differences.
Yes, so the topic sentence should provide that information.
The body sentences will explain the topic sentence. What do we need
to explain? how birds and reptiles are the same and how they are different
What information in the diagram can be used to develop our paragraph?
examples of similar characteristics: both birds and reptiles have
SCIENCE
clawed toes and both molt; examples of different characteristics:
Drafting
reptiles are scaly, but birds have feathers
Reptiles and birds have similarities and differences.
Step 4 Now I am going to read a writing frame for a paragraph
about the similarities and differences between birds and Many of the differences are easy to see. A reptile’s skin
reptiles. As I read, mark connections or ideas on your diagram. is scaly. A bird has feathers. Most reptiles have teeth,
Read the writing frame. while birds do not have teeth. Reptiles and birds are
also alike in some ways. These similarities may not
be as easy to see. Both reptiles and birds have clawed
toes. Both kinds of organisms molt. By comparing the
characteristics of birds and reptiles, you can see that
they are alike in some ways and different in others.
(continued)
Lesson 2.35 Using the Writing Process 2–299
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Drafting Interactive Question-Response, continued

routine Step 5 Let’s focus on the topic sentence, or the first sentence of the
Drafting paragraph. Display the sentence.

Reptiles and birds have and .

Step 1 Introduce and explain the
purpose of each element of
a paragraph.
Step 2 Review the writing prompt and
purpose.
Step 3 Identify information on the Venn
Diagram to use in developing
the paragraph.
Step 4 Read the writing frame aloud
and have students mark ideas on
their diagram.
Step 5 Work with students to develop
the topic sentence.
Step 6 Work with students to develop
the body sentences.
Step 7 Work with students to develop
the conclusion.
What is the purpose of the topic sentence? to explain what the paragraph will
be about How can we complete this sentence to summarize what we will be
discussing about birds and reptiles? use the words similarities and differences
in the sentence Now let’s read that sentence aloud together. Choral read,
Reptiles and birds have similarities and differences.
Step 6 Now let’s focus on the body sentences. Remember, the body
sentences give details to support the topic sentence. Read the first
body sentence aloud. We could start this paragraph by discussing either
similarities or differences, so I’m not sure which word to use. Are there any
clue words in the sentence? many, easy to see Good, let’s try putting each
word in and see which makes sense. Display the sentence.
Many of the similarities are easy to see.
or
Many of the differences are easy to see.
Which word makes more sense, and why? Turn to your neighbor and talk.
We think differences works because there aren’t many similarities and they aren’t
easy to see, so the answer must be differences. Good. Let’s read that sentence
aloud. Choral read the second sentence.
Repeat step to develop each body sentence.
Step 7 Finally, let’s work on the conclusion. Often the last sentence restates
what was said in the topic sentence, but in a slightly different way. Display
the conclusion.

By comparing the of , you can see that

alike in some ways and in others.

In this sentence, we want to remind readers what we already explained.

What clue word helps us with the first two blanks? comparing Good. What
SCIENCE did we compare? birds and reptiles True, but can you be more
specific? characteristics Continue working through the last
Drafting sentence together. Dispaly the sentence.
Reptiles and birds have similarities and differences.
By comparing the characteristics of birds and reptiles , you can
Many of the differences are easy to see. A reptile’s skin
see that they are alike in some ways and different in others.
is scaly. A bird has feathers. Most reptiles have teeth,
while birds do not have teeth. Reptiles and birds are
also alike in some ways. These similarities may not
be as easy to see. Both reptiles and birds have clawed
toes. Both kinds of organisms molt. By comparing the
characteristics of birds and reptiles, you can see that
they are alike in some ways and different in others.

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APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Revising Interactive Question-Response

Revising is the third stage in the writing process. At this stage, students routine
read through their paragraphs to ensure they have met all the elements
Revising
of the prompt. Students will also adjust their writing for sophistication
and tone. See how the Revising routine is modeled in the Interactive Step 1 Review the prompt with
Question-Response below. students.
Step 1 Have students recall the writing prompt. What did the prompt ask us
to do? to explain the similarities and differences between reptiles and birds and
Step 2 Review the writing checklist with
to give examples students and compare it to the
completed writing frame to see if
Step 2 Review the writing checklist with students. Then read aloud the
completed writing frame. As we go through the writing checklist, place
all parts of the prompt are met.
a check mark next to the tasks we have completed. Did the paragraph Step 3 Read the paragraph and identify
explain the similarities and differences between reptiles and birds? yes writing that is unclear, or that
What examples did the paragraph give to show similarities between sounds awkward or choppy. 2
reptiles and birds? clawed toes and molting
Step 4 Work with connecting words
What examples did the paragraph give to show differences between
reptiles and birds? feathers/scaly skin and teeth/no teeth
to adjust sentence lengths and
patterns.
Step 3 I’m going to read the paragraph aloud again. Sometimes you can
find problems with your writing when you hear it read aloud. Listen for Step 5 Work with transition words to
places where the language sounds awkward, or not smooth. Read the adjust sentence lengths and
paragraph on p. 2–300 aloud. Where does the language sound short or patterns.
unclear? the sentences about different kinds of skin seem too short Good. Even
though these sentences are correct, they can be revised, or changed to Step 6 Guide students in determining
improve the flow of ideas. where synonyms might be used
Step 4 One way to make writing smoother is to combine short sentences to strengthen language.
using a connecting word and a comma. For example, we could use the
word and or the word but to connect ideas.
Let’s combine these two sentences. Display the sentences.

Drafting Stage
A reptile’s skin is scaly . A bird has feathers .
Which connecting word should we use and or but? but Why
won’t and work? But shows how things are different. And shows
how things are the same. We want to show how things are different
here. So what would our new sentence look like?
Revising Stage
A reptile’s skin is scaly, but a bird has feathers .
Choral read the revised sentence. Continue in the manner, having
students adjust sentence lengths, and patterns.
SCIENCE
Revising
Reptiles and birds have similarities and differences.
Many of the differences are easy to see. For
example, a reptile’s skin is scaly, but a bird has
feathers. Also, most reptiles have teeth, while birds
do not have teeth. Reptiles and birds are also
similar in some ways. These similarities may not be
as easy to see obvious. For example, both reptiles
and birds have clawed toes, and both kinds of
organisms molt. By comparing the characteristics of
birds and reptiles, you can see that they are alike in

some ways and different in others.

(continued)
Lesson 2.35 Using the Writing Process 2–301
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Revising Interactive Question-Response, continued

routine
Revising
Step 1 Review the prompt with
students.
Step 2 Review the writing checklist with
students and compare it to the
completed writing frame to see if
all parts of the prompt are met.
Step 3 Read the paragraph and identify
writing that is unclear, or that
sounds awkward or choppy.
Step 4 Work with connecting words
to adjust sentence lengths and
patterns.
Step 5 Work with transition words to
adjust sentence lengths and
patterns.
Step 6 Guide students in determining
where synonyms might be used
to strengthen language.
Step 5 If we want to help readers follow along in the paragraph, we can
use transition words, such as also and in addition. Transition words make
your paragraph move smoothly from one idea to the next. They also
help prepare readers for the next idea in the paragraph. Let’s look at the
sentence we revised earlier. Display the sentence.
Drafting Stage
Most reptiles have teeth , while birds do not have teeth .
What transition word can we use to tell the reader we are about to give
more of the same kind of information? Also Good. Now let’s read our new
sentence.
Revising Stage
Also, most reptiles have teeth , while birds do not have teeth .
Now let’s look at another sentence. Display the sentence.
Drafting Stage
Both reptiles and birds have clawed toes , and both kinds of organisms molt .
What kind of information does this sentence provide? examples What
transition words can you add to the beginning of the sentence to show
that this sentence gives an example? For example Let’s add that to the
sentence.

Revising Stage
For example, both reptiles and birds have clawed toes , and both kinds of
organisms molt .

Continue working through paragraph, adding transitions where

SCIENCE
Revising
Reptiles and birds have similarities and differences.
Many of the differences are easy to see. For
example, a reptile’s skin is scaly, but a bird has
feathers. Also, most reptiles have teeth, while birds
do not have teeth. Reptiles and birds are also
similar in some ways. These similarities may not be
as easy to see obvious. For example, both reptiles
and birds have clawed toes, and both kinds of
organisms molt. By comparing the characteristics of
birds and reptiles, you can see that they are alike in
some ways and different in others.
necessary.
Step 6 Another way to improve our writing is to replace
repeated words with synonyms. For example, I noticed that the
words easy to see are used twice in this paragraph. Let’s look at
the second sentence in which it is used.
Drafting Stage
These similarities may not be as easy to see.
Turn to your neighbor and brainstorm synonyms for easy to
see. Who has a synonym to share, and why did you pick it? We
picked obvious because it is shorter and sounds more formal.
Good. Let’s make that change.
Revising Stage
These similarities may not be as easy to see obvious.

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APPLYING THE STRATEGIES IN THE CONTENT AREAS

SCIENCE Editing Interactive Question-Response

Editing is the fourth stage in the writing process. At this stage, routine
students utilize self review, collaborate in peer reviews, and use an
Editing
editing checklist to identify and correct common errors. See how the
Editing routine is modeled in the Interactive Question-Response Step 1 Help students use an Editing
below. Checklist for Peer and Self
Step 1 When you edit, you are looking for errors in spelling, capitalization, Reviews to review and edit
punctuation, and grammar. Take a moment to look over the Editing writing.
Checklist for Peer and Self Reviews.
Step 2 Guide students in identifying and
Step 2 First we’ll look for errors in spelling, capitalization, and end
punctuation. Here’s how one student completed a sentence. Display the
correcting errors in capitalization,
sentence and read it aloud. end punctuation, and spelling.
Step 3 Guide students in identifying
For example, a reptiles skin is scaly but a bird has fethers. 2
and correcting errors in
I see one word that is misspelled. Can you find it? Yes, feathers is spelled usage (including possessives,
wrong. What is the mistake? It is missing an a after the first e. Right. Here’s the contractions, and negatives).
correction.
Step 4 Help students identify and
For example, a reptiles skin is scaly but a bird has fethers. feathers. correct errors in agreement
and consistency (subject-verb,
Step 3 Now we’ll look for errors in the way possessives, contractions, and pronoun-antecedent, and verb
negatives are used. I see a problem in this sentence with a possessive. Do tense).
you see a word that shows ownership of something? yes, reptiles How do
we form possessives? by adding an apostrophe How can we correct the error?
We can add an apostrophe before the s to make reptile’s. Good. Let’s make that
correction.

For example, a reptiles reptile’s skin is scaly but a bird has fethers. feathers.

Step 4 We should also look for errors in agreement and tense. Display the
last sentence.

By comparing the characteristics of birds and reptiles you can

see that they is alike in some ways and different in others.
Listen as I read this sentence aloud. Read the sentence. Can you
hear a problem? Which word sounds wrong? is Good. Why do
you think it is wrong? They and is don’t match. Good. There is a
problem in agreement because the subject they and the verb is
don’t match. They is plural. What is is, plural or singular? singular
How can we fix this so that the subject and the verb agree, or
match? Change is to are so that they are both plural.
Right. Now let’s edit the sentence and read it aloud together.
SCIENCE
Editing
Reptiles and birds have similarities and differences.
Many of the differences are easy to see. For
example, a reptile’s skin is scaly, but a bird has
feathers. Also, most reptiles have teeth, while most
birds do not have teeth. Reptiles and birds are also
similar in some ways. These similarities may not be

By comparing the characteristics of birds and reptiles you
can see that they is are alike in some ways and different in
others.
as obvious. For example, both reptiles and birds
have clawed toes, and both kinds of organisms
molt. By comparing the characteristics of birds and
reptiles, you can see that they are alike in some

ways and different in others.

Lesson 2.35 Using the Writing Process 2–303

 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Publishing and Presenting
Step 1 Students should prepare a
correctly formatted paper.
Step 2 Help students develop a
presentation plan. Use the
prompt to determine if students
should use aids such as note
cards or a slide show.
Step 3 Provide opportunities for
students to practice delivering
their presentation or to share
their written work with peers.
Step 4 Guide students in giving and
applying helpful feedback.
Step 5 Give students options for
presenting a final version of their
work to others.
2–304 Section 2 Strategy Models
Publishing and Presenting
SCIENCE Interactive Question-Response
Publishing and presenting is the final stage in the writing process.
At this stage, students use basic formatting rules for written work
and learn to deliver oral presentations. See how the Publishing and
Presenting routine is modeled in the Interactive Question-Response
below.
Present your writing using multimedia tools, such as an electronic slide
show with audio and visual effects. You may also create a slide show
using craft materials and live sound effects.
Step 1 Let’s review the format we use for publishing or printing student
writing. We can create a checklist for this:
˛ Use Courier 12-point font.
˛ Double-space your work.
˛ Leave one-inch margins on all sides.
˛ Include the page number in the upper right-hand corner of each page.
Step 2 Part of the writing process includes presenting your work to others.
Read aloud the prompt. What key words tell you what you will need to
create your presentation? multimedia tools, craft materials, sound effects Let’s
make a plan for presenting your work. Organizing your presentation is very
much like the writing process. What steps do you think you will follow?
prewriting, drafting, revising, editing, practicing
Step 3 Once you have prepared your presentation, you should practice
delivering your presentation. What are some ways you could practice?
practice for a friend or family member, practice in front of a small group of
classmates
Can you think of a way to practice that allows you to see yourself as you
talk? practicing in front of a mirror Right. This is helpful if there is no one
around to practice for, or you don’t yet feel ready to present in front of
others.
Step 4 It always helps to have feedback from other people. Turn to a
friend and brainstorm things that good presenters do, then share your
opinion with the class. Provide wait time. If you are listening to your friend’s
presentation, what feedback could you give that would help him or her do
better? Express your opinion to him or her. speak more slowly, raise your voice,
use hand gestures, pause after making an important point, make eye contact with
the audience
Step 5 Once you have finished preparing your presentation, it is time to
share your work. Let’s brainstorm ideas for sharing your work outside of
our class. I’ll start. I think some of you could present your work at the local
library. What ideas do you have? at home, at a neighborhood gathering, at a
local hospital or a community center
 STRATEGY: Using the Writing Process
Reaching All English Language Learner Proficiency Levels
Beginning Prewriting Provide images to represent each section of the Venn diagram.
Work with students to label and assign each image to a section of the diagram.
Editing Pair beginning students with proficient speakers. Have pairs work
through the Editing Checklist for Peer and Self Reviews to identify and correct
mistakes.
Publishing and Presenting Have students create their own illustrations to
accompany their writing. Display student writing and art in the classroom.

Intermediate Prewriting Provide students with sentence frames to help them complete the
diagram.
Drafting Allow students to work in pairs to complete the writing frame. Provide
images of more difficult words so that students can match the picture with the 2
word in order to complete the more difficult sentence.
Editing Choose one grammar focus and use a Think Aloud to model identifying
and correcting mistakes.

Advanced Prewriting Before using the diagram, use word walls and engage in
brainstorming to identify examples that address the writing purpose.
Revising Use sentence combining and anonymous student models to help
students identify ways to improve their writing.
Publishing and Presenting Place students in small groups. Have them take turns
presenting their writing using multimedia support such as video clips, slides, or
sound effects.

Advanced Prewriting Have students determine their own writing prompt and topic.
High Drafting Instead of the writing frame, provide students with the blank
Paragraph Writing Form, p. 4–86, to guide their writing.
Editing Have students create their own writing checklist.

NOTES

Lesson 2.35 Using the Writing Process 2–305

ELV912_TX_S2_L35_893449.indd 305 2/10/10 5:06:01 PM

 LESSON 2.36 WRITING STRATEGIES
2 Writing a Narrative Paragraph
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to develop and
write a narrative paragraph.
Academic Language
narrative a series of related events
conflict a problem faced by characters in
a story
setting the time and place where a story or
event occurs
solution the outcome of a series of events
Go To Section 3 for Content Area Lessons that
use the Writing a Narrative Paragraph
strategy.
Language Arts, pp. 3–80 to 3–89
Go To Section 4 for Blackline Masters.
Story Map, p. 4–78.
Editing Checklist for Peer and Self
Reviews, p. 4–85
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 2 then Lesson 36.
2–306 Section 2 Strategy Models
DEFINING the Strategy
• Because both fictional and nonfictional information are often
delivered in story format, it is important for English Language
Learners to understand the elements of a narrative.
• When writing a narrative, students describe a series of related
events by telling a story. In a nonfiction narrative, all the
characters, settings, and events are real.
• When writing a narrative, identifying characters, settings, and
events requires students to organize content area information.
USING the Strategy
• Help students examine the writing prompt and determine a
purpose for writing a narrative paragraph.
• Work with students to plan each element of their narrative
paragraph using a graphic organizer.
• Work with students to draft a narrative paragraph using their
completed graphic organizer.
• Help students draft, revise, and edit their writing with activities,
checklists, rubrics, and review opportunities focused on story
elements and narrative writing.
• Help students share their writing through publishing and
presenting their completed work.
CHECKING the Strategy
To provide students with guidance and feedback at each stage of
the writing process use:
• observational records for informal assessment and feedback
• checklists for peer and self-assessment, such as the Editing
Checklist for Peer and Self Reviews
• the Writing Rubric for Assessment and Evaluation, p. 4–89
• the Writing Portfolio Management, p. 4–88 and the Writing
Portfolio Evaluation, p. 4–87 forms
APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Prewriting Interactive Question-Response

Prewriting is the first stage in the writing process. During prewriting routine
for a narrative paragraph, students must identify what story will be told
Prewriting a Narrative
and clarify the elements of that story using a graphic organizer. See
how the Prewriting a Narrative Paragraph routine is modeled in the Paragraph
Interactive Question-Response below. The prompt is from a history
lesson about Henry Ford.
Step 1 Review the writing prompt
with students and help them to
Writing Prompt determine a writing purpose for
Write a narrative paragraph from the point of view of a person who the narrative paragraph.
applies for a good-paying job on an assembly line in Henry Ford’s Step 2 Create and post a writing
“Crystal Palace” factory. Use your imagination and build on what you checklist for students to use
learned in yesterday’s lesson on Henry Ford. Be sure to describe a throughout the writing process.
conflict the person experiences and tell how the conflict is resolved
Step 3 Distribute and post the Story 2
(the outcome of the events).
Map for prewriting and guide
Step 1 Before we begin writing, let’s look at the prompt. First we’ll scan students to link it with the
for key words. What key words do you see? good-paying job, assembly line, writing purpose.
Henry Ford, “Crystal Palace” Now let’s scan for direction words—words that
tell us what to do. write, narrative paragraph, conflict, resolved Good. These Step 4 Work with students to fill out
words describe the assignment and tell us what we are supposed to do. each story element on their map.
Step 2 Let’s use this information to create a checklist. Here’s what our Continue to link the map to the
checklist should include: writing purpose.
˛ Write to tell a story. Step 5 Provide an opportunity for
˛ Name a conflict. students to review and adjust the
˛ List events, or details, that lead to the conflict’s resolution. information on their map.
Step 3 Distribute a blank Story Map and post an enlarged version as a class
reference. We can use a story map to organize the information we need
to write our paragraph by parts of a narrative: title, setting, characters,
problem, events, and solution. We will collect ideas to write a class
paragraph about a man who applies for an assembly line job at Henry
Ford’s new factory. What setting do you think we will use to describe our
main character’s experience? since Henry Ford’s factories SOCIAL STUDIES
were in Michigan in the early 1900s, this will be the setting.
Write this on your story map. Story Map
Step 4 Write a title on the line at the top of your story Title: A Hopeful Man Waits Outside the Crystal Palace
map. We can call this A Hopeful Man Waits Outside the
Crystal Palace. This story will be told in the first person by Setting: Michigan, early 1900s
a narrator. Next to Characters write narrator. We’ve already
Characters: narrator
listed the setting. Now we need to describe the conflict,
or the problem. What major problem do you think the Conflict: The main character needs money to support his family,
main character might face? Think about yesterday’s so he applies for a job at Henry Ford’s factory.
lesson. What did the men who applied to work for Henry
Event 1: He waits in line with other men.
Ford want? What did they experience? Turn and talk
to your neighbor to come up with an answer. Ask for Event 2: A man lets him inside the “Crystal Palace.”
students’ ideas. He wants a job because he needs to earn
Event 3: He fills out paperwork.
money. He has to compete with the thousands of other men
who want to work there too. Good. Write this problem in Solution: The man is hired and will be able to support his family.
the Conflict box on your story map. (continued)
Lesson 2.36 Writing a Narrative Paragraph 2–307
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Prewriting Interactive Question-Response, continued

routine
routine Now we need to record some of the events that happen in our story. In
Prewriting a Narrative your opinion, what would be a logical sequence of events? In my opinion,
he might wait in line outside the factory. He is probably nervous about getting
Paragraph a job. He doesn’t know whether he’ll get hired or not. After waiting for many
hours, he might be let into the building. Good. These are all things that could
Step 1 Review the writing prompt happen. Let’s write these events on the lines next to Event 1, 2, and 3 on the
with students and help them to story map.
determine a writing purpose for Let’s discuss the resolution of the narrative, or the outcome of these events.
the narrative paragraph. Turn to your neighbor and share your thoughts. Ask for students’ ideas. The
man gets hired and will be able to help support his family. Good. Let’s add this
Step 2 Create and post a writing
to the Solution box on our story map.
checklist for students to use
throughout the writing process. Step 5 Now let’s look over our finished story map. First we will work in
groups to compare ideas from our map. Then, each group will add one new
Step 3 Distribute and post the Story idea to the class story map. As you work, you can add to or cut from
Map for prewriting and guide your map.
students to link it with the
writing purpose.
Step 4 Work with students to fill out
each story element on their map.
Continue to link the map to the
writing purpose.
Step 5 Provide an opportunity for
students to review and adjust the
information on their map.

SOCIAL STUDIES
Story Map
Title: A Hopeful Man Waits Outside the Crystal Palace

Setting: Michigan, early 1900s

Characters: narrator

Conflict: The main character needs money to support his family,

so he applies for a job at Henry Ford’s factory.

Event 1: He waits in line with other men.

Event 2: A man lets him inside the “Crystal Palace.”

Event 3: He fills out paperwork.

Solution: The man is hired and will be able to support his family.

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APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Drafting Interactive Question-Response

Drafting is the second stage in the writing process. During drafting for routine
a narrative paragraph, students must develop thoughts into complete
Drafting a Narrative
ideas, identify paragraph structure, and determine which information
belongs where as they put ideas in order. See how the Drafting a Paragraph
Narrative Paragraph routine is modeled in the Interactive Question-
Response below.
Step 1 Introduce and explain the
purpose of each element of
Writing frames help English Language Learners make connections paragraph structure.
between the content and the structure of written English. Write a
paragraph using the sentence and paragraph structure that you plan to Step 2 Review the writing prompt
teach. Then omit key content words so that students will be able to fill and purpose of the narrative
them in using their knowledge of the content. paragraph.

Step 1 Before we begin drafting, we will discuss the structure of a narrative Step 3 Identify information on the
paragraph. The topic sentence introduces what the paragraph is about. It Story Map to use in developing 2
reveals the characters and the main conflict. The body sentences develop, the narrative paragraph.
or explain, the topic of the paragraph by giving examples and details.
Narrative paragraphs often tell a series of events in time order.
Step 4 Read the writing frame aloud
and have students mark ideas on
Step 2 Let’s review the writing prompt and our purpose for writing. What
their map.
were we asked to do? write a paragraph that tells a story about a man who
applies for an assembly line position at Henry Ford’s factory Step 5 Work with students to develop
Step 3 Let’s look back at our Story Map to begin writing. What information the topic sentence.
can we use to summarize the topic, or what our paragraph will be about? the
character and the conflict Good. We’ll use this to begin our narrative paragraph.
Step 6 Work with students to develop
the body sentences.
Step 4 Now I’m going to read you a writing frame for the topic sentence of
our narrative paragraph. See if you can fill in the blank. Display this sentence. Step 7 Work with students to develop
the conclusion sentence.
I’m standing in line outside a factory in
with , and I
SOCIAL STUDIES
desperately need .

Step 5 I’m not sure how to fill in the blanks yet, so I’m going
to think about our lesson yesterday about the Highland Park
Factory and look for clue words. Where would the character
stand in line outside a factory? Highland Park, Michigan Who
would the character be with? other men Do you remember
how many men applied for jobs at that factory? 15,000 Very
good. Now think about why the men are there. What would the
character need? a job Yes. Now we know and understand our
character and his situation.
Drafting
I’m standing in line outside a factory in Highland
Park , Michigan with 15,000 other men , and I
desperately need a job. I hope Mr. Henry Ford
hires me because I need to help support my family.
I make only $2.25 a day. Mr. Ford is hiring men
for the assembly line at the “Crystal Palace .” He will
pay his workers a good wage ($5 a day!). But the men
are tired of waiting. Because it is winter, they are
cold. After many hours, a tall man opens the door.

The factory has lots of windows. It is sunny inside.

The tall man introduces himself and leads us down
a hallway. Then we do some paperwork. I try to be

friendly to the boss. Finally, he tells me I’m hired!

Hooray! I start tomorrow.
(continued)
Lesson 2.36 Writing a Narrative Paragraph 2–309
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Drafting Interactive Question-Response, continued

routine
routine Step 6 Let’s look at some of the body sentences. Look for clues to help you
Drafting a Narrative fill in the writing frame. Display these sentences.

Paragraph I hope Mr. Henry Ford hires me because I need to help

. I make only
Step 1 Introduce and explain the
$2.25 a day.
purpose of each element of
paragraph structure. What clue word makes it clear that he needs the job for a specific reason?
because Yes. Now, what is the character’s motivation for wanting a job?
Step 2 Review the writing prompt
Think about why people wanted to be hired by Henry Ford. He needs to
and purpose of the narrative support his family. Good.
paragraph.
Now let’s look at another body sentence. Remember, the body sentences
Step 3 Identify information on the tell more about the topic—both the character and the situation. Display
Story Map to use in developing this sentence.
the narrative paragraph.
Mr. Ford is hiring men for the at
Step 4 Read the writing frame aloud the “ .”
and have students mark ideas on
their map. Think about what you learned in our lesson about Henry Ford. What
method did he invent to build cars quickly? the assembly line Good. What
Step 5 Work with students to develop was a nickname for the Highland Park factory, due to its large size and
the topic sentence. many windows? Crystal Palace
Step 6 Work with students to develop Repeat step to develop each body sentence. Then ask students to summarize
the body sentences. the sequence of events. Now, what events happen in this narrative? the man
gets tired of waiting in the cold; then he goes inside and sees the sunny factory;
Step 7 Work with students to develop then he goes down a hallway and fills out paperwork; he is friendly to the boss
the conclusion. and is hired Are there any clue words that help you follow the sequence
of events? After many hours, Then, Finally Yes. These help the reader
understand the connections between your ideas.
SOCIAL STUDIES
Step 7 Now, let’s think about the conclusion. In a narrative
Drafting paragraph, a conclusion usually shows that the conflict has
been resolved. Display these sentences.
I’m standing in line outside a factory in Highland
Park , Michigan with 15,000 other men , and I Finally, he tells me ! Hooray! I start
desperately need a job. I hope Mr. Henry Ford tomorrow.
hires me because I need to help support my family.
Look back at the story map. What information could help us
I make only $2.25 a day. Mr. Ford is hiring men
conclude, or end, the paragraph? the solution That’s correct. The
for the assembly line at the “Crystal Palace .” He will conclusion needs to show that the problem is solved and the
pay his workers a good wage ($5 a day!). But the men narrative is over. How can we use the solution from our story
are tired of waiting. Because it is winter, they are map to finish the writing frame? he is hired Yes. Notice also that
cold. After many hours, a tall man opens the door. “Hooray! I start tomorrow” shows that he is happy.

The factory has lots of windows. It is sunny inside.

The tall man introduces himself and leads us down
a hallway. Then we do some paperwork. I try to be

friendly to the boss. Finally, he tells me I’m hired!

Hooray! I start tomorrow.

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APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Revising Interactive Question-Response

Revising is the third stage in the writing process. During revising for routine
a narrative paragraph, students must use a checklist, adjust sentence
Revising a Narrative
lengths and patterns, revise transitions for clarity, and adjust language
for sophistication and tone. See how the Revising a Narrative Paragraph
Paragraph routine is modeled in the Interactive Question-Response
below. The prompt is from a history lesson about Henry Ford.
Step 1 Review the prompt with
students.
Step 1 Let’s look back at the prompt. What did the prompt ask us to do?
write a story about a man who needs a job and applies at Henry Ford’s new factory Step 2 Review the writing checklist with
students and compare it to the
Step 2 Now let’s look back at the checklist we made earlier to be sure we
included all the information asked for in the prompt.
completed writing frame to see if
all parts of the prompt are met.
Does your paragraph describe the man’s experience yes Does your
paragraph identify the conflict and events leading to the solution? yes How Step 3 Read the paragraph and identify
did we do this? We used the story map to write a narrative paragraph. writing that is unclear, or that 2
Step 3 I’m going to read the paragraph aloud again. Sometimes you can sounds awkward or choppy.
find problems with your writing when you hear it read aloud. Listen for
Step 4 Work with connecting words
places where the language sounds awkward, or not smooth. Read aloud
to adjust sentence lengths and
the writing frames. Here is one place where I noticed the language sounds
patterns.
choppy. Display this sentence.
Step 5 Work with transition words to
Drafting Stage adjust sentence lengths and
The factory has lots of windows. It is sunny inside. patterns.
Good. Even though these sentences are correct, they can be revised, or Step 6 Guide students in determining
changed to improve the flow of ideas. We can improve short, choppy where synonyms might be used
sentences by combining them with a connecting word such as and or but. to strengthen language.
Step 4 If we wanted to combine the sentences “The factory has lots of
windows ” and “It is sunny inside,” which connecting word would
SOCIAL STUDIES
we use, and or but? and That’s right. But shows how things are
different. And shows how things are connected. We want to Revising
show how things are connected here. Have students narrate
I’m standing in line outside a factory in Highland
with increasing specificity and detail.
Park, Michigan with 15,000 other men, and I

Revising Stage desperately need a job. I hope Mr. Henry Ford

The factory has lots of windows , and it is sunny inside.
Continue working in this manner to adjust sentence lengths and
patterns as needed.
hires me because I need to help support my family.
Right now, I make only $2.25 a day. Mr. Ford
is hiring men for the assembly line at the “Crystal
Palace.” He will pay his workers a good wage ($5 a
day!). But the men are tired of waiting. Because

it is winter, they are cold. After many hours, a

tall man opens the door. The factory has lots of
windows, and i. It is sunny inside. The tall man

introduces himself and leads us down a hallway.

Then we do some paper work. I try to be friendly
to the boss. Finally, he tells me I’m hired! Hooray!
I start tomorrow.
(continued)
Lesson 2.36 Writing a Narrative Paragraph 2–311
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Revising Interactive Question-Response, continued

routine
routine Step 5 If we want to give readers a strong signal about what kind of
Revising a Narrative information is included in a sentence, we can add a transition word or
phrase with a comma to the beginning of the sentence. Can you find places
Paragraph in the paragraph where you could use transition words to give the reader a
clue? Display this sentence.
Step 1 Review the prompt with
students. Drafting Stage
Step 2 Review the writing checklist with I make only $2.25 a day.
students and compare it to the
completed writing frame to see if The sentence could be clearer. What word could we use to let our readers
know that we are referring to what the man earns now? Right now Yes, let’s
all parts of the prompt are met.
add that and read the new sentence aloud.
Step 3 Read the paragraph and identify
writing that is unclear, or that Revising Stage
sounds awkward or choppy. Right now, I make only 2.25 a day.
Step 4 Work with connecting words Continue working in this manner to incorporate transition words as needed.
to adjust sentence lengths and
Step 6 The last step in revising is to look for words that could be replaced
patterns.
with synonyms to make the paragraph more interesting. Display this
Step 5 Work with transition words to sentence.
adjust sentence lengths and
patterns. Drafting Stage
Then we do some paper work.
Step 6 Guide students in determining
where synonyms might be used What is another word you could use for do in this sentence? Turn and talk
to strengthen language. to your neighbor and come up with a strong synonym for do. Give students
ample time. What idea did you come up with? We thought of the phrase
SOCIAL STUDIES fill out. Good. That is a better word choice because it is more
specific and descriptive. Let’s write that in and read the new
Revising sentence aloud. Display the sentence.
I’m standing in line outside a factory in Highland
Revising Stage
Park, Michigan with 15,000 other men, and I
Then we fill out some paper work.
desperately need a job. I hope Mr. Henry Ford
hires me because I need to help support my family.
Right now, I make only $2.25 a day. Mr. Ford
is hiring men for the assembly line at the “Crystal
Palace.” He will pay his workers a good wage ($5 a
day!). But the men are tired of waiting. Because

it is winter, they are cold. After many hours, a

tall man opens the door. The factory has lots of
windows, and i. It is sunny inside. The tall man

introduces himself and leads us down a hallway.

Then we do some paper work. I try to be friendly
to the boss. Finally, he tells me I’m hired! Hooray!
I start tomorrow.

2–312 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

SOCIAL STUDIES Editing Interactive Question-Response

Editing is the fourth stage in the writing process. During editing for routine
a narrative paragraph, students should conduct self and peer reviews,
Editing a Narrative
using proofreading and editing checklists to identify and correct
common errors. See how the Editing a Narrative Paragraph routine is Paragraph
modeled in the Interactive Question-Response below. The prompt is
from a history lesson about Henry Ford.
Step 1 Help students use the Editing
Checklist for Peer and Self
Step 1 When you edit, you are looking for errors in spelling, capitalization, Reviews to review and edit
punctuation, and grammar. Take a moment to look over the Editing writing.
Checklist for Peer and Self Reviews.
Step 2 Now we are going to look for errors in spelling, capitalization, and Step 2 Guide students in identifying and
end punctuation. Here is how one student completed a sentence. Display correcting errors in capitalization,
this sentence. end punctuation, and spelling.

I’m standing in line outside a factory in highland park, michigan with 15,000 other Step 3 Guide students in identifying 2
men, and I desperately need a job. and correcting errors in
usage (including possessives,
I see a problem here. Can you find it? The names of the city and state should contractions, and negatives).
be capitalized. Right. Correct the punctuation.
Step 4 Help students identify and
I’m standing in line outside a factory in hHighland pPark, mMichigan with 15,000 correct errors in agreement
other men, and I desperately need a job. and consistency (subject-verb,
pronoun-antecedent, and verb
Step 3 Now let’s look for errors in the way possessives, contractions, and
negatives are used. Here is how one student completed a sentence. Display tense).
this sentence.
He tells me Im hired!

I see two words combined into one by dropping a letter. SOCIAL STUDIES
What do we call that? a contraction Good, what is the mistake
here? The apostrophe is missing from I’m. Right. Here’s what the Editing
correction looks like.
I’m standing in line outside a factory in Highland
He tells me I’m hired! Park, Michigan with 15,000 other men, and I

desperately need a job. I hope Mr. Henry Ford

Step 4 Now, let’s look for errors in subject-verb agreement.
Here is how one student completed a sentence.
The tall man introduces himself and lead us down a hallway.
I see a problem. Can you find it? Yes, the verb lead sounds strange.
What is the subject of this verb? man Good, there is a problem
in agreement because the subject man and the verb don’t
match. What number is man, plural or singular? singular How
can we fix this so that the subject and the verb match? Change
it to they so that the subject and the verb are singular. Right. Now
let’s put that into the sentence and read it aloud together.
The tall man introduces himself and leads us down a hallway.
Continue helping students correct errors in this manner.
(continued)
hires me because I need to help support my family.
Right now, I make only $2.25 a day. Mr. Ford
is hiring men for the assembly line at the “Crystal
Palace.” He will pay his workers a good wage ($5 a
day!). But the men are tired of waiting. Because
it is winter, they are cold. After many hours, a
tall man opens the door. The factory has lots of
windows, and i. It is sunny inside. The tall man
introduces himself and leads us down a hallway.
Finally, we fill out some paper work. I try to
be friendly to the boss. He tells me I’m hired!
Hooray! I start tomorrow.
Lesson 2.36 Writing a Narrative Paragraph 2–313
 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
routine
Publishing and Presenting
a Narrative Paragraph
Step 1 Students should prepare a
correctly formatted paper.
Step 2 Work with students to adapt
their presentation for narrative
writing.
Step 3 Provide opportunities for
students to practice delivering
their presentations or to share
their written work with peers.
Step 4 Guide students in giving and
applying helpful feedback.
Step 5 Give students options for
presenting a final version of their
work to others.
2–314 Section 2 Strategy Models
SOCIAL STUDIES Publishing and Presenting Interactive Question-Response
Publishing and presenting is the final stage in the writing process.
When publishing and presenting a narrative paragraph, students
should use basic formatting rules for written work and learn to deliver
oral presentations. See how the Publishing and Presenting a Narrative
Paragraph routine is modeled in the Interactive Question-response
below.
Step 1 Let’s review the format we use for publishing or printing student
writing. We can create a checklist for this.
˛ Use Courier 12-point font.
˛ Double-space your work.
˛ Leave one-inch margins on all sides.
˛ Include the page number in the upper right-hand corner of each page.
Step 2 We’ve already discussed writing a narrative paragraph. Now we
are going to present one. Can you think of a way to tell a story as an oral
presentation? I’ll give you a hint: You’ve probably seen one in a theater.
We could turn our narrative into a play. Yes, this will help bring our
descriptions to life.
Step 3 It is always a good idea to practice your presentation. How can
you practice in class? with a partner or small group How can you practice at
home? with a family member or in front of a mirror
Step 4 It helps to get feedback from someone else about your
presentation. Think about ways you could help a partner improve his or
her presentation. Provide wait time. What feedback could you give a friend
that might help him or her do better? speak more slowly, use different voices
for different characters, use your voice to emphasize drama in the story, use hand
gestures, make eye contact with the audience
Step 5 After you finish prewriting, drafting, revising, and editing your
writing, the final step is to share your narrative paragraph. I think we can
display your work in the classroom as a way of sharing your work. Turn to a
partner and brainstorm ideas for sharing your work outside of class. Provide
wait time. What ideas did you come up with? a reading at the local library, an
elementary or middle school, an after-school club meeting
STRATEGY: Writing a Narrative Paragraph
Reaching All English Language Learner Proficiency Levels
Beginning Prewriting Have students list single words or short phrases for each section on
the Story Map. Post a diagram to show how the assembly line method worked.
Editing Point out errors in word order and have students reread their paragraph
to reinforce the correct word order.
Publishing and Presenting Have students create illustrations to accompany
their presentation. Have them label each illustration with a caption.

Intermediate Prewriting Provide students with sentence frames to help them complete the
Story Map.
Editing Have students describe the error they most commonly make using
English, and have pairs check their papers for those errors.
Publishing and Presenting Have students record their presentation before 2
giving it in order to provide more accurate feedback for the final presentation.

Advanced Prewriting Have students discuss with a partner the information they want to
include in the Story Map before completing it.
Drafting Have students write their paragraph without the writing frame.
Revising Write the most common agreement errors in the papers on the board
and have students explain to a partner how to correct them.

Advanced Prewriting Have students create a Concept Web for the prompt and share it
High with the class.
Editing Have students help Beginning students with the Editing Checklist for
Peer and Self Reviews.
Publishing and Presenting Have students create props or visual aids to accompany
their presentation. Have them narrate with increasing specificity and detail.

NOTES

Lesson 2.36 Writing a Narrative Paragraph 2–315

 LESSON 2.37 WRITING STRATEGIES
2 Writing a Descriptive Paragraph
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to write a
descriptive paragraph utilizing the five steps
of the writing process.
Academic Language
sensory details information gathered
using the five senses—seeing, hearing,
tasting, smelling, and touching
descriptive writing something written
that recreates an experience, primarily
through the use of sensory language
Go To Section 3 for Content Area Lessons that
use the Writing a Descriptive Paragraph
strategy.
Mathematics, pp. 3–114 to 3–123
Fine Arts, pp. 3–148 to 3–157
Go To Section 4 for Blackline Master.
Table Notes, p. 4–79
Editing Checklist for Peer and Self
Reviews, p. 4–85
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 2 then Lesson 37.
2–316 Section 2 Strategy Models
DEFINING the Strategy
• Descriptive writing helps students make connections and
reinforces comprehension by having them recreate an experience
through the use of sensory details.
• Descriptive writing can be used in a variety of writing genres,
fiction and nonfiction, across content areas.
• Students use the writing process to create a well-organized piece
of descriptive writing that combines details from all five senses.
USING the Strategy
• Help students determine a purpose for writing a descriptive
paragraph.
• Work with students to explore sensory details through the
use of a graphic organizer and prewriting activities, such as
brainstorming.
• Help students draft, revise, and edit their writing with activities,
checklists, rubrics, and review opportunities focused on sensory
details and descriptive writing.
• Help students share their writing through publishing and
presenting their completed work.
CHECKING the Strategy
To provide students with guidance and feedback at each stage of
the writing process use:
• observational records for informal assessment and feedback
• checklists for peer and self-assessment, such as the Editing
Checklist for Peer and Self Reviews
• the Writing Rubric for Evaluation and Assessment, p. 4–89
• the Writing Portfolio Management, p. 4–88 and the Writing
Portfolio Evaluation, p. 4–87 forms
APPLYING THE STRATEGIES IN THE CONTENT AREAS

FINE ARTS Prewriting Interactive Question-Response

Prewriting is the first stage in the writing process. During prewriting routine
for a descriptive paragraph, students must identify what experience
Prewriting a Descriptive
will be recreated and clarify the sensory details of that experience using
a graphic organizer. See how the Prewriting a Descriptive Paragraph Paragraph
routine is modeled in the Interactive Question-Response below. The
prompt is from a fine arts lesson on the music of American composer
Step 1 Review the writing prompt
with students and help them to
and jazz musician Duke Ellington.
determine a writing purpose for
Writing Prompt the descriptive paragraph.
Listen to a recording of “Take the ‘A’ Train” by the Duke Ellington Step 2 Create and post a writing
Orchestra. Then write a descriptive paragraph using sensory details checklist for students to use
to describe your listening experience. throughout the writing process.
Step 1 Before we begin writing, let’s look at the prompt. First we’ll scan for Step 3 Distribute and post the Table 2
key words. What key words do you see? recording, “Take the ‘A’ Train” Now Notes for prewriting and guide
let’s scan for direction words—words that tell us what to do. listen, write, students to link it with the
descriptive paragraph, sensory details, describe, listening experience writing purpose.
Good. These words describe the assignment and tell us what we are
supposed to do. Step 4 Work with students to fill out
each portion of their notes with
We’re going to describe our experience using sensory details. Each of
us will have a different experience listening to this song. But we will all
sensory details. Continue to link
describe our experience in the same way, by using sensory details, or the table to the writing purpose.
information provided by our five senses. Sight is one of our five senses. Step 5 Provide an opportunity for
What are the other four? touch, smell, taste, sound students to review and adjust the
Step 2 Let’s use this information to create a checklist. Here is what our information in their notes.
checklist will include:
˛ Listen to “Take the ‘A’ Train.”
˛ List sensory details that describe our listening experience.
˛ Write to describe.
Preview the song lyrics with students. Share with them that the ‘A’ Train refers
to a subway line in New York City.
Step 3 Distribute the Table Notes and post an enlarged version as a class
reference. We will use the table notes to brainstorm
sensory details about our experience listening to “Take FINE ARTS
the ‘A’ Train.” What questions can we ask that will help us
Prewriting
while we are listening? What do
I hear? Yes, we can ask a question about each sense. Table Notes
When we think of music, one sense is easy to use: Listening to “Take the ‘A’ Train”
hearing. What about using our other senses, such as Senses Details
sight? I could see a musician in a concert. Yes, but what
if you are listening to a recording at home? I could What do I see? train, subway station, lots of people
remember seeing music played. Yes. You might also see, or What do I hear? train on the tracks, people talking
visualize, other memories connected to that music. Can
someone give me an example? Whenever I hear this one What do I smell? cologne, perfume
song, I picture my grandmother. Continue working through What do I taste? coffee, food
each of the remaining senses.
What do I feel? energetic, cold
(continued)
Lesson 2.37 Writing a Descriptive Paragraph 2–317
 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Prewriting a Descriptive
Paragraph
Step 1 Review the writing prompt
with students and help them to
determine a writing purpose for
the descriptive paragraph.
Step 2 Create and post a writing
checklist for students to use
throughout the writing process.
Step 3 Distribute and post the Table
Notes for prewriting and guide
students to link it with the
writing purpose.
Step 4 Work with students to fill out
each portion of their notes with
sensory details. Continue to link
the table to the writing purpose.
Step 5 Provide an opportunity for
students to review and adjust the
information in their notes.
FINE ARTS
Prewriting
Table Notes
Listening to “Take the ‘A’ Train”
Senses Details
What do I see? train, subway station, lots of people
What do I hear? train on the tracks, people talking
What do I smell? cologne, perfume
What do I taste? coffee, food
What do I feel? energetic, cold
2–318 Section 2 Strategy Models
FINE ARTS Prewriting Interactive Question-Response, continued
Step 4 Play “Take the ‘A’ Train.” Instruct students to close their eyes while
listening. Before we begin to gather sensory details, let’s write the
experience that we are going to be describing across the top of our notes.
What should we write here? listening to “Take the ‘A’ Train”
We already discussed that the ‘A’ Train is a subway line. The music was
fast moving and energetic. Energetic is a key sensory word. It has to do
with a feeling. There’s a lot of energy in this song. I will write this in the
column next to What do I feel? Did anyone think of a physical feeling while
listening? The beat of the song made me think the train was moving fast and
maybe bumping around. I could feel that. I take the train only in the winter so I
felt cold. Good, add that detail to the right of the feeling question.
Most of us probably visualized the train. Did anyone see anything else?
I saw a lot of people waiting for the train to come. Good, that’s a great sensory
detail. Let’s add it to the table next to What do I see?
What about sounds? I thought about the beat too, but it made me think of the
sound the train makes on the tracks. That’s a great sensory detail. Let’s add it
to the table next to What do I hear?
Continue working through the rest of the five senses.
Now that we have collected our sensory details, we can use them to write a
paragraph describing your experience listening to the song.
Step 5 We all have our own memories and experiences. Have students
describe to each other what the song made them feel. Turn to your neighbor
and share what you have written in your table. You may find that you want
to add to your notes. Give students time to share their work. Read over the
sensory details listed in your notes. In each row, underline the details that
best describe your experience listening to the song. These are the details
we will use to write our descriptive paragraph.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

FINE ARTS Drafting Interactive Question-Response

Drafting is the second stage in the writing process. During drafting for routine
a descriptive paragraph, students must develop notes on sensory details
Drafting a Descriptive
into complete ideas, identify paragraph structure, and order their ideas
using a writing frame. See how the Drafting a Descriptive Paragraph Paragraph
routine is modeled in the Interactive Question-Response below.
Step 1 Introduce and explain the
Writing frames help English Language Learners make connections purpose of each element of
between the content and the structure of written English. Write a paragraph structure.
paragraph using the sentence and paragraph structure that you plan to
teach. Then omit key content words so that students will be able to fill Step 2 Review the writing prompt
them in. and purpose of the descriptive
paragraph.
Step 1 Before we begin drafting, we will discuss the three parts of a
paragraph. The topic sentence introduces what the paragraph is about. The Step 3 Identify information on
body sentences develop, or explain, the topic of the paragraph by giving the Table Notes to use in 2
examples and details. The conclusion is the last sentence in a paragraph. It developing the descriptive
ends the paragraph by linking all of these ideas together. paragraph.
Step 2 Let’s review the writing prompt and our purpose for writing. What
Step 4 Read the writing frame aloud
were we asked to do? listen to a song and write a paragraph using sensory
details to describe the experience
and have students mark ideas in
their notes.
Step 3 Let’s look at the information we collected in our Table Notes. What
will the paragraph be about? our experience listening to “Take the ‘A’ Train” Step 5 Work with students to develop
Yes. We’ll use this to begin our descriptive paragraph. the topic sentence.
What information can we use to develop that topic? our sensory details
Step 6 Work with students to develop
that describe our experience Yes, we will develop our topic by using our five
senses.
the body sentences.
Step 4 Now I’m going to read a writing frame for the topic sentence of a Step 7 Work with students to develop
descriptive paragraph about “Take the ‘A’ Train.” Display this sentence. the conclusion.

When I listen to “Take the ‘A’ Train,” .

Step 5 Let’s think about the topic sentence. How can we complete this
sentence? We can talk about how we use each of the five senses when we listen
to the song. Yes, but we have only one sentence. How can we summarize
that information? We can just say that we use all our senses. Yes, we can say
that all our senses are put to use. Let’s write those words down and then
read the sentence aloud together. Choral read, When I listen to “Take the ‘A’
Train,” all my senses are put to use.
FINE ARTS
Drafting
When I listen to “Take the ‘A’ Train,” all my senses
are put to use. The music feels energetic.. I see a
subway station filled with people. I hear the train
coming down the tracks. I smell different colognes
and perfumes. I can almost taste coffee and food that
are for sale in the station. I feel cold. This is how

“Take the ‘A’ Train” affects my senses.

(continued)
Lesson 2.37 Writing a Descriptive Paragraph 2–319
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

FINE ARTS Drafting Interactive Question-Response, continued

routine
Drafting a Descriptive
Paragraph
Step 1 Introduce and explain the
purpose of each element of
paragraph structure.
Step 2 Review the writing prompt
and purpose of the descriptive
paragraph.
Step 3 Identify information on
the Table Notes to use in
developing the descriptive
paragraph.
Step 4 Read the writing frame aloud
and have students mark ideas in
their notes.
Step 5 Work with students to develop
the topic sentence.
Step 6 Work with students to develop
the body sentences.
Step 7 Work with students to develop
the conclusion.
Step 6 Now let’s think about the body sentences. Remember that these
sentences give examples that explain and support the topic sentence.
Display this sentence.
The music feels .
I’m not sure what belongs here. Does anyone see any clue words? music,
feels What kind of feeling are we going to describe about music? In your
opinion, is it a physical feeling or an emotional one? Why? Turn and talk
to a neighbor. In my opinion, it is emotional because we didn’t actually feel the
music in our bodies. What word can we use here that we discussed earlier?
energetic Good, let’s read that sentence aloud. Choral read, “The music feels
energetic.”
Repeat the step to develop each body sentence.
Step 7 Finally, let’s think about the conclusion. The last sentence often
restates the topic sentence, but in a slightly different way. Display this
sentence.
This is how “Take the ‘A’ Train” .
What can we say here that will summarize all these ideas? What links
together these sensory descriptions about the song? Turn and talk to your
neighbor. They all describe how the experience of listening to the song affects
my senses. Let’s use that idea to complete the sentence and then read it
together. Choral read, “This is how ‘Take the ‘A’ Train’ affects my senses .”

FINE ARTS
Drafting
When I listen to “Take the ‘A’ Train,” all my senses
are put to use. The music feels energetic.. I see a
subway station filled with people. I hear the train
coming down the tracks. I smell different colognes
and perfumes. I can almost taste coffee and food that
are for sale in the station. I feel cold. This is how

“Take the ‘A’ Train” affects my senses .

2–320 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

FINE ARTS Revising Interactive Question-Response

Revising is the third stage in the writing process. During the revising routine
process for a descriptive paragraph, students read through their
Revising a Descriptive
paragraphs to ensure they have met all the elements of the prompt.
Students also adjust their writing for sophistication and tone. See Paragraph
how the Revising a Descriptive Paragraph routine is modeled in the
Interactive Question-Response below.
Step 1 Review the prompt with
students.
Step 1 Have students recall the writing prompt. What did the prompt ask
us to do? to describe our experience while listening to music by using sensory Step 2 Review the writing checklist with
details students and compare it to the
Step 2 Let’s use our checklist and our table notes to see if all parts of the completed writing frame to see if
prompt are met. As we go through the writing checklist, place a check all parts of the prompt are met.
mark next to the tasks we have completed. Have we listened to “Take the Step 3 Read the paragraph and identify
‘A’ Train”? yes Did we describe our listening experience? yes How did we do
writing that is unclear, or that 2
this? We came up with sensory details in our table notes and then used them in
the descriptive paragraph.
sounds awkward or choppy.
Step 3 I’m going to read the paragraph aloud again. Sometimes you can Step 4 Work with connecting words
find problems with your writing when you hear it read aloud. Listen for to adjust sentence lengths and
places where the language sounds awkward, or not smooth. Read the patterns.
Drafting paragraph aloud from the previous page.
Step 5 Work with transition words to
What is your opinion about the language in this paragraph? Are certain
adjust sentence lengths and
words or phrases used too much? In my opinion, the body sentences sound
too much alike because they all start the same way. That’s a good point. Let’s patterns.
correct the problem. Step 6 Guide students in determining
Step 4 Let’s look over what we have. The body sentences are all very where synonyms might be used
similar. I see two sentences that could be put together. Display the to strengthen language.
sentences.

Drafting Stage
I see a subway station filled with people. I hear the train coming down the tracks.

How could we combine these two sentences? with a connecting word What
connecting word could we use to show that both events are happening at
the same time? and Good. Don’t forget that if we are using the connecting
word and to combine two complete sentences, we have to put a comma
before the connecting word. Let’s make that change and FINE ARTS
then read the new sentence aloud together. Display the
Revising
following sentence.
When I listen to “Take the ‘A’ Train,” all my
Revising Stage senses come alive. The music feels energetic and
I see a subway station filled with people, and I hear the train busy. For example, I see a subway station filled with
coming down the tracks. people, and I hear the train coming down the tracks.

I smell different colognes and perfumes that people

are wearing. I can almost taste the coffee and food
that are for sale in the station. I feel cold because it is

winter. This is how “Take the ‘A’ Train” affects my

senses.
(continued)
Lesson 2.37 Writing a Descriptive Paragraph 2–321
 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Revising a Descriptive
Paragraph
Step 1 Review the prompt with
students.
Step 2 Review the writing checklist with
students and compare it to the
completed writing frame to see if
all parts of the prompt are met.
Step 3 Read the paragraph and identify
writing that is unclear, or that
sounds awkward or choppy.
Step 4 Work with connecting words
to adjust sentence lengths and
patterns.
Step 5 Work with transition words to
adjust sentence lengths and
patterns.
Step 6 Guide students in determining
where synonyms might be used
to strengthen language.
FINE ARTS
Revising
When I listen to “Take the ‘A’ Train,” all my
senses come alive. The music feels energetic and
busy. For example, I see a subway station filled with
people, and I hear the train coming down the tracks.
I smell different colognes and perfumes that people
are wearing. I can almost taste the coffee and food
that are for sale in the station. I feel cold because it is
winter. This is how “Take the ‘A’ Train” affects my
senses.
2–322 Section 2 Strategy Models
FINE ARTS Revising Interactive Question-Response, continued
We can also use the connecting word and to elaborate on, or add
information to, our descriptions. For example, how could we elaborate on
the following the sentence?
Drafting Stage
The music feels busy.
Turn and talk to your neighbor to come up with another word to describe
this music. busy Good, we can rewrite it this way. Display the sentence.
Revising Stage
The music feels energetic and busy.
Work with students to elaborate on the other sentences by using connecting
words.
Step 5 If we want to give readers a strong signal about what kind of
information is included in a sentence, we can add a signal word or phrase
with a comma to the beginning of the sentence. Let’s read this sentence.
Display the sentence.
Drafting Stage
I see a subway station filled with people, and I hear the train coming down the tracks.
What phrase could we use to let our readers know that we are providing
a detail? for example Yes, let’s add that and read the new sentence aloud.
Display the sentence.
Revising Stage
For example, I see a subway station filled with people, and I hear the train coming
down the tracks.
Step 6 Let’s look closely at the language used in this paragraph. Language
is always important in writing, but language is especially important
in descriptive writing. Because descriptive writing tries to recreate an
experience, it’s important to use strong words that help paint a picture. Let’s
read the first sentence together. Display the sentence.
Drafting Stage
When I listen to “Take the ‘A’ Train,” all my senses are put to use.
I see the words put to use. What is another way of saying that
this is stronger? Take a minute to brainstorm ideas and then
share with a neighbor. come alive That’s a good choice. Let’s put
that into the sentence and read it together.
Revising Stage
When I listen to “Take the ‘A’ Train,” all my senses come alive.
Continue working with students to revise sentence structure and
language.
APPLYING THE STRATEGIES IN THE CONTENT AREAS

FINE ARTS Editing Interactive Question-Response

Editing is the fourth stage in the writing process. During the editing routine
process for a descriptive paragraph, students utilize self review,
Editing a Descriptive
collaborate in peer reviews, and use an editing checklist to identify and
correct common errors. See how the Editing a Descriptive Paragraph Paragraph
routine is modeled in the Interactive Question-Response below.
Step 1 Help students use the Editing
Step 1 When you edit, you are looking for errors in spelling, capitalization, Checklist for Peer and Self
punctuation, and grammar. Take a moment to look over the Editing Reviews to review and edit
Checklist for Peer and Self Reviews.
writing.
Step 2 First we’ll look for errors in spelling, capitalization, and end punctuation.
Here’s how one student completed a sentence. Display the sentence. Step 2 Guide students in identifying and
correcting errors in capitalization,
For example I see a subway station filled with people and I hear the train coming end punctuation, and spelling.
down the tracks.
Step 3 Guide students in identifying 2
I see two problems with punctuation inside the sentence. Can you find and correcting errors in
them? Yes, the commas are missing. Good, where should they go and why? usage, including possessives,
One belongs after for example because we use commas after signal phrases, and contractions, and negatives.
one belongs before and because we use commas when and joins two complete
sentences. Display the sentence.
Step 4 Help students identify and
correct errors in agreement and
For example, I see a subway station filled with people, and I hear the train coming consistency, including subject-
down the tracks. verb, pronoun-antecedent, and
verb tense.
Step 3 Now we’ll look for errors in the ways possessives, contractions, and
negatives are used. Here’s how one student completed a sentence.

I feel cold because it is winter and it aint warm anymore.

I see a problem with a negative. I see the word aint. Do we use this word?
no What word should we use? isn’t Yes, do not forget to include the
apostrophe to show where the letter o was dropped.

I feel cold because it is winter and it aint isn’t warm anymore.

Step 4 We should also look for errors in agreement and tense. Listen as I
read this sentence aloud.
I smell different colognes and perfumes that people were
wearing.
Can you hear a problem? Which word sounds wrong? were
Good. Why do you think it is wrong? I smell and people were don’t
match. Yes, there is a problem in verb tense agreement. Smell is
in the present tense, and were is in the past tense. What tense
does the rest of the paragraph use for the verbs feels, see, and
hear? Those are all in the present tense. Good. How can we fix this
so that all the verbs agree, or match in tense? Change were to are
so that they are both in the present tense.
I smell different colognes and perfumes that people were are
wearing.
FINE ARTS
Editing
When I listen to “Take the ‘A’ Train” all my senses
come alive. The music feels energetic and busy. For
example, I see a subway station filled with people,
and I hear the train coming down the tracks. I smell
different colognes and perfumes that people are
wearing. I can almost taste the coffee and food that are
for sale in the station. I feel cold because it is winter
and it isn’t warm anymore. This is how “Take the ‘A’
Train” affects my senses.
Lesson 2.37 Writing a Descriptive Paragraph 2–323
 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Publishing and Presenting
a Descriptive Paragraph
Step 1 Students should prepare a
correctly formatted paper.
Step 2 Work with students to adapt
their presentation for descriptive
writing.
Step 3 Provide opportunities for
students to practice delivering
their presentations or to share
their written work with peers.
Step 4 Guide students in giving and
applying helpful feedback.
Step 5 Give students options for
presenting a final version of their
work to others.
2–324 Section 2 Strategy Models
Publishing and Presenting
FINE ARTS
Interactive Question-Response
Publishing and presenting is the final stage in the writing process.
When publishing and presenting a descriptive paragraph, students
use basic formatting rules for written work and learn to deliver oral
presentations. See how the Publishing and Presenting a Descriptive
Paragraph routine is modeled in the Interactive Question-Response
below.
Step 1 Let’s review the format we use for publishing or printing student
writing. We can create a checklist for this:
˛ Use Courier 12-point typeface.
˛ Double-space your work.
˛ Leave one-inch margins on all sides.
˛ Include the page number in the upper right-hand corner of each page.
Step 2 We’ve already discussed writing a descriptive paragraph. Now we
are going to present one. When we present, we can use props such as
visual or sound effects. This will help bring our descriptions to life.
What kind of props could you use to enhance, or add to, your presentation?
I could play the song for the audience. I could replay the parts that are connected
to each of my five senses as I talk about them. I could bring pictures of a busy
subway station or a hot cup of coffee for a visual effect.
Step 3 Once you have prepared your presentation, you should practice
delivering it. What are some ways you can practice? for a friend, record myself
and play it back Yes, if you are going to use props like a music player, don’t
forget to include them in your practice.
Can you think of a way to practice that allows you to see yourself? practice in
front of a mirror or use a video recorder This is helpful if there is no one around
to practice for, or you don’t yet feel ready to present in front of others.
Step 4 Partners should listen closely and give feedback to the speaker.
Tell the speaker what you liked about his or her presentation, and make
suggestions for how that presentation could be improved. Then work
together to make changes.
Step 5 Once you have finished preparing your presentation, it is time to
share your work. What are some ways to share your presentation outside of
this class? at home, in another class, at a community music center
 STRATEGY: Writing a Descriptive Paragraph
Reaching All English Language Learner Proficiency Levels
Beginning Revise the writing frame for beginning students by filling in more information.
For each type of sensory detail on the Table Notes, have students draw a picture
or write a one-word response. If students draw a picture, have them label it. Then
work with students to match their responses to the appropriate blank on the
writing frame.

Intermediate Organize students into small groups. Review the elements of a paragraph as in
the drafting stage. Have students discuss the information listed on their Table
Notes and their ideas for using this information to complete the writing frame.
Move around the room and provide assistance as needed.

Advanced Provide students with the writing frame and have them work independently 2
to complete the paragraph. When students are finished, have them exchange
paragraphs with a partner. Partners should check the paragraph and offer
suggestions for revisions.

Advanced Provide students with the blank Paragraph Writing Form, p. 4–86. Have
High students work independently to compose a descriptive paragraph using the
information collected on their Table Notes. When students have completed their
paragraph, organize them into pairs to check and revise their work. Lead students
in a discussion about the errors they identified and corrected.

NOTES

Lesson 2.37 Writing a Descriptive Paragraph 2–325

ELV912_TX_S2_L37_893449.indd 325 2/10/10 5:07:21 PM

 LESSON 2.38 WRITING STRATEGIES
2 Writing an Expository Paragraph
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to write an
expository paragraph utilizing the five stages
of the writing process.
Academic Language
expository writing nonfiction writing that
informs, explains, or describes
sequence the order of a series of related
events
Go To Section 3 for Content Area Lessons that
use the Writing an Expository Paragraph
strategy.
Science, pp. 3–12 to 3–21
Applied Arts, pp. 3–166 to 3–175
Go To Section 4 for Blackline Masters.
Flowchart, p. 4–72
Editing Checklist for Peer and
Self Reviews, p. 4–85
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 2 then Lesson 38.
2–326 Section 2 Strategy Models
DEFINING the Strategy
• Expository writing informs, describes, explains, or defines some
subject matter to the reader. Because most of the reading and
writing students do to learn is expository, it is essential for
students to comprehend expository elements.
• A well-written expository text states and develops a single topic and
uses strong supporting details to create a clear picture for the reader.
• Expository text uses transition words to signal readers about
information. When used to explain a process, an expository text
will include words such as first, after, then, next, and last.
• By mastering the strategies of expository writing students not
only express comprehension of the text, they are also synthesizing
facts into a sequence of events, detailed definition, or other
explicit text.
USING the Strategy
• Help students examine the writing prompt and determine a
purpose for writing an expository paragraph.
• Work with students to plan each element of their expository
paragraph using a graphic organizer.
• Work with students to draft an expository paragraph using their
completed graphic organizer.
• Help students draft, revise, and edit their writing with activities,
checklists, rubrics, and review opportunities focused on
sequencing events and expository writing.
• Help students share their writing through publishing and
presenting their completed work.
CHECKING the Strategy
To provide students with guidance and feedback at each stage of
the writing process use:
• observational records for informal assessment and feedback
• checklists for peer and self-assessment, such as the Editing
Checklist for Peer and Self Reviews
• the Writing Rubric for Assessment and Evaluation, p. 4–89
• the Writing Portfolio Management, p. 4–88 and the Writing
Portfolio Evaluation, p. 4–87 forms
APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Prewriting Interactive Question-Response

Prewriting is the first stage in the writing process. During prewriting routine
for an expository paragraph, students must identify a writing purpose
Prewriting an Expository
and clarify their ideas on a topic. See how the Prewriting an Expository
Paragraph routine is modeled in the Interactive Question-Response Paragraph
below. The prompt is from a mathematics lesson on the order of
operations.
Step 1 Review the writing prompt
with students and help them to
Writing Prompt determine a writing purpose for
Write a paragraph that explains the necessary steps for solving a the expository paragraph.
problem using the order of operations. Step 2 Create and post a writing
checklist for students to use
Step 1 Before we begin writing, let’s look at the prompt. First we’ll scan for
key words. What key words do you see? necessary steps, solving a problem,
throughout the writing process.
order of operations Now let’s scan for direction words—words that tell us Step 3 Distribute and post the 2
what to do. write, paragraph, explains Flowchart for prewriting and
Good. Let’s review the definitions of each word. Write the words on the guide students to link it with the
board. Review their meanings with the class. writing purpose.
These words tell us about the writing task. Which of these words tell about
the kind of writing we should do and our purpose for writing? paragraph,
Step 4 Work with students to fill out
explains, steps each portion of the flowchart.
Continue to link it to the writing
Yes, we will be writing an expository paragraph, or a paragraph to explain a
sequence, or series of steps.
purpose.
Step 2 Let’s use this information to create a checklist. Here’s what our Step 5 Provide an opportunity for
checklist should include: students to review and adjust the
˛ Write to explain. information on their flowchart.
˛ Outline the sequence for using the order of operations.
˛ Use clear steps.
Step 3 Distribute the Flowchart. Post an enlarged version
as a class reference. A flowchart is an excellent tool for MATHEMATICS
organizing a set of steps in the order they happen. What
information do you think belongs in the boxes? the steps Prewriting
Yes, how many steps are there in using the order of Flowchart
operations? four steps Let’s number the first four boxes
one to four. We will set aside the last box to show the 1. do operations inside parentheses
outcome, or end result of the steps.
I also see arrows between the boxes on this flowchart.
2. simplify exponents
What do the arrows tell us? the arrows show that the
steps are connected Yes, in a sequence each step must be
completed before the next one can begin. The arrows tell 3. do multiplication and division operations, moving
us to move to the next step. from left to right

4. do addition and subtraction operations, moving from

left to right

Outcome: If we follow the order of operations, and complete each

operation correctly, the answer to the problem will be correct.
(continued)
Lesson 2.38 Writing an Expository Paragraph 2–327
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Prewriting Interactive Question-Response, continued

routine
Prewriting an Expository
Paragraph
Step 1 Review the writing prompt
with students and help them to
determine a writing purpose for
the expository paragraph.
Step 2 Create and post a writing
checklist for students to use
throughout the writing process.
Step 3 Distribute and post the
Flowchart for prewriting and
guide students to link it with the
writing purpose.
Step 4 Work with students to fill out
each portion of the flowchart.
Continue to link it to the writing
purpose.
Step 5 Provide an opportunity for
students to review and adjust the
information on their flowchart.
Step 4 Does anyone remember the mnemonic device, or helpful saying,
for using the order of operations? Please Excuse My Dear Aunt Sally Yes. The
first letter of each word represents a step in the order of operations.
Let’s start with the first box. What is the first step in the order of operations?
Write the steps as you go. Do any operations that are enclosed in parentheses.
Excellent. What is the second step? Simplify exponents. And the third? Do
any operations with multiplication or division, starting from the left and working
your way right. What is the last step? Do any operations with addition or
subtraction, starting from the left and working your way right.
Now, what will happen if we don’t follow the order of operations? The
answer to the math problem will be incorrect. While this fact is not a step in the
order of operations, it is the outcome of all the steps. All the arrows lead to
this result. Let’s record this outcome in the last box.
Step 5 Now let’s look over our finished flowchart. How will this help us to
write a paragraph? Turn to your neighbor and discuss. Provide wait time and
then ask for students’ ideas. We think that if we connect all these ideas we could
make a paragraph. Very good. We will talk about the structure, or parts of a
paragraph next.

MATHEMATICS
Prewriting
Flowchart

1. do operations inside parentheses

2. simplify exponents

3. do multiplication and division operations, moving

from left to right

4. do addition and subtraction operations, moving from

left to right

Outcome: If we follow the order of operations, and complete each

operation correctly, the answer to the problem will be correct.

2–328 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Drafting Interactive Question-Response

Drafting is the second stage in the writing process. During drafting for routine
an expository paragraph, students must develop thoughts into complete
Drafting an Expository
ideas, identify paragraph structure, and determine which information
belongs where as they put ideas in order. See how the Drafting an Paragraph
Expository Paragraph routine is modeled in the Interactive Question-
Response below. Step 1 Introduce and explain the
purpose of each element of
Writing frames help English Language Learners make connections paragraph structure.
between the content and the structure of written English. To create
a writing frame, write a paragraph using the sentence and paragraph Step 2 Review the writing prompt
structure that you plan to teach. Then omit key words so that students and purpose of the expository
will be able to fill them in using their knowledge of the content. paragraph.
Step 1 Before we begin drafting, we will discuss the three parts of a Step 3 Identify information on the
paragraph. The topic sentence introduces what the paragraph is about. The Flowchart to use in developing
2
body sentences develop, or explain, the topic of the paragraph by giving the expository paragraph.
examples and details. The conclusion sentence is the last sentence in a
paragraph. It ends the paragraph by linking all of these ideas together. Step 4 Read the writing frame aloud
Step 2 Let’s review the writing prompt and our purpose for writing. What and have students mark ideas on
were we asked to do? to explain a process their flowchart.
Step 3 Look at the Flowchart outlining the process for the order of Step 5 Work with students to develop
operations. Use it to determine the topic, or main idea, of our paragraph. the topic sentence.
What will our paragraph be about? using the order of operations to solve
a problem Good. We’ll use this information to begin our expository Step 6 Work with students to develop
paragraph. What information can we use to develop that topic? the body sentences.
the steps in the sequence Right. We will develop our topic by listing and
Step 7 Work with students to develop
explaining these steps.
the conclusion sentence.
Step 4 Now I’m going to read you a writing frame for a topic sentence in an
expository paragraph about the order of operations.

The is a mathematical MATHEMATICS

used to problems.
Step 5 Let’s think about this topic sentence. I’m not sure how to
fill in this first blank, so I am going to scan the entire sentence
for clue words. Right away I see the words mathematical, used,
and problems. What is mathematical and used with problems?
the order of operations Right. The second blank comes right after
the word mathematical. What kind of words usually end in -al?
describing words Yes, so a mathematical “what” is used to do
“what”? process, to solve problems Good. Fill in that information
to make the sentence, “The order of operations is a mathematical
process used to solve problems.” Choral read the completed sentence
with students.
Drafting
The order of operations is a mathematical process
used to solve problems. It is very important to
follow the steps in order. The first step is to
do all operations contained within parentheses.
The second step is to simplify all exponents. The
third step is to perform any operations with
multiplication in them. Also perform any operations
with division in them. Always begin the operation
on the left side and work to the right side. Finally,

complete operations with addition and subtraction

and work left to right. If any of the steps are
performed out of order, the final answer will be
incorrect.
(continued)
Lesson 2.38 Writing an Expository Paragraph 2–329
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Drafting Interactive Question-Response, continued

routine Step 6 Now that we have a strong topic sentence, let’s think about the body
Drafting an Expository sentences. Don’t forget that the body sentences tell more about the topic.

Paragraph It is very important to follow the steps .

Step 1 Introduce and explain the
purpose of each element of
paragraph structure.
Step 2 Review the writing prompt
and purpose of the expository
paragraph.
Step 3 Identify information on the
Flowchart to use in developing
the expository paragraph.
Step 4 Read the writing frame aloud
and have students mark ideas on
their flowchart.
Step 5 Work with students to develop
the topic sentence.
Step 6 Work with students to develop
the body sentences.
Step 7 Work with students to develop
the conclusion sentence.
I’m not sure how to finish this first blank. What words act as clues?
important, follow, steps Good, what did we say earlier was important about
using a sequence of steps? that they have to be followed in order to get the
right answer Let’s put that into the sentence and read it aloud together.
Choral read, “It is very important to follow the steps in order.”
Repeat step to develop each of the body sentences.
Step 7 Finally, let’s think about the conclusion sentence. A conclusion
sentence often restates the topic sentence, but in a slightly different way.
If any of the steps , the final answer will be .
Look back at the flowchart. What information will help us conclude, or end,
the paragraph? the outcome That’s correct. The conclusion needs to show
that the problem is solved and the sequence is over. How can we use the
solution from our flowchart to finish the writing sentence frame? We can
talk about how the steps have to be done in order to get the correct answer. Yes,
I see the word if, which tells me that we are going to talk about a cause
and an outcome. So, if the steps are performed out of order what will the
outcome be? You get a wrong answer. Yes, you will get an incorrect answer.
Let’s put that into the sentence and read it aloud. Choral read, “If any of the
steps are performed out of order , the final answer will be incorrect.”

MATHEMATICS

Drafting
The order of operations is a mathematical process
used to solve problems. It is very important to
follow the steps in order. The first step is to
do all operations contained within parentheses.

The second step is to simplify all exponents. The

third step is to perform any operations with
multiplication in them. Also perform any operations

with division in them. Always begin the operation

on the left side and work to the right side. Finally,

complete operations with addition and subtraction

and work left to right. If any of the steps are
performed out of order, the final answer will be
incorrect.

2–330 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Revising Interactive Question-Response

Revising is the third stage in the writing process. During revising for routine
an expository paragraph, students must use a checklist, adjust sentence
Revising an Expository
lengths and patterns, revise transitions for clarity, and adjust language for
sophistication and tone. See how the Revising an Expository Paragraph Paragraph
routine is modeled in the Interactive Question-Response below.
Step 1 Review the prompt with
Step 1 Post the writing prompt for review. What tasks did the writing prompt students.
ask us to complete? to explain the steps used to solve a problem by using the
order of operations Step 2 Review the writing checklist with
Step 2 Review the writing checklist with students. Then read aloud the students and compare it to the
completed writing frame. As I read the writing checklist, place a checkmark completed writing frame to see if
next to the tasks we have accomplished. all parts of the prompt are met.
Did the paragraph explain the order of operations? yes Was the process Step 3 Read the paragraph and identify
outlined step by step? yes Were clear descriptions used in the explanation? writing that is unclear, or that 2
yes How did we do this? We used the steps in a sequence.
sounds awkward or choppy.
Step 3 Now I’m going to read the paragraph aloud again. Sometimes you
can find problems with your writing when you hear it read aloud. Listen Step 4 Work with connecting words
for places where the language sounds awkward, or not smooth. Read the to adjust sentence lengths and
Drafting paragraph aloud on the previous page. patterns.
Where is one place the language sounds too short or very similar? Turn to Step 5 Work with transition words to
your neighbor and come up with an idea. Provide wait time, and then ask adjust sentence lengths and
students to share their opinions. Each of the steps starts in the same way, and
patterns.
there are a lot of words before you get to the point of the step.
That’s true. Sometimes a sentence can be grammatically correct but still not Step 6 Guide students in determining
sound good. In that case we revise by choosing stronger, more precise words. where synonyms might be used
Keep these sentences in mind. We will talk about how to revise them later. to strengthen language.
Step 4 Writing that repeats words and phrases can often be improved by
combining shorter sentences using connecting words such as and, but, or,
and for. Display these sentences.
MATHEMATICS
Drafting Stage
The third step is to perform any operations with Revising
multiplication in them. Also perform any operations that The order of operations is a mathematical process
have division in them. used to solve problems. It is very important to
follow the steps in order. The first step is to do
Why are these sentences too much alike? They are the same complete all operations contained within parentheses.
except for the words multiplication and division. How can we
combine these sentences so that they sound smoother and more The second step is that Second, simplify all
exponents. The third step is to Third, perform
interesting? by getting rid of any words that are repeated What about
a connecting word? use or to say that in the third step you do any any operations with multiplication in them. Also
operations with multiplication or division So our revised sentence perform any operations with or division in them.
would look like this. Let’s read it aloud together.
Always begin the operation on the left side and
Revising Stage work to the right side. Finally, complete operations
with addition and subtraction and work left to right.
The third step is to perform any operations with
multiplication or division in them. If any of the steps are performed out of order, the
final answer will be incorrect.
(continued)
Lesson 2.38 Writing an Expository Paragraph 2–331
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Revising Interactive Question-Response, continued

routine
Revising an Expository
Paragraph
Step 1 Review the prompt with
students.
Step 2 Review the writing checklist with
students and compare it to the
completed writing frame to see if
all parts of the prompt are met.
Step 3 Read the paragraph and identify
writing that is unclear, or that
sounds awkward or choppy.
Step 4 Work with connecting words
to adjust sentence lengths and
patterns.
Step 5 Work with transition words to
adjust sentence lengths and
patterns.
Step 5 If we want to give readers a strong signal about what kind of
information is included in a sentence, we use a transition word or phrase
with a comma at the beginning of the sentence. We already talked about
the fact that the beginnings of some of the sentences aren’t working. They
should be shorter. Display these sentences.
Drafting Stage
The first step is to do all operations contained within parentheses. The second
step is to simplify all exponents. The third step is to perform any operations with
multiplication or division in them.
What transition words could we use to signal the order of the steps? the
sentences already start with numbers True, but how could we shorten these
introductions down to one word? first, second, third Good. Let’s put those
words in but leave The first step is alone. Here is what these body sentences
will look like. Let’s read it aloud together.
Revising Stage
The first step is to do all operations contained within parentheses. Second, simplify
all exponents. Third, perform any operations with multiplication or division in
them.

Step 6 Guide students in determining
where synonyms might be used
to strengthen language.
Step 6 The last step in revising is to look for words that could be replaced
with synonyms to make the language sound better. Display this sentence.
Drafting Stage
The first step is to do all operations contained within parentheses.

MATHEMATICS
Revising
The order of operations is a mathematical process
used to solve problems. It is very important
to follow the steps in order. The first step is
to do complete all operations contained within
parentheses. The second step is that Second,
simplify all exponents. The third step is to Third,
What is another word you could use for do? Turn and talk to
your neighbor and come up with a strong synonym for do.
Provide wait time. What idea did you come up with? We thought
of the word complete. Good. Let’s write that in and read the new
sentence.
Revising Stage
The first step is to complete all operations contained
within parentheses.

perform any operations with multiplication in

them. Also perform any operations with or division
in them. Always begin the operation on the left
side and work to the right side. Finally, complete

operations with addition and subtraction and work

left to right. If any of the steps are performed out of
order, the final answer will be incorrect.

2–332 Section 2 Strategy Models

APPLYING THE STRATEGIES IN THE CONTENT AREAS

MATHEMATICS Editing Interactive Question-Response

Editing is the fourth stage in the writing process. During editing for routine
an expository paragraph, students should conduct self and peer reviews,
Editing an Expository
using proofreading and editing checklists to identify and correct
common errors. See how the Editing an Expository Paragraph routine is Paragraph
modeled in the Interactive Question-Response below.
Step 1 Help students use the Editing
Step 1 When you edit, you are looking for errors in spelling, capitalization, Checklist for Peer and Self
punctuation, and grammar. Take a moment to look over the Editing Reviews to review and edit
Checklist for Peer and Self Reviews.
writing.
Step 2 Now we are going to look for errors in spelling, capitalization, and
end punctuation. Here is how one student completed a sentence. Display Step 2 Guide students in identifying and
this sentence. correcting errors in capitalization,
end punctuation, and spelling.
If any of the steps are performed out of order, the final answer will be incorect. 2
Step 3 Guide students in identifying
I notice a misspelled word. Can anyone else find it? Yes, incorect is spelled and correcting errors in
wrong. Good. Here is the corrected spelling. usage (including possessives,
contractions, and negatives).
If any of the steps are performed out of order, the final answer will be incorrect.
Step 4 Help students identify and
Step 3 Now let’s look for errors in the way possessives, contractions, and correct errors in agreement
negatives are used. Here is how another student completed a sentence. and consistency (subject-verb,
pronoun-antecedent, and
The order of operations’ is a mathematical process used to solve problems.
verb tense).
I see a problem. The topic sentence claims that the word operations is the
owner of something. Is that so? No. Right, but the s on the end is correct.
Why is that? Operations is plural, not possessive. How can we fix this error?
by deleting the apostrophe before the s The corrected sentence looks like this.
Display this sentence.

The order of operations is a mathematical process used to solve problems.

Step 4 Now, let’s look for errors in subject-verb agreement, pronouns, and
tense. Here is how one student completed a sentence. Display
this sentence.
If any of the steps is performed out of order, the final answer
will be incorrect.
I see a problem. Can you find it? Yes, the word is doesn’t seem
right. Yes, there is a problem in agreement. The verb is and the
subject steps don’t match. Is is a singular verb form. We use it
when there is just one of something. What number is steps,
singular or plural? plural How can we fix it? Change is to are so
that the subject and the verb are both plural. Right. Let’s read this
sentence aloud together.
MATHEMATICS
Editing
The order of operations is a mathematical process
used to solve problems. It is very important
to follow the steps in order. The first step is
to complete all operations contained within
parentheses. Second, simplify all exponents. Third,
perform any operations with multiplication or
division in them. Always begin the operation on the
left side and work to the right side. Finally, complete

operations with addition and subtraction and work

If any of the steps is are performed out of order, the final
left to right. If any of the steps are performed out of
answer will be incorrect.
order, the final answer will be incorrect.

Lesson 2.38 Writing an Expository Paragraph 2–333

 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Publishing and Presenting
an Expository Paragraph
Step 1 Students should prepare a
correctly formatted paper.
Step 2 Work with students to adapt
their presentation for expository
writing.
Step 3 Provide opportunities for
students to practice delivering
their presentations or to share
their written work with peers.
Step 4 Guide students in giving and
applying helpful feedback.
Step 5 Give students options for
presenting a final version of their
work to others.
2–334 Section 2 Strategy Models
Publishing and Presenting
MATHEMATICS Interactive Question-Response
Publishing and presenting is the final stage in the writing process.
Students at this stage understand and use basic formatting rules for
written work. They also learn to present their work. See how the
Publishing and Presenting an Expository Paragraph routine is modeled in
the Interactive Question-Response below.
Step 1 Let’s review the format we use for publishing or printing student
writing. We can create a checklist for this:
˛ Use Courier 12-point font.
˛ Double-space your work.
˛ Leave one-inch margins on all sides.
˛ Include the page number in the upper right-hand corner of each page.
Step 2 We’ve already discussed writing an expository paragraph. Now we
are going to present one. Can you think of a way to explain information
in an oral presentation? What might help bring the facts to life for an
audience? We could use slides or posters with examples of a problem at each step
of the order of operations. Yes, this will help the audience visualize what you
are explaining.
Step 3 It is always a good idea to practice your presentation. How can
you practice in class? with a partner or small group How can you practice at
home? with a family member or in front of a mirror
Step 4 It helps to get feedback from someone else about your
presentation. Think about ways you could help a partner improve his or
her presentation. Provide wait time. What feedback could you give a friend
that might help him or her do better? speak more slowly, use different voices
for different characters, use your voice to emphasize drama in the story, use hand
gestures, make eye contact with the audience
Step 5 After you finish presenting, the final step is to share your work. Turn
to a partner and brainstorm ideas for sharing your work outside of class.
Provide wait time. What ideas did you come up with? present at the local
library, at an elementary or middle school, at an after-school club meeting
 STRATEGY: Writing an Expository Paragraph
Reaching All English Language Learner Proficiency Levels
Beginning Prewriting Provide images to represent each section of the Flowchart. Work
with students to label and assign each image to a section of the flowchart.
Editing Pair Beginning students with proficient speakers. Have pairs work
through the Editing Checklist for Peer and Self Reviews to identify and correct
mistakes.
Publishing and Presenting Have students create their own illustrations to
accompany their writing. Display student writing and art in the classroom.

Intermediate Prewriting Provide students with sentence frames to help them complete the
Flowchart.
Drafting Allow students to work in pairs to complete the writing frame. Provide
images of more difficult words so that students can match the picture with the 2
word in order to complete the more difficult sentences.
Editing Choose one grammar focus and use a Think Aloud to model identifying
and correcting mistakes.

Advanced Prewriting Before using the Flowchart, use word walls and engage in
brainstorming to identify examples that address the writing purpose.
Revising Use sentence-combining and anonymous student models to help
students identify ways to improve their writing.
Publishing and Presenting Place students in small groups. Have them take turns
presenting their writing using multimedia support such as video clips, slides, or
sound effects.

Advanced Prewriting Have students determine their own writing prompt and topic.
High Drafting Instead of the writing frame, provide students with the blank
Paragraph Writing Form, p. 4–86, to guide their writing.
Editing Have students create their own writing checklist.

NOTES

Lesson 2.38 Writing an Expository Paragraph 2–335

ELV912_TX_S2_L38_893449.indd 335 2/10/10 5:08:33 PM

 LESSON 2.39 WRITING STRATEGIES
2 Writing a Persuasive Paragraph
ELL Strategy
This lesson outlines a strategy English
Language Learners can use to write a
persuasive paragraph utilizing the five stages
of the writing process.
Academic Language
evidence facts or anecdotes that support
a claim
persuasive writing a written expression of
an opinion supported by evidence
DEFINING the Strategy
• Students use the writing process to create persuasive writing that
makes strong arguments in support of an opinion.
• Persuasive writing increases engagement by allowing students to
express their opinions.
• Persuasive writing increases comprehension and reinforces
content area knowledge.
USING the Strategy
• Help students examine the writing prompt and determine a
purpose for writing a persuasive paragraph.
• Work with students to plan each element of their persuasive
paragraph using a graphic organizer.
• Work with students to draft a persuasive paragraph using their
completed graphic organizer.
• Help students draft, revise, and edit their writing with activities,
checklists, rubrics, and review opportunities focused on
supporting or refuting an opinion and persuasive writing.
• Help students share their writing through publishing and
presenting their completed work.

CHECKING the Strategy

Go To Section 3 for Content Area Lessons that
use the Writing a Persuasive Paragraph
strategy.
Social Studies, pp. 3–46 to 3–55
Go To Section 4 for Blackline Master.
Two-Column Chart, p. 4–82
Editing Checklist for Peer and Self
Reviews, p. 4–85
To provide students with guidance and feedback at each stage of
the writing process use:
• observational records for informal assessment and feedback.
• checklists for peer and self-assessment, such as the Editing
Checklist for Peer and Self Reviews.
• the Writing Rubric for Assessment and Evaluation, p. 4–89.
• the Writing Portfolio Management, p. 4–88, and the Writing
Portfolio Evaluation, p. 4–87, forms.

Teacher Resources
Online

To watch a video related to this lesson, go

to ellevate. glencoe.com and click on
Section 2 then Lesson 39.

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APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Prewriting Interactive Question-Response

Prewriting is the first stage in the writing process. During prewriting routine
for a persuasive paragraph, students must identify what argument will
Prewriting a Persuasive
be made and clarify the elements of that argument using a graphic
organizer. See how the Prewriting a Persuasive Paragraph routine is Paragraph
modeled in the Interactive Question-Response below. The prompt is
from a lesson on using music lyrics to teach the elements of poetry.
Step 1 Review the writing prompt
with students and help them
Writing Prompt determine a writing purpose for
Rap and hip-hop lyrics should be studied in language arts. Write a the persuasive paragraph.
persuasive paragraph in which you agree or disagree with this view. Step 2 Create and post a writing
Give reasons supporting your opinion and refute the opposition. checklist for students to use
throughout the writing process.
Step 1 Before we begin thinking of our ideas, let’s read the prompt closely
and make sure we understand it. First we’ll scan for key words. What key Step 3 Distribute and post the Two- 2
words do you see? rap and hip-hop lyrics, language arts Now let’s scan for Column Chart for prewriting
direction words—words that tell us what to do. write, persuasive paragraph, and guide students to link it with
agree or disagree, give reasons the writing purpose.
Good. These words describe the assignment and tell us what we are
supposed to do. Step 4 Work with students to fill out
Write the words on the board. Review their meanings with the class. Pay each column of the chart.
particular attention to the words refute and opposition and explain them. Continue to link it to the writing
We’re going to write a persuasive paragraph about studying rap and hip- purpose.
hop lyrics in language arts. Some of us might agree with this topic, while Step 5 Provide an opportunity for
others might disagree. When we write persuasively, we are expressing our
students to review and adjust the
opinion. We are letting readers know what we think about a certain issue
information on their chart.
and trying to convince them to agree with us.
Step 2 Let’s use this information to create a checklist. Here’s what our
checklist would include:
˛ Make clear our opinion whether rap and hip-hop lyrics should be taught
in language arts.
˛ Support our opinion with reasons.
˛ Address opposing opinions.
Step 3 Distribute a blank Two-Column Chart and post an enlarged chart as
a class reference. We can use a two-column chart to brainstorm reasons in
favor of and reasons opposed to, or against, teaching rap LANGUAGE ARTS
and hip-hop lyrics in language arts. Title the left column
Pro. Pro means “for,” or “in favor of something.” What Prewriting
information will we list here? reasons that this is a good Two-Column Chart
idea Title the right column Con. Con means “opposed to
something.” What information will we list here? reasons Pro Con
that this is not a good idea The lyrics are like poetry; they The lyrics are just words that
We’ll use this chart to brainstorm and organize as have rhyme, rhythm, and fit the beat.
many reasons as we can think of in favor of and against meter.
teaching rap and hip-hop lyrics in language arts.
The lyrics aren’t artistic
The lyrics talk about real life because they don’t have any
and real problems of today. deep meaning.

(continued)
Lesson 2.39 Writing a Persuasive Paragraph 2–337
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Prewriting Interactive Question-Response, continued

routine
Prewriting a Persuasive
Paragraph
Step 1 Review the writing prompt
with students and help them
determine a writing purpose for
the persuasive paragraph.
Step 2 Create and post a writing
checklist for students to use
throughout the writing process.
Step 3 Distribute and post the Two-
Column Chart for prewriting
and guide students to link it with
the writing purpose.
Step 4 Let’s start by thinking about reasons in favor of teaching rap and
hip-hop lyrics in language arts. Because we’re brainstorming, we’re going
to think of as many reasons as we can. What are some good reasons for
teaching rap and hip-hop lyrics? The lyrics are like poetry; they have rhyme,
rhythm, and meter. The lyrics talk about real life and real problems of today.
As students brainstorm ideas, write their ideas in the Pro column of the chart.
Okay. Those are some good reasons for teaching rap and hip-hop lyrics in
language arts. Now let’s brainstorm some reasons for not teaching rap and
hip-hop lyrics. The lyrics are just words that fit the beat. The lyrics aren’t artistic
because they don’t have any deep meaning. As students brainstorm ideas, write
their ideas in the Pro column of the chart.
Step 5 Now let’s share and compare our ideas. We will break into small
groups and use our charts to examine and discuss both sides of this issue.
Express your opinion to the group and come up with reasons that support
your opinion. You should also look at opposing arguments and think about
how you might respond to opposing views.

Step 4 Work with students to fill out

each column of the chart.
Continue to link it to the writing
purpose.
Step 5 Provide an opportunity for
students to review and adjust the
information on their chart.

LANGUAGE ARTS

Prewriting
Two-Column Chart
Pro Con
The lyrics are like poetry; they The lyrics are just words that
have rhyme, rhythm, and fit the beat.
meter.
The lyrics aren’t artistic
The lyrics talk about real life because they don’t have any
and real problems of today. deep meaning.

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APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Drafting Interactive Question-Response

Drafting is the second stage in the writing process. During drafting for routine
a persuasive paragraph, students must develop thoughts into complete
Drafting a Persuasive
ideas, identify paragraph structure, and determine which information
belongs where as they put ideas in order. See how the Drafting a Paragraph
Persuasive Paragraph routine is modeled in the Interactive Question-
Response below.
Step 1 Introduce and explain the
purpose of each element of a
Writing frames help English Language Learners make connections paragraph.
between the content and the structure of written English. To create
a writing frame, write a paragraph using the sentence and paragraph Step 2 Review the writing prompt
structure that you plan to teach. Then omit key words so that students and purpose of the persuasive
will be able to fill them in using their knowledge of the content. paragraph.

Step 1 Before we begin drafting, we will discuss the three parts of a Step 3 Identify information on the
paragraph. The topic sentence introduces the main idea, or point of Two-Column Chart to use 2
the paragraph. The body sentences develop, or explain, the topic of the in developing the persuasive
paragraph by giving examples and details. In persuasive writing, you paragraph.
can divide your body sentences into two categories; the argument and a
refutation. In a refutation we try to prove why the opposition, or other side, Step 4 Read the writing frame aloud
is wrong. The conclusion is the last sentence in a paragraph. It ends the and have students mark ideas on
paragraph by linking all of these ideas together. their chart.
Step 2 Let’s review the writing prompt and our purpose for writing. What Step 5 Work with students to develop
were we asked to do? to persuade someone of our opinion on a topic
the topic sentence.
Step 3 Look at the Two-Column Chart we completed earlier. Think
carefully about the opinion you want to express. Look at the reasons in Step 6 Work with students to develop
favor of teaching rap and hip-hop lyrics and the reasons opposed to it. As the body sentences.
a class, we will pick one side of this topic to argue. What opinion do you
want to express? Put students in small groups to discuss. Then take a poll to Step 7 Work with students to develop
determine which side to argue as a class. According to this poll, what side the conclusion.
should we argue? Rap and hip-hop lyrics should be taught in language arts.
Good. This will be the main idea of our paragraph. We’ll use this LANGUAGE ARTS
information to begin our persuasive paragraph.
Step 4 Now that we have chosen an opinion to argue, we Drafting
need to support our opinion. Remember, some of our body I think rap and hip-hop lyrics should be taught in
sentences will support our opinion by giving reasons in favor
school because they are forms of art. They use many
of our side of the issue. Other body sentences will support our
opinion by showing how we disagree with the opposition. of the same elements as poetry. They often use
rhyme. They have a clear rhythm and meter. The
How can we support this opinion? use the reasons in the left, or
Pro, column Good. Where will we get the other side’s reasons, lyrics talk about real life. They bring to life things
the reasons we will refute? from the right, or Con, column that are important to people today. Some critics
Step 4 Now I am going to read a writing frame for a topic think that rap and hip-hop lyrics are just words
sentence in a paragraph about that argues that rap and hip- that fit the music’s beat and that they are meaningless.
hop lyrics should be taught in language arts. Display the
following sentence. There are some songs like this. I don’t agree that all
rap and hip-hop lyrics are meaningless. There are
I think rap and hip-hop lyrics ________ taught in school many good reasons to teach them in language arts,
because __________ . but perhaps the most important are that it would
promote student interest and make learning fun.
(continued)
Lesson 2.39 Writing a Persuasive Paragraph 2–339
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Drafting Interactive Question-Response, continued

routine
Drafting a Persuasive
Paragraph
Step 1 Introduce and explain the
purpose of each element of
paragraph structure.
Step 2 Review the writing prompt
and purpose of the persuasive
paragraph.
Step 3 Identify information on the
Two-Column Chart to use
in developing the persuasive
paragraph.
Step 4 Read the writing frame aloud
and have students mark ideas on
their chart.
Step 5 Work with students to develop
the topic sentence.
Step 6 Work with students to develop
the body sentences.
Step 7 Work with students to develop
the conclusion.
Step 5 Let’s think about the topic sentence. How can we complete this
sentence to state our opinion on the topic? Use the words should be to
say what we think about teaching rap and hip-hop lyrics in school. Yes. I see
the word because before the second blank. This signals that a reason or
explanation is coming. What reason can we give that supports our opinion?
The lyrics are like poetry. They talk about important things. Yes, but we have
only one sentence. Can you think of a way to summarize these ideas? Turn
and talk to your neighbor. Provide wait time and then ask for students’ ideas.
We think that these lyrics are like art, so they should be studied in school. Good.
They are forms of art. Let’s use that to finish the sentence and then read it
aloud. Choral read, “I think rap and hip-hop lyrics should be taught in school
because they are forms of art.”
Step 6 Okay. Now let’s turn our attention to the first body sentence. Display
the sentence.
They use many of the same elements ______________ .
First, does anyone see any new words in this sentence? elements Yes,
elements are the parts that make up something. How can we complete this
sentence with one of our reasons that support our opinion? Use the word
poetry because poetry and rap and hip-hop lyrics share a lot of the same parts.
Let’s put that into the sentence and read it aloud. Choral read, “They use
many of the same elements as poetry.”
Repeat step to develop each body sentence.
Step 7 Finally, let’s think about the conclusion. A conclusion often restates
the topic sentence, but in a slightly different way. Display this sentence.
There are many good reasons to ________ , but perhaps the most important
are that it would __________ and ____________.

LANGUAGE ARTS
Drafting
I think rap and hip-hop lyrics should be taught in
school because they are forms of art. They use many
of the same elements as poetry. They often use
rhyme. They have a clear rhythm and meter. The
lyrics talk about real life. They bring to life things
that are important to people today. Some critics
think that rap and hip-hop lyrics are just words
that fit the music’s beat and that they are meaningless.
There are some songs like this. I don’t agree that all
rap and hip-hop lyrics are meaningless. There are
many good reasons to teach them in language arts,
but perhaps the most important are that it would
promote student interest and make learning fun.
Do you see any clue words to help us fill in the first blank?
many good reasons to Yes, here we will restate the opinion about
rap and hip-hop lyrics. What is that opinion? to teach them in
language arts Good.
This sentence ends with two reasons that are important but
have not yet been mentioned. For example, we haven’t talked
about students. What might be two good reasons for students
to study these lyrics? make school interesting, make learning
fun Good. This subject could promote student interest and
might make learning more fun. Let’s use this information in
the sentence and then read it together. Choral read, “There are
many good reasons to teach them in language arts, but perhaps the
most important are that it would promote student interest and make
learning fun.”

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APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Revising Interactive Question-Response

Revising is the third stage in the writing process. During revising routine
for a persuasive paragraph, students must use a checklist, adjust
Revising a Persuasive
sentence lengths and patterns, revise transitions for clarity, and adjust
language for sophistication and tone. See how the Revising a Persuasive Paragraph
Paragraph routine is modeled in the Interactive Question-Response
below.
Step 1 Review the prompt with
students.
Step 1 Have students recall the writing prompt. What did the prompt ask us
to do? to state our opinion on whether or not rap and hip-hop lyrics should be Step 2 Review the writing checklist with
taught in language arts students and compare it to the
Step 2 Review the writing checklist with students. Then read aloud the completed writing frame to see if
completed writing frame. As we go through the writing checklist, place a all parts of the prompt are met.
check mark next to the tasks we have completed. Does the paragraph state Step 3 Read the paragraph and identify
our opinion on the topic? yes What are some reasons given in support of
writing that is unclear, or that 2
our opinion? Rap and hip-hop are like poetry; the lyrics talk about real life.
What opposing views are considered? The words are just to match the beat;
sounds awkward or choppy.
the lyrics are meaningless. How is this view refuted? There are examples that Step 4 Work with connecting words
show this is not true. to adjust sentence lengths and
Step 3 Listen as I read the paragraph aloud again. Sometimes reading patterns.
aloud helps us find problems in our writing. Listen for places where the
language sounds awkward, or not smooth. Read the Drafting paragraph Step 5 Work with transition words to
on page 2–340 aloud. Where could the language be improved, or made adjust sentence lengths and
better? One place is the section about the elements of poetry. They seem like patterns.
they could go together because they are about the same thing. Good. Sometimes
Step 6 Guide students in determining
a sentence can be grammatically correct but still be a little weak. These
where synonyms might be used
sentences can be revised, or changed, so that they sound better.
to strengthen language.
Step 4 One way to make writing smoother is to combine sentences using
connecting words such as and, but, or, and for.

Drafting Stage LANGUAGE ARTS

They often use rhyme. They have a clear rhythm and meter. Revising

What connecting word would we use to show that they are
both about the elements of poetry? We could use the connecting
word and to show that they are about the same thing. Yes, let’s make
that change. Don’t forget that if we use and to combine two
sentences, then we must put a comma in front of and. Display
this sentence and read it aloud.
Revising Stage
I think rap and hip-hop lyrics should be taught in
school because they are forms of art. For example,
Tthey use many of the same elements as poetry.
They often use rhyme. They and have a clear
rhythm and meter. The lyrics talk about real life.
They bring to life things issues that are important to
people today. Some critics think that rap and hip-

They often use rhyme and have a clear rhythm and meter. hop lyrics are just words that fit the music’s beat and
that they are meaningless. While there are some
songs like this., I don’t agree that all rap and hip-
hop lyrics are meaningless. There are many good
reasons to teach them in language arts, but perhaps
the most important are that it would promote
student interest and make learning fun.
(continued)
Lesson 2.39 Writing a Persuasive Paragraph 2–341
 APPLYING THE STRATEGIES IN THE CONTENT AREAS

LANGUAGE ARTS Revising Interactive Question-Response, continued

routine
Revising a Persuasive
Paragraph
Step 1 Review the prompt with
students.
Step 2 Review the writing checklist with
students and compare it to the
completed writing frame to see if
all parts of the prompt are met.
Step 3 Read the paragraph and identify
writing that is unclear, or that
sounds awkward or choppy.
Step 4 Work with connecting words
to adjust sentence lengths and
patterns.
Step 5 Work with transition words to
adjust sentence lengths and
patterns.
Step 6 Guide students in determining
where synonyms might be used
to strengthen language.
LANGUAGE ARTS
Sometimes sentences that are correct should be revised to improve the
flow of ideas. We can improve short, choppy sentences by combining them
with a connecting word such as and or but. Display this sentence.
Drafting Stage
There are some songs like this. I don’t agree that all rap and hip-hop lyrics are
meaningless.
How could we combine these two sentences while showing that they are
opposite ideas? What connecting word should we use? But, because but is a
connecting word that signals an opposite idea. Let’s make the change and then
read the sentence aloud. Don’t forget the comma before but. Display this
sentence and read it aloud.
Revising Stage
While there are some songs like this, I don’t agree that all rap and hip-hop lyrics
are meaningless.
Step 5 If we want to give readers a strong signal about what kind of
information is included in a sentence, we can add a signal word with a
comma to the beginning of the sentence. Display the sentence.
Drafting Stage
They use many of the same elements as poetry.
What words can we use to tell the reader that we are starting to give our
reasons? Turn and talk to your neighbor. Provide wait time. What idea did
you come up with? We thought of the words for example. Good. Let’s write
that in and read the new sentence.

Revising
I think rap and hip-hop lyrics should be taught in
school because they are forms of art. For example,
Tthey use many of the same elements as poetry.
They often use rhyme. They and have a clear rhythm
and meter. The lyrics talk about real life. They bring
to life things issues that are important to people today.
Some critics think that rap and hip-hop lyrics
are just words that fit the music’s beat and that they
are meaningless. While there are some songs like
this., I don’t agree that all rap and hip-hop lyrics
are meaningless. There are many good reasons to
teach them in language arts, but perhaps the most
Revising
For example, they use many of the same elements as poetry.
Step 6 Another way to improve our writing is to replace overly
general words with synonyms, or similar words. Display the
sentence.
Drafting Stage
They bring to life things that are important to people today.
What more specific word could we replace things with? Turn to
your neighbor and brainstorm synonyms for things. Provide wait
time. Who has a synonym to share? We picked issues because an
issue is a topic people argue about.
Good. Let’s read the new sentence aloud.

important are that it would promote student interest Revising Stage

and make learning fun.
They bring to life issues that are important to people today.

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LANGUAGE ARTS Editing Interactive Question-Response

Editing is the fourth stage in the writing process. During editing for routine
a persuasive paragraph, students should conduct self and peer reviews,
Editing a Persuasive
using a proofreading and editing checklist to identify and correct
common errors. See how the Editing a Persuasive Paragraph routine is Paragraph
modeled in the Interactive Question-Response below.
Step 1 Help students use the Editing
Step 1 When you edit, you are looking for errors in spelling, capitalization, Checklist for Peer and Self
punctuation, and grammar. Take a moment to look over the Editing Reviews to review and edit
Checklist for Peer and Self Reviews.
writing.
Step 2 First we’ll look for errors in spelling, capitalization, and end
punctuation. Here’s how one student completed a sentence. Step 2 Guide students in identifying and
correcting errors in capitalization,
For example they use many of the same elements as poetry. end punctuation, and spelling.
I see something wrong with the punctuation in this sentence. Can you Step 3 Guide students in identifying 2
find it? The comma is missing. Good. Where should it go, and why? after and correcting errors in
For example because we always use commas after a signal phrase Yes, add the usage (including possessives,
comma to the sentence so that it looks like this. Display this sentence.
contractions, and negatives).
For example, they use many of the same elements as poetry.
Step 4 Help students identify and
Step 3 Now we’ll look for errors in the way possessives, contractions, and correct errors in agreement
negatives are used. Here’s how one student completed a sentence. Display and consistency (subject-verb,
this sentence. pronoun-antecedent, and verb
I don’t never agree that all rap and hip-hop lyrics are meaningless. tense).

I see a problem with a negative. Do you see any words that are negative?
yes, don’t and never How do we usually form the negative? by using only one
negative word at a time That’s right. We need only one negative.
Here is the correction. Display this sentence. Editing
I don’t never agree that all rap and hip-hop lyrics are meaningless.
Step 4 Now, let’s look for errors in subject-verb agreement,
pronouns, and tense. Here is how one student completed two
sentences.
There are many examples of these lyrics that are emotionally
powerful. There are many good reasons to teach it in the language arts.
Do you see a problem with a pronoun? Yes, the pronoun it sounds
strange. What noun is it supposed to be standing in for? lyrics Yes,
the noun lyrics and the pronoun it don’t match. Lyrics is plural.
What number is it, plural or singular? singular How can we fix this
so that the noun and the pronoun agree, or match? Change it to
them. Right. Here is the revised sentence.
There are many examples of these lyrics that are emotionally
powerful. There are many good reasons to teach them in the
language arts.
LANGUAGE ARTS
I think rap and hip-hop lyrics should be taught
in language arts because they are forms of art. Rap
and hip-hop are forms of art. For example, they
use many of the same elements as poetry. They
often use rhyme and have a clear rhythm and meter.
The lyrics talk about real life. They bring to life
issues that are important to people today. Some critics
think that rap and hip-hop lyrics are just words
that fit the music’s beat and that they are meaningless.
There are some songs like this, but I don’t agree
that all rap and hip-hop lyrics are meaningless.
There are many examples of these lyrics that are
emotionally powerful. There are many good reasons
to teach them in language arts, but perhaps the most
important are that it would promote student interest

Now let’s put that into the sentence and read it aloud together. and make learning fun.

Lesson 2.39 Writing a Persuasive Paragraph 2–343

 APPLYING THE STRATEGIES IN THE CONTENT AREAS
routine
Publishing and Presenting
a Persuasive Paragraph
Step 1 Students should prepare a
correctly formatted paper.
Step 2 Work with students to adapt
their presentation for persuasive
writing.
Step 3 Provide opportunities for
students to practice delivering
their presentation or to share
their written work with peers.
Step 4 Guide students in giving and
applying helpful feedback.
Step 5 Give students options for
presenting a final version of their
work to others.
2–344 Section 2 Strategy Models
LANGUAGE ARTS Publishing and Presenting
Interactive Question-Response
Publishing and presenting is the final stage in the writing process.
During publishing and presenting a persuasive paragraph, students
must prepare their paragraph for publication and prepare to present
their work. See how the Publishing and Presenting a Persuasive
Paragraph routine is modeled in the Interactive Question-Response
below.
Step 1 Let’s review the format we use for publishing or printing student
writing. We can create a checklist for this:
˛ Use Courier 12-point font.
˛ Double-space your work.
˛ Leave one-inch margins on all sides.
˛ Include the page number in the upper right-hand corner of each page.
Step 2 We’ve already discussed writing a persuasive paragraph. Now we
are going to present one. Can you think of a way to give your opinion as
an oral presentation? You’ve probably seen politicians do this. We could
have a debate. Partners could argue different sides. Yes, this will help bring our
opinions to life.
In a debate people often pay as much attention to your physical presence
as they do to what you are saying. Let’s brainstorm a list of important
things to keep in mind when debating an issue publicly. speak slowly and
clearly, use different voices for different emotions, use your voice to emphasize a
point, use hand gestures, make eye contact with the audience
Step 3 Once you have prepared your presentation, you should practice
delivering it. What are some ways you can practice? for a friend, record it
myself and play it back Yes. If you are going to use props like a music player,
don’t forget to include them in your practice. Can you think of a way to
practice that allows you to see yourself? practice in front of a mirror or use a
video recorder This is helpful if there is no one around to practice for, or you
do not yet feel ready to present in front of others.
Step 4 Partners should listen closely and give feedback to the speaker.
Tell the speaker what you liked about his or her presentation, and make
suggestions for how that presentation could be improved. Then work
together to make changes.
Step 5 After you finish preparing your presentation, the final step is to
share your work. Turn to a partner and brainstorm ideas for sharing your
work outside of class. Provide wait time. What ideas did you come up with?
have a debate in a language arts class, hold a debate at a school board meeting
 STRATEGY: Writing a Persuasive Paragraph
Reaching All English Language Learner Proficiency Levels
Beginning Prewriting Provide images to represent different ideas or opinions about this
issue. Work with students to label and assign each image to a section of the
Two-Column Chart.
Editing Pair Beginning students with proficient speakers. Have pairs work
through the Editing Checklist for Peer and Self Reviews to identify and correct
mistakes.
Publishing and Presenting Have students create their own illustrations to
accompany their writing. Display student writing and art in the classroom.

Intermediate Prewriting Provide students with sentence frames to help them complete the
Two-Column Chart.
Drafting Allow students to work in pairs to complete the writing frame. Provide 2
images of more difficult words so that students can match the picture with the
word in order to complete the more difficult sentences.
Editing Choose one grammar focus and use a Think Aloud to model identifying
and correcting mistakes.

Advanced Prewriting Before using the Two-Column Chart, use word walls and engage in
brainstorming to identify examples that address the writing purpose.
Revising Use sentence combining and anonymous student models to help
students identify ways to improve their writing.
Publishing and Presenting Place students in small groups. Have pairs of groups
each take a side and debate the topic. Then have groups switch and debate the
other side of the issue with a new group.

Advanced Prewriting Have students work in pairs to determine their own opinion on this
High topic.
Drafting Instead of the writing frame, provide students with the blank
Paragraph Writing Form, p. 4–86, to guide their writing.
Editing Have students create their own writing checklist.

NOTES

Lesson 2.39 Writing a Persuasive Paragraph 2–345

ELV912_TX_S2_L39_893449.indd 345 2/10/10 5:09:20 PM

 SECTION 2 NOTES

2–346 Section 2 Strategy Models

 SECTION
Content-Area
Model Lessons 3
SCIENCE SOCIAL STUDIES
3.1 Earth Science Model Lesson 3.5 World History Model Lesson
Earth’s Systems 3–4 Early Humans 3–38
3.2 Biology Model Lesson 3.6 World Geography Model Lesson
Ecosystems 3–12 Japan 3–46
3.3 Chemistry Model Lesson 3.7 American History Model Lesson
Changes of State 3–22 Reconstruction 3–56
3.4 Biology Model Lesson 3.8 World Geography Model Lesson
Food Webs and Chains 3–30 U.S. and Canada 3–64

LANGUAGE ARTS MATHEMATICS

3.9 Literature Model Lesson 3.13 Geometry Model Lesson
After Twenty Years 3–72 Inductive Reasoning 3–106
3.10 Literature Model Lesson 3.14 Geometry Model Lesson
The Necklace 3–80 Three-Dimensional Figures 3–114
3.11 Literature Model Lesson 3.15 Algebra Model Lesson
My Bondage and My Freedom 3–90 Solving Multi-Step Equations 3–124
3.12 Literature Model Lesson 3.16 Algebra Model Lesson
FDR’s Address to Congress 3–98 Variables and Expressions 3–132

FINE ARTS APPLIED ARTS

3.17 Music Model Lesson 3.20 Carpentry Model Lesson
Musical Instruments 3–140 Job Site Safety 3–166
3.18 Theater Model Lesson 3.21 Manufacturing Model Lesson
Elements of Theater 3–148 Work Flow 3–176
3.19 Art History Model Lesson
Early Medieval Period 3–158

SECTION SECTION SECTION SECTION SECTION

In Section 3, you will find model lessons
that demonstrate how to incorporate 1 2 3 4 5
the strategies from Section 2 into ELL Strategy
Content-Area
On-the-Go TELPAS™
Fundamentals Models Resources Guide
exemplary content-area lessons. Model Lessons
3–1
SECTIONS AT A GLANCE
Spotlight on Section 3

SECTION SECTION SECTION

1 23
ENGLISH LANGUAGE ELPS STRATEGY Content-Area
LEARNER MODELS
FUNDAMENTALS Model Lessons
Strategy lessons feature
IQR is the foundation of
Model lessons apply
scripted, stepped-out IQR
ELLevate’s approach to
strategies to actual
routines.
ELL instruction.
textbook pages.
■ ELPS Vocabulary
■ The English Language Strategies Section 3 presents model lessons
demonstrating scaffolded instruction
Learner ■ ELPS Comprehension in various content areas.
■ English Language Strategies Lessons include:

Learners in Texas • Familiar strategy routines from

■ ELPS Writing Strategies Section 2
■ Teaching English • Actual on-level textbook pages
Language Learners • Cooperative learning and oral
language development activities
■ Content-Area
Considerations • Coverage of vocabulary,
comprehension, writing, and
■ Correlations listening/speaking strategies
• A Quick Check for moving
students to instruction at the
next proficiency level

3–2 Section 3 Content-Area Model Lessons

 SECTION SECTION

45
Content-area topics include:
Biology, Chemistry,
Earth Science
World History, Geography,
American History
American Literature,
World Literature
ON-THE-GO TELPAS™ GUIDE
RESOURCES
Algebra, Geometry Assessment explanations
Music, Theater, Art History A variety of resources and samples prepare
Carpentry, Manufacturing support core content ELLs for TELPAS.™
areas and all ELL levels. ■ Assessment with
LESSON 3.15 MATHEMATICS MODEL LESSONS
3 Algebra | Solving Multi-Step Equations ■ Language Resources TELPAS™
routine

■ Vocabulary Resources ■ Sample Reading

▲

The following pages are adapted from a typical

Using Prior Knowledge
With Vocabulary
Step 1 Introduce the new vocabulary
word. Activate students’ prior
knowledge.
Step 2 In pairs, have students
brainstorm ideas related to
the new word. Have students
add these ideas to their
algebra student text.
See how the strategies and routines described in Section 2 are
modeled in the accompanying Interactive Question-Responses. See
corresponding letters, such as A , for related text or images.
BEFORE READING ■ Instructional Resources Test Items
Vocabulary Strategy
Using Prior Knowledge With Vocabulary

■ Graphic Organizers
Concept Web.
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ATHEMAT
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pp. 2–76 to 2–85 ßTHEORY more ideas about the meaning of multi-step. What can you think about to
NUMBER
Sequencing Information,  help you think of ideas? other words that start with multi- Think about other
pp. 2–126 to 2–135 words that start with multi- as you brainstorm. Record your ideas in the
remaining circles.

■ Academic Word Cards

Go To Section 4 for Blackline Masters. Continue the strategy instruction during and after reading.
Concept Web, p. 4–66 Step 3 Now that you’ve finished brainstorming, we’re going to read the
Flowchart, p. 4–72 text aloud. How can you use your concept web as we read? to make notes
Yes, you can make organized notes as we read. You can add, erase, or check
off ideas. Read the text in the section Solve Multi-Step Equations. B What
3
(separate package)
Teacher Resources
words give you a clue about the meaning of multi-? more than one Right!
0OMJOF
More than one describes multi-. Check your concept web to see if that
matches any of the ideas you recorded in the outer circles. Did you find a
To watch a video related to this lesson, go match? yes Our prior knowledge tells us that multi- means “more than one.”
© 2008
to ellevate.glencoe.com and click on gebra 1
encoe Al
Section 3 then Lesson 15. from Gl
adapted (continued)
3–124 Web
Section 3 Content-Area Model Lessons
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Lesson PM
7:15:12
3/9/09

25

Section 3 At a Glance 3–3


3 Earth Science | Earth’s Systems
routine
Using Multiple-Meaning Words
Step 1 Write a familiar multiple-
meaning word from the text.
Discuss the word’s meaning.
Explain that words can have
multiple meanings.
Step 2 Read the text aloud, identifying
familiar words used in new
ways. Determine if word
meanings known by students
make sense in the context.
Step 3 Use context and a dictionary to
check the words’ meanings.
Step 4 Remind students that some
words in English have more than
one meaning.
Step 5 Use a Four Square to keep a
record of the multiple meanings
of familiar words.
Go To Section 2 for information on the lesson
strategies.
Using Multiple-Meaning Words,
pp. 2–46 to 2–51
Using Visual and Contextual Support,
pp. 2–106 to 2–115
Applying Grammar to Writing,
pp. 2–246 to 2–255
Go To Section 4 for Blackline Masters.
Four Square, p. 4–73
Three-Column Chart, p. 4–80
Teacher Resources
Online
To watch a video related to this lesson,
go to ellevate.glencoe.com and click on
Section 3 then Lesson 1.
3–4 Section 3 Content-Area Model Lessons
LESSON 3.1 SCIENCE MODEL LESSONS
▲
The following pages are adapted from a typical
earth science student text.
See how the strategies and routines described in Section 2 are modeled
in the accompanying Interactive Question-Responses. See corresponding
letters, such as A , on student pages for related text or images.
BEFORE READING
Vocabulary Strategy
Using Multiple-Meaning Words
Before beginning the strategy instruction, use the Preparing Students
for Learning routine in Section 1, p. 1–32.
Draw students’ attention to the vocabulary words crust A , mantle B ,
and core C on the student page. Use the Using Multiple-Meaning
Words routine to introduce the words to students.
Interactive Question-Response
Step 1 Write the word crust on the board. What do we know about the word
crust? It’s on bread. Yes, it’s the outside part of bread. But crust has more
than one meaning. Words like this are called multiple-meaning words.
Step 2 Read the text aloud to students. Look at the word crust in the second
paragraph. We said that the word crust can mean the outside part of bread.
Does the meaning of the word make sense here? No Right, the word is
used differently here. We are not reading about bread. What are we reading
about? Earth
Step 3 Sometimes, the information in a sentence tells us what a word
means. The first sentence of the third paragraph tells us that the outside
part of Earth is a shell, or a what? crust Is the crust an inside or outside part?
outside part
Let’s look at the box called Science usage v. Common usage. D Usage
is another word for “use.” Do you remember what the science meaning,
or usage, of crust is? Earth’s outside part Can you point to the crust in
Figure 1.3? What part is under the crust? mantle What part is next? core
So crust, mantle, and core all have science usages, or meanings.
Listen to this sentence: The common usage for crust is the outside part of
bread. What do you think common means? regular, ordinary That’s right.
What do you think the common usage for mantle is? a part on a fireplace
And core? part of an apple As we read further, let’s keep an eye out for more
words that have both a science and a common meaning.
(continued)
 MODEL LESSON IN SCIENCE

D
6OCABULARY
3#)%.#%ß53!'%ß6ß#/--/.ß53!'%
Crust
Science usage: the thin, rocky,
outer layer of Earth
Common usage: the hardened
exterior or surface part of bread
%ARTH´Sß3YSTEMS
Scientists who study Earth have identified four main Earth systems: the geosphere, atmosphere,
hydrosphere, and biosphere. Each system is unique, yet each interacts with the others.
'EOSPHEREß The area from the surface of Earth down to its center is called the geosphere.
The geosphere is divided into three main parts: the crust, mantle, and core. These three parts are
illustrated in &IGUREßß A B C
The rigid outer shell of Earth is called the crust. There are two kinds of crust—continental crust
and oceanic crust. Just below the crust is Earth’s mantle. The mantle differs from the crust both in
composition and behavior. The mantle ranges in temperature from 100ºC to 4000ºC—much warmer
than the temperatures found in Earth’s crust. Below the mantle is Earth’s core. You will learn more
about the crust, mantle, and core in Unit 5.

ß &IGUREßß %ARTH´SßGEOSPHEREß
ISßCOMPOSEDßOFßEVERYTHINGßFROMß
THEßCRUSTßTOßTHEßCENTERßOFß%ARTHß
.OTICEßHOWßTHINßTHEßCRUSTßISß
INßRELATIONßTOßTHEßRESTßOFßTHEß
GEOSPHERE´SßCOMPONENTS

adapted from Glencoe Earth Science © 2008

Interactive Question-Response, continued

Step 4 Some words in English have more than one meaning. How do we
know? crust means two things: outside of bread and shell of Earth What can we
do to understand other meanings of words we know? Look at the word in a
sentence. Use a dictionary. We can check a dictionary to understand the
word crust better. Let’s look in the dictionary. I am going to read the
meanings. Raise your hand when you hear each of the two meanings Four Square
we have already talked about for crust. outside part of bread outer shell of Earth
Step 5 Let’s use a Four Square to take notes about the word crust.
Write crust in the middle. Then write or draw a picture that says or
shows the outside part of bread. Do the same for the outside part
of Earth. Share your notes or pictures with a partner. Now we will crust
continue reading, looking for other multiple-meaning words like
mantle and core and creating a chart for them. Make sure to look for
both the science and common usages for these words.

Lesson 3.1 Earth Science • Earth’s Systems 3–5

 routine DURING READING
Using Visual and
Contextual Support
Comprehension Strategy
BEFORE READING Using Visual and Contextual Support
Step 1 Introduce the text and have Before beginning the strategy instruction, use the Preparing Students for
students skim visuals and Learning routine in Section 1, p. 1–32.
contextual features. See how the Using Visual and Contextual Support strategy is modeled
Step 2 Model how to record the in the teacher routine and Interactive Question-Response below to
support and its type on the help English Language Learners comprehend the text D and the
Three-Column Chart. diagram. E
Step 3 Guide students to make Interactive Question-Response
predictions or ask questions Step 1 Before we read, let’s look at the text and the diagram. A diagram is
based on their observations. a picture that explains the parts of something, and how they work together.
Have them record their A diagram can give us clues about what the text is about before we begin
predictions on the chart. reading. Notice the boldface words Figure 1.4 in the second paragraph.
DURING READING Because these words are in boldface, we know the diagram Figure 1.4 is
Step 4 Relate visual and contextual important.
features to content with students. Now let’s look at Figure 1.4. What words do you see in the diagram?
Have them record what they have atmosphere, biosphere, hydrosphere, geosphere Yes. The word atmosphere is
learned on their chart. near clouds. I also see arrows going down from the clouds to the biosphere.
AFTER READING These arrows must mean rain. What might the arrows among the other
Step 5 Ask students to summarize the systems mean? water traveling among these areas
content using their chart. The words beneath the diagram, called a caption, help us understand the
diagram. Read the caption aloud. What does it say about Earth’s systems?
They are interdependent. What should we notice about the diagram? water
moving among the systems Yes.
Step 2 We are now going to use a Three-Column Chart to take notes on
what we saw before reading the text. Label the first column What I Saw. We
saw that Earth has systems called the atmosphere, biosphere, hydrosphere,
and geosphere. Write this in the first column. What did the
arrows show? water moving among these systems What did
Three-Column Chart
the caption tell us about Earth’s systems? the systems are
What I Think It interdependent; water travels among them
What I Saw What I Learned Step 3 Now we can use this information to make a
Means
prediction about what the text will be about. Label the
atmosphere, The systems organisms second column of your chart What I Think It Means. The
biosphere, depend on each interact with caption used the word interdependent to describe Earth’s
hydrosphere, other because other systems; systems. I notice this word has the root, depend. What
geosphere, water moves atmosphere does it mean if Earth’s systems are “interdependent”? They
water moves among them. formed by depend on each other. What moves among the systems?
among systems; interacting with water Good. Now what prediction can we make? The
they are other systems; systems depend on each other because water moves among
them. Write this in the second column.
interdependent organisms change
atmosphere by
their activities

(continued)
3–6 Section 3 Content-Area Model Lessons
 MODEL LESSON IN SCIENCE

adapted from Glencoe Earth Science © 2008 3

Interactive Question-Response, continued

Step 4 As I read, think about the predictions you made and what new
information you learn from reading. Read aloud the first paragraph.
Organisms are living things. Where do they live? the biosphere Yes. When
things interact, it means they affect one another. Even though organisms
live in the biosphere, what do they have to do to survive? interact with other
systems Yes. Label the third column of your chart What I Learned and write
the new information.
We know that Earth’s systems depend on each other. Now let’s see what we
can learn about how they are interdependent. Read the second paragraph
aloud. What new information did we learn about the atmosphere? It formed
by interacting with other systems. How do organisms affect the atmosphere?
They change the atmosphere by their activities. Write these facts under What I
Learned.
Step 5 Now turn to your partner and explain what you learned from the
text. Use your chart to help you remember. Then listen carefully as your
partner does the same. Make changes to your chart, if necessary.

Lesson 3.1 Earth Science • Earth’s Systems 3–7

p3-7_ELV912_TX_S3_SC_L01_893449.3-7 3-7 2/10/10 3:52:49 PM

 VOCABULARY AND COMPREHENSION STRATEGIES
Reaching All English Language Learner Proficiency Levels
Beginning
Oral Language Development Before beginning
the vocabulary routine, use images or realia to
VOCABULARY
introduce the words crust, mantle, and core. Have
students repeat each word and point to the visual
representation as you review vocabulary. Show
Figure 1.3 and have students point to and say crust,
mantle, and core.
Oral Language Development Paraphrase the
text paragraph before beginning the strategy. Use
gestures and the illustration (Figure 1.4) to elicit
student understanding. Use the following as a model:
Point to the atmosphere in Figure 1.4. Have
you ever seen the sky? yes The sky is the
atmosphere. Have students repeat sky and
COMPREHENSION
atmosphere. Have you ever seen trees? yes Trees
are in the biosphere. Have them repeat trees
and biosphere. Repeat procedure with river,
hydrosphere, crust, and geosphere.
Use gestures to preview and explain the text
elements of a picture, a caption, and boldface text
to help students acquire basic and grade-level
vocabulary. Then point to the picture and ask:
What is in the biosphere? trees, dirt Point to the
caption and ask: What is this called? caption Do
the same for the word boldface.
Accelerating English Language Learners
Beginning
If students are readily identifying vocabulary
Quick Check
words and concepts using visuals to answer
questions,
Then involve them in some of the activities for
Intermediate students.
3–8 Section 3 Content-Area Model Lessons
Intermediate
Oral Language Development To internalize new
academic language, have partners use the Four
Square to check each other’s pronunciation and
vocabulary understanding. Then have them write
or draw a simple example of what each vocabulary
word means in science usage and in common usage
for the words crust, mantle, and core.
Cooperative Learning Activity Another way for
students to understand the connection between a
visual and meaning is to connect the visual to the
text. Review Figure 1.4 with students. Then provide
a copy of the text to pairs of students to mark up as
you read the paragraph. Ask them to underline any
information they hear that explains anything they
have seen in Figure 1.4 to enhance and confirm their
understanding of spoken and written language.
As illustrated in Figure 1.4, Earth’s biosphere,
geosphere, hydrosphere, and atmosphere are
interdependent systems. For example, Earth’s
present atmosphere formed millions of years
ago through interactions with the geosphere,
hydrosphere, and biosphere. Organisms in
the biosphere, including humans, continue
to change the atmosphere through their
activities and natural processes. You will explore
interactions among Earth’s biosphere and other
systems in Units 3, 4, 6, and 7.
Intermediate
If students are differentiating science
and common usage meanings for
vocabulary and using the visuals to gain
understanding,
Then involve them in some of the activities for
Advanced students.
Advanced
Oral Language Development Have students scan
the text for crust, mantle, and core in context. Help
them pronounce them before reading the sentences
aloud to enhance understanding. Point out that each
of these words has a science and a common usage.
Discuss the meanings for each word with them. Have
them explain the science usage for each word.
Cooperative Learning Activity Before doing the
strategy routine, have students preview Figure 1.4
to provide visual support in understanding the
text. Point out that it gives a visual picture and an
explanation of ideas presented in the text. Have
students work in small groups to paraphrase aloud
the information presented in Figure 1.4 and its
caption in order to demonstrate comprehension of
complex English vocabulary and concepts.
Advanced
If students can explain the differences
between the science and common usage
of the vocabulary as well as make a well-
organized presentation using the visual and
contextual features,
Then involve them in some of the activities for
Advanced High students.
Advanced High
Cooperative Learning Activity Have students
work in groups to locate other words in the unit
VOCABULARY
with multiple meanings. Direct them to use
context or a dictionary to determine the scientific
meaning and common meaning of each word. Have
students create a chart that illustrates and defines
the multiple meanings of each word. Ask them to
present their words to the class.
Oral Language Development After reading each
paragraph, use an Interactive Question-Response
to discuss how illustrations, captions, and boldface
words help to organize the specific science
information on the student page.
Then, have students review the student page used
in the vocabulary strategy section of this lesson. Use
COMPREHENSION
an Interactive Question-Response to discuss the
illustrations, captions, and boldface words on this
page. Then have students record each element and
how it contributes to understanding the text in a
Two-Column Chart, p. 4–82. 3
Advanced High
Students should be able to explain the difference
Quick Check
in meaning of multiple-meaning words and
use the visual and contextual page elements to
understand a text. If students are having difficulty,
then involve them in some of the activities for
Advanced students.
Lesson 3.1 Earth Science • Earth’s Systems 3–9
 routine
Applying Grammar
BEFORE READING
Step 1 Distribute copies of the text
to students. Prepare them
to identify grammatical
conventions and correct errors in
the sentences.
Step 2 As you read each sentence,
model identifying and
correcting an error in subject-
verb agreement.
Step 3 Mark up incorrect pronoun
antecedents.
Step 4 Mark up incorrect verb tenses.
Step 5 Revise the passage and correct
the errors noted. Present revised
writing.
3–10 Section 3 Content-Area Model Lessons
AFTER READING
Writing Strategy
Applying Grammar to Writing
The student paragraph below is from a lesson on Earth Science. See
how the Applying Grammar routine is modeled in the Interactive
Question-Response that follows.
Earth’s Systems
Each of Earth’s systems is different, but they all work together. The
geosphere begin begins at the surface of Earth and extends to the
center of Earth. The three parts of the geosphere is are the crust, the
mantle, and the core. The crust is the stiff outer covering. Just under the
crust was is the mantle, which is warmer. The core is under the mantle.
The atmosphere is composed of gases. It They circle Earth. All living
things and its their environments make up the biosphere. Every living
thing interacted interacts with the other systems so they survive.
Interactive Question-Response
Step 1 Before we read this passage, let’s skim it to find any new vocabulary
words. What new words do you see? system, composed Good. A system is a
group of parts that combine to make a working whole. Different systems
make up our Earth. What other system do you know about? a music system
Composed means “made up of.” My garden is composed of daisies and
sunflowers. Tell your partner what your favorite band is composed of. guitar,
bass, drums, singer
This passage is an example of student writing. We are reading this text
to find mistakes in grammar. Often we find mistakes because they sound
wrong. It’s a good idea to read our writing out loud to ourselves or to a
partner. As we read, pay attention to subject-verb agreement, pronouns
and antecedents, and verb tenses.
Step 2 Follow along as I read aloud. The first sentence sounds fine to me.
But the second sentence sounds strange.
Post this sentence and correct the subject-verb agreement error.
The geosphere begin begins at the surface of Earth and extends to the center
of Earth.
The words geosphere begin sound wrong together. There is an agreement
problem. This is because geosphere is a singular noun and begin is a plural
verb form. How can we fix this so that the noun and the verb agree? Replace
begin with begins. Repeat the strategy with the other examples of subject-verb
agreement errors.
Step 3 Post the first two sentences in the second paragraph and point out
the pronoun antecedent error.
The atmosphere is composed of gases. It They circle Earth.
(continued)
 Interactive Question-Response, continued
What noun in the first sentence does the word It in the second sentence
stand in for? gases How can we fix the pronoun so that it agrees with the
plural subject? Use They instead of It. Yes, mark that change on your passage.
Repeat the strategy with the other example of a pronoun antecedent error.
Remember, the pronoun has to match the antecedent, or noun it is
replacing, in three ways. The first is person, meaning both the pronoun
and antecedent should be subjects, objects, and so on. Next is number,
meaning both should be plural or singular. The last is gender, meaning
both should be feminine, masculine, or neutral.
Step 4 Post the fifth sentence in the first paragraph and point out the
incorrect verb tense.

Just under the crust was is the mantle, which is warmer.

What sounds strange in this sentence? The words was and is are in the same
sentence. Yes, both the past tense verb was and the present tense verb is
appear in the sentence. How can we fix the first verb? Change was to the
present tense form is. Yes, mark that change on your passage.
Repeat the strategy with the other example of incorrect verb tense.
Step 5 Now let’s rewrite the passage with the changes we made. Have
students work with a partner. First we will read, or narrate, the original
passage out loud to a partner. Then we will make revisions. After that we’ll
read our revised passages. Listen for the differences the corrections make.
3

WRITING STRATEGY
Reaching All English Language Learner Proficiency Levels
Beginning Say each target phrase in the passage once incorrectly and once correctly. Have
students raise their hand when they hear the correct phrase. Say each phrase
correctly once more and have students respond chorally. Repeat the procedure
with several more examples of each type of error.

Intermediate Provide single sentences with errors to small groups for additional practice. Tell
groups which type of error to look for to correct. Then have them share and explain
their reasoning with the class.

Advanced Work with students to make a list of the verbs used in the student passage. Have
partners write each verb in sentences using the present, past, and future tense.

Advanced Provide students with an error free passage from the text and have them copy it onto
High another piece of paper. Tell them to insert three different errors; one in subject-verb
agreement, one in pronoun antecedents, and one in verb tenses. Have partners trade
papers and correct the errors. Partners should then discuss the errors and changes.

Lesson 3.1 Earth Science • Earth’s Systems 3–11

ELV912_TX_S3_SC_L01_893449.indd 3-11 2/17/10 3:34:33 PM


3 Biology | Ecosystems
routine
Applying Phonics Skills
Step 1 Say each vocabulary word.
Have students repeat. Point out
common phonics rules as you
pronounce the words.
Step 2 Encourage students to
make connections between
vocabulary words and words
they already know.
Step 3 Read the list again, pausing
after each word to give a brief
explanation or to use another
method (such as showing
images or realia) to introduce
words.
Step 4 Distribute the Flash Cards, and
help students complete.
Go To
Section 2 for information on the lesson
strategies.
Applying Phonics Skills to New
Vocabulary, pp. 2–10 to 2–15
Distinguishing Main Ideas from Details,
pp. 2–136 to 2–145
Writing an Expository Paragraph,
pp. 2–326 to 2–335
Go To Section 4 for Blackline Masters.
Flash Cards, p. 4–71
Main Idea and Details Chart, p. 4–75
Fishbone Diagram, p. 4–70
3–12 Section 3 Content-Area Model Lessons
ELV912_TX_S3_SC_L02_893449.indd 12
LESSON 3.2 SCIENCE MODEL LESSONS
▲
The following pages are adapted from a typical
biology student text.
See how the strategies and routines described in Section 2 are
modeled in the accompanying Interactive Question-Responses. See
corresponding letters, such as A , on student pages for related text or
images.
BEFORE READING
Vocabulary Strategy
Applying Phonics Skills to New Vocabulary
Before beginning the strategy instruction, use the Preparing Students
for Learning routine in Section 1, p. 1–32.
Draw students’ attention to the vocabulary list A on the student
page. Use the Applying Phonics Skills routine to introduce the words to
students.
Interactive Question-Response
Step 1 I am going to read the words under the head New Vocabulary.
Repeat after me as I read each word. Read all of the words, stopping to
discuss the sounds in each word and providing any pronunciation advice that
might help students. Sediment. This word has two short e vowel sounds. Say
the word with me: sed-i-ment. Where do you hear the first short e vowel
sound? sed Right. And where is the second short e? ment Continue with the
rest of the words. For example: Notice the sound nk makes in plankton. What
other words do you know that have the nk sound? think, drink, sink, ink,
pink Say the word with me. plankton
Step 2 Let’s look at the first word and see if it reminds us of any words we
already know. Sediment. Can anybody make a connection with a word
you already know? It sounds like cement. It does. And it is similar to cement.
Does anybody know what cement is made of? sand Right, and sediment
is often sand as well. Sediment is a name for particles that are dropped by
water or wind.
Step 3 Let’s talk about sediment left by water. Sometimes when an area
floods, the water picks up mud, sand, and dirt. Later, when the water
leaves, the mud, sand, and dirt are left behind. At this point, we call the
dirt sediment because it is particles dropped by water. Let’s make some
sediment. Here I have a container of water and here I have a handful of
sandy dirt from outside. Let’s just drop the dirt into the water and give it a
stir. In a while we will come back to see the particles that the water drops.
Then we will call the sandy dirt sediment. Here is a picture of sediment
(continued)
2/10/10 5:21:30 PM
 MODEL LESSON IN SCIENCE

2%!$).'ß02%6)%7 Aquatic Ecosystems

/BJECTIVES
ß )DENTIFYßTHEßMAJORßABIOTICßFACTORSß
THATßDETERMINEßTHEßAQUATICßß -!).ßßßß)DEAß !QUATICßECOSYSTEMSßAREßGROUPEDßBASEDßONßABIOTICßFACTORSßSUCHßASßWATERßFLOWßDEPTHß
ECOSYSTEMS DISTANCEßFROMßSHOREßSALINITYßANDßLATITUDE
ß 2ECOGNIZEßTHATßFRESHWATERß
ECOSYSTEMSßAREßCHARACTERIZEDßBYß 2EAL 7ORLDß2EADINGß,INKß 4HINKßABOUTßTHEßBODYßOFßWATERßTHATßISßCLOSESTßTOßWHEREßYOUßLIVEß7HATßAREßITSß
DEPTHßANDßWATERßFLOW CHARACTERISTICSß(OWßDEEPßISßITß)SßITßFRESHWATERßORßSALTYß&ORßCENTURIESßBODIESßOFßWATERßHAVEßBEENßCENTRALß
TOßCULTURESßAROUNDßTHEßWORLD
ß )DENTIFYßTRANSITIONALßAQUATICß
ECOSYSTEMSßANDßTHEIRßIMPORTANCE
ß $ISTINGUISHßTHEßZONESßOFßMARINEß
ECOSYSTEMS
4HEß7ATERßONß%ARTH
When you think about water on Earth, you might recall a vacation at the ocean or a
2EVIEWß6OCABULARY geography lesson in which you located Earth’s oceans and seas. You probably have
heard about other large bodies of water, such as the Amazon river and the Great Salt
SALINITYßAßMEASUREßOFßTHEßAMOUNTß
OFßSALTßINßAßBODYßOFßWATER
Lake. A globe of Earth is mainly blue in color because the planet is largely covered
with water. Ecologists recognize the importance of water because of the biological
.EWß6OCABULARY communities that water supports. In this section, you will read about fresh water,
SEDIMENT
transitional, and marine aquatic ecosystems. You also will read about the abiotic
LITTORALßZONE factors that affect these ecosystems.
LIMNETICßZONE
A PLANKTON
PROFUNDALßZONE
WETLANDS
&RESHWATERß%COSYSTEMS
ESTUARY The major freshwater ecosystems include ponds, lakes, streams, rivers, and wetlands.
INTERTIDALßZONE Plants and animals in these ecosystems are adapted to the low salt content in
PHOTICßZONE freshwater and are unable to survive in areas of high salt concentration. Only about
APHOTICßZONE
BENTHICßZONE 2.5 percent of the water on Earth is freshwater, as illustrated by the circle graph on the
left in Figure 3.19. The graph on the right in Figure 3.19 shows that of that 2.5 percent,
68.9 percent is contained in glaciers, 30.8 percent is groundwater, and only 0.3 percent
is found in lakes, ponds, rivers, streams, and wetlands. Interestingly, almost all of the
freshwater species live in this 0.3 percent.

3
adapted from Glencoe Biology © 2009

Interactive Question-Response, continued

after a flood. Have any of you ever seen sediment after it had settled out of
water? Once, my basement flooded, and after we drained the water, there was
mud and sand on the floor that we had to clean up.
Step 4 We know that the word sediment is going to be important to our
understanding of this passage because it is in the New Vocabulary list. So
we want to make sure we learn the meaning of this
word. Let’s make a Flash Card for the word sediment.
Write the word sediment on one side of the card. On Flash Cards
the other side of the card, write a short definition of
the word. Is everybody finished? What definition did
material dropped by
you write on the back of your card? material dropped by sediment
water or wind
water or wind Very good. Guide students as they make
flash cards for all of the vocabulary terms. Then return to
the container of water and soil. Now let’s see whether any
sediment has settled out of our water. Do you see it?
There is sand at the bottom of the water. Use the four-step
process to work through the entire New Vocabulary list.
If time will not allow for working through the words as a
group, assign short lists to small groups. The groups can
use the four-step process as you move around the room
and then share their work with the whole class.
Lesson 3.2 Biology • Ecosystems 3–13
 routine DURING READING
Main Idea and Details
BEFORE READING
Comprehension Strategy
Step 1 Preview the text with students Distinguishing Main Idea from Details
to prepare them for reading the Before beginning the strategy instruction, use the Preparing Students for
content. State the topic of the Learning routine in Section 1, p. 1–32.
text for them.
DURING READING See how the Distinguishing Main Idea from Details strategy is modeled
Step 2 Introduce the text. Paraphrase in the teacher routine and Interactive Question-Response below to
the material and ask guided help English Language Learners comprehend the paragraph. B
questions about the main idea Interactive Question-Response
and details as you read the text
Step 1 Before we read the paragraph, what can we look at to get
aloud.
information about it? the illustration Especially in textbooks, illustrations
Step 3 Paraphrase the main idea of the often give us a key to main ideas. What goes along with the illustration?
text you just read. the caption Right. The caption should give us important information. Then
AFTER READING we can also look at words that appear in different type, like a title, heading,
Step 4 Review details from the text or boldface words. When we look at all these things, what can we guess
that support the main idea. will be the topic or what the paragraph is about? maybe the characteristics
of rivers and streams
Step 5 Instruct students to list these Step 2 I am now going to read the paragraph. While I read, listen for the
details on their Main Idea and main idea. Later we will use the main idea to help us fill in the chart so that
Details Chart. we can understand the main idea and the supporting details. When you are
reading textbooks, these are all good things to do: identify the main idea
Step 6 Ask students to restate the main and supporting details and use a graphic organizer. Now I will read. Try to
idea of the text. identify the main idea. Read the paragraph. It seems like this paragraph has
a lot of ideas. Does anybody have a guess what the main idea might be?
Step 7 Instruct students to write the how water flows in rivers and streams
main idea on their chart. Step 3 Right. Now that we have read the paragraph, we can paraphrase the
main idea of the paragraph. When we paraphrase, we restate what we read
in our own words. This helps us to learn the material because we really have
to know something before we can put it in our own
words. Paraphrasing is also a great way to state the main
Main Idea and Details Chart idea of an article or a paragraph. I liked your paraphrase
Main Idea “how water flows in rivers and streams,” but let’s add
The slope of the landscape determines the direction and just a bit more detail about the slope of the land. Let’s
paraphrase our main idea like this: “The slope of the
speed of rivers and streams.
landscape determines the direction and speed of rivers
and streams.” This paraphrasing features more of the
language used in the paragraph, and it is more specific.
Supporting Supporting Supporting Post the sentence for student reference.
Detail Detail Detail Step 4 Who can paraphrase, or say in your own words,
Water flows in one A steep slope As the slope levels, the details that support our main idea? This will be
direction from a causes water to the speed of the information about the slope of land and water flow.
source to a mouth. flow quickly and water’s flow slows, Water flows in one direction from a source to a mouth.
pick up sediment. and silt, sand, Good. And what did we learn about sediment? If the
and mud are left slope of the land is steep, rivers and streams flow quickly and
pick up sediment. When the slope levels, the speed of flow
behind.
slows, and silt, sand, and mud are left behind.
Supporting Supporting Supporting
Detail Detail Detail
(continued)
3–14 Section 3 Content-Area Model Lessons
 MODEL LESSON IN SCIENCE

ß&IGUREßßß-OUNTAINßSTREAMSßHAVEßCLEARßCOLDßWATERßTHATßISßHIGHLYßOXYGENATEDßANDßSUPPORTSßTHEßLARVAEßOFßMANYß
INSECTSßANDßTHEßCOLDWATERßFISHßTHATßFEEDßONßTHEMß2IVERSßBECOMEßINCREASINGLYßWIDERßDEEPERßANDßSLOWERß!TßTHEßMOUTHß
MANYßRIVERSßDIVIDEßINTOßMANYßCHANNELSßWHEREßWETLANDSßORßESTUARIESßFORM

2IVERSßANDßSTREAMS The water in rivers and streams flows in one direction, beginning at a
source called a headwater and traveling to the mouth, where the flowing water empties
into a larger body of water, as illustrated in Figure 3.20. Rivers and streams also
B might start from underground springs or from snowmelt. The slope of the landscape
determines the direction and speed of the water flow. When the slope is steep, water
flows quickly, causing a lot of sediment to be picked up and carried by the water.
Sediment is material that is deposited by water, wind, or glaciers. As the slope levels,
the speed of the water flow decreases and sediments are deposited in the form of silt,
mud, and sand.

3
adapted from Glencoe Biology © 2009

Interactive Question-Response, continued

Step 5 Those are great details about the flow of rivers and streams. List the
details on your Main Idea and Details Chart. What is the first supporting
detail? Water flows in one direction from a source to a mouth. Good. Other
supporting details could be about water speed and sediment. For example,
another supporting detail states that a steep slope causes water to flow
quickly and pick up sediment. Another sentence describes the fact that as
the slope levels, the speed of the water’s flow slows. Silt, sand, and mud
are left behind. This is another supporting detail. Go ahead and add the
supporting details to your chart.
Step 6 Look at your chart. All the details support the main idea about rivers
and streams. What is that main idea? The slope of the landscape determines
the direction and speed of rivers and streams. Right. Again, the main idea is
the most important point of an article.
Step 7 Now write down that main idea on your chart.

Lesson 3.2 Biology • Ecosystems 3–15

ELV912_TX_S3_SC_L02_893449.indd 15 2/10/10 5:21:33 PM

 VOCABULARY AND COMPREHENSION STRATEGIES
Reaching All English Language Learner Proficiency Levels
Beginning
Oral Language Development Before beginning
the vocabulary routine, use images or realia to
VOCABULARY
introduce each word. Have students repeat each
word and point to the visual representation as you
review vocabulary.
Oral Language Development Paraphrase
information in the focus paragraph before
beginning the strategy. Use gestures and the
illustration (Figure 3.20) to enhance student
understanding. Use the following Interactive
Question-Response:
Point to the river in Figure 3.20. Have you ever
seen a river? yes What do you remember about
it? The water moved very fast. Yes, sometimes the
water does move fast in a river.
COMPREHENSION
This paragraph contains some important ideas
about rivers. First, water in rivers always moves
in the same direction. Second, there is very little
water at the start of a river. More water gathers
as the river moves along. Third, the water moves
fast or slow depending on how steep the land
is. Finally, fast moving water picks up sand or
mud called sediment, but slow moving water
drops sediment.
Using the summary of the focus paragraph above, read
and record key words such as flow, slope, and sediment
on word walls. Have students repeat the words aloud.
Instruct students to refer to the word walls during the
strategy instruction. Engage them in recognizing the
key words. Say: Give me a thumbs-up sign each time you
hear a word that you think is a key word.
Accelerating English Language Learners
Beginning
Quick Check
If students are readily identifying key words
in the vocabulary and main idea discussion,
Then involve them in some of the activities for
Intermediate students.
3–16 Section 3 Content-Area Model Lessons
Intermediate
Oral Language Development Have partners use
the Flash Cards to check each other’s pronunciation
and understanding of vocabulary. Then have them
write a simple example and nonexample for each
word card.
Cooperative Learning Activity Another way for
students to visually distinguish the main idea from
the supporting details in the text is to underline the
main idea twice and the supporting details once.
Provide a copy of the text for pairs of students to
mark up as you read the focus paragraph. Have pairs
use the text they underlined to complete a Main
Idea and Details Chart.
Rivers and streams The water in rivers and
streams flows in one direction, beginning at a
source called a headwater and traveling to the
mouth, where the flowing water empties into a
larger body of water, as illustrated in Figure 3.20.
Rivers and streams also might start from
underground springs or from snowmelt. The
slope of the landscape determines the direction
and speed of the water flow. When the slope
is steep, water flows quickly, causing a lot of
sediment to be picked up and carried by the
water. Sediment is material that is deposited by
water, wind, or glaciers. As the slope levels, the
speed of the water flow decreases and sediments
are deposited in the form of silt, mud, and sand.
Intermediate
If students are identifying examples and
nonexamples of the vocabulary words
and distinguishing the main idea from
the details,
Then involve them in some of the activities for
Advanced students.
Advanced
Oral Language Development Have students scan
the lesson for content vocabulary words in context.
Help them pronounce the vocabulary words
correctly before reading the sentences aloud. Point
out any phonics rules that might help in reading
the words, such as the three short-vowel syllables in
sediment. Discuss vocabulary meanings with them.
Cooperative Learning Activity Before beginning
the strategy routine, have students preview the text
by looking at Figure 3.20. Point out that illustrations
give a visual representation of the main ideas and
details presented in text. Have students work in
small groups to paraphrase aloud the information
represented in the illustration and its caption.
After reading, have students present the
information in their Main Idea and Details Chart
to another student.
Advanced
If students can identify the vocabulary words
in context and discuss their meanings, as
well as make a well-organized presentation
of the chart,
Then involve them in some of the activities for
Advanced High students.
Advanced High
Cooperative Learning Activity Before beginning
the strategy routine, model how to make
VOCABULARY
connections between the vocabulary words and
words students already know. Then have students
work in pairs to brainstorm other connections
between the various words. Discuss their ideas
during the strategy routine. Conclude the routine by
involving students in a game such as “What Am I?”
Oral Language Development After reading each
paragraph, use an Interactive Question-Response to
discuss its main idea and the details that support it.
Have students record the main idea and details of
the focus paragraph and the following paragraphs in
the article in a Two-Column Chart, as shown below.
Main Idea Details
paragraph 1
COMPREHENSION
paragraph 2 3
paragraph 3
paragraph 4
Use the information in the chart to conduct an
Interactive Question-Response with students about
the main idea of the article. Have them look for key
words that relate one paragraph to the next.
Advanced High
Quick Check
Students should identify the main idea of the
article and provide supporting details that
elaborate on that concept. If students are having
difficulty, then involve them in some of the
activities for Advanced students.
Lesson 3.2 Biology • Ecosystems 3–17
 routine AFTER READING
Expository Writing
Writing Strategy
Step 1 Review the prompt for key Writing an Expository Paragraph
words and direction words to Use the Expository Writing routine and Interactive Question-Response
determine a writing purpose below to guide English Language Learners through writing an
and create a checklist for writing expository paragraph. This lesson focuses on the prewriting and
the expository paragraph. drafting stages of the writing process. For more detailed information
Step 2 Use a Fishbone Diagram and on using all the stages of the writing process, see Using the Writing
link it to the writing purpose. Process, Section 2, p. 2–296 and Writing an Expository Paragraph,
Section 2, p. 2–326.
Step 3 Review paragraph structure
and link sentence types to the Writing Prompt
diagram. Write a paragraph explaining the effect the slope of the land has on
rivers and streams. In your response, include three examples of this
Step 4 Read the writing frame aloud.
effect.
Have students mark connections
and ideas on their diagram. Interactive Question-Response
Step 5 Work with students to develop a Step 1 Before we begin writing, let’s look closely at the prompt. First let’s
topic sentence, body sentences, scan for key words. What key words do you see? effect, slope, land, rivers,
and conclusion. streams Now let’s scan for direction words, or words that tell us what to do.
write, paragraph, explaining, include three examples
Step 6 Have students work in pairs to Good. Those words tell us what we are supposed to do. Let’s use this
revise and edit their expository information to create a checklist. Our checklist should include all the things
paragraph. we need to do in our writing. Work with students to develop a checklist.
Here’s what our checklist will include:
Step 7 Have students share their
completed expository ˛ Write a paragraph that explains.
paragraph. ˛ Talk about the effect the land’s slope has on rivers and streams.
˛ Give three examples.
Step 2 We can use a Fishbone Diagram to organize the
information we need to write our paragraph by topic
Example 1: slope affects water’s direction; and examples. For ideas, we can go back to the passage
slope always goes in one direction, from top
on this topic and use what we have already learned.
to bottom, and water always flows in one
direction from the headwater to the mouth
Work with students to label and complete the diagram.
Step 3 A paragraph has three parts: a topic sentence,
body sentences, and a conclusion. A topic sentence
states the purpose of the paragraph. When we write to
Topic: the effect the land’s Example 2: slope affects water’s speed; explain, what information should our topic sentence
slope has on rivers and steep slope makes the water move
include? the topic and a summary of what we are going
streams quickly, and flat slope makes the water
to explain Yes. What about the body sentences? Body
move slowly
sentences support, or provide more information about,
the topic sentence. What information belongs there?
specific details that explain the topic Good. What about
the conclusion? How does it tie everything together? It
summarizes all the ideas in the paragraph.
Look at the diagram. What part will we use for the
topic sentence? the topic on the left Yes. How about
Example 3: slope affects water’s for the body sentences? the examples on the right And
sediment level; fast water picks up what about the conclusion? We will summarize the
sediment, and slow water drops sediment information to tie it together. (continued)
3–18 Section 3 Content-Area Model Lessons
Interactive Question-Response, continued
Step 4 As I read the writing frame for a paragraph explaining the effect of
the land’s slope on rivers and streams, mark connections or ideas on your
diagram. Read writing frame.
Step 5 Let’s focus on completing the topic sentence to tell what we will be
explaining. I see the word affects. It means “to cause a change in.” What are
we writing about that causes something to change? the slope of the land Yes.
And what does the slope of the land affect, or cause to change? the flow of
rivers and streams Let’s put that information into the sentence and read it
aloud together. Choral read, “The slope of the land affects rivers and streams.”
Now let’s focus on the body sentences. How can we complete these body
sentences to explain the topic we just introduced? Use the examples from
the diagram. Let’s focus on the first blank in the second sentence in the
paragraph. Does anyone see any clue words? water, flows, direction What
are these words describing? the direction of the water’s flow What direction
is that? down Yes, the water flows down toward the bottom, or downward.
Let’s fill that in and focus on the second blank in that sentence. Reread the
sentence using the word downward and pausing at the blank. What does
the water flow in the same direction as? Look at your diagram and talk to
a neighbor. the slope Let’s put that information into the sentence and read
it aloud together. Choral read, “The water in rivers and streams always flows
downward in the direction of the slope.” Work with students to complete each
body sentence.
Finally, let’s work on the last sentence to tie all the ideas
together. Often a conclusion restates what was already said,
but in a slightly different way. For example, instead of saying The slope of the land affects
the slope of the land again, what could we say? the land’s slope rivers and streams . The water in rivers and 3
Yes. Now let’s think about summarizing the body sentences. streams always flows downward in
What about a river or stream does the land’s slope affect? the direction of the slope . Rivers
direction, rate, sediment levels Work with students to complete the headwater to the mouth.
and streams flow from the
conclusion sentence.
The speed of the water’s
Step 6 Now switch paragraphs with a partner. Read the
flow can change
paragraph once and look for any wrong answers. Read it again
and look for spelling and grammar errors. Use a dictionary or depending on how steep the slope is .
another resource to check any words that might be spelled Water moves quickly
incorrectly. Work together to make changes. the slope is steep
when . It
Step 7 To finish the writing process, you will publish and slowly
moves when
present your paragraph. Create a clean, formatted copy of your
the slope is flat . Lastly, the slope affects
paragraph. Share your writing by reading it aloud to a partner.
Then listen to your partner read his or her writing. Make a list of the amount of sediment in rivers and streams.
any words or sentences that are not clear. When the water flows quickly ,
it picks up sediment. When
the water flows slowly ,
it drops off sediment.
These examples all show
how the land’s slope can affect a
river or a stream’s direction ,
rate , and
sediment levels .

Lesson 3.2 Biology • Ecosystems 3–19

WRITING STRATEGY
Reaching All English Language Learner Proficiency Levels
Beginning Intermediate

The slope of the land affects anno

rivers and streams . The slope of the land anno
affects
anno
The water in rivers and streams always flows rivers and streams anno
. The water in rivers and

downward in the direction of the streams always flows downward in the

slope . Rivers and streams direction of the slope . Rivers and

flow from the headwater to the streams flow from the headwater to the mouth .
mouth . The speed of the water’s The speed of the water’s

flow can change depending on how flow can change depending

steep the slope is. Water moves on how steep the slope is . Water moves
quickly when the slope is steep. It quickly when the slope is steep .

moves slowly when the slope is It moves slowly when

flat. Lastly, the slope affects the amount of the slope is flat . Lastly, the slope affects
sediment in rivers and streams. When the amount of sediment in rivers and streams.

the water flows quickly, it picks up When the water flows quickly , it

sediment. When the water flows slowly, it picks up sediment. When the water
drops off sediment. These examples flows slowly , it drops off

all show how the land’s slope can affect a river or a sediment. These examples all show how

stream’s direction , the land’s slope can affect a river or a stream’s

rate , and sediment direction , rate , and

levels. sediment levels .

Oral Language Development Before beginning
instruction, review each item on the Main Idea and
Details Chart. Provide an image to represent the main
idea and each detail. Work with students to label each
image. Have students repeat the terms aloud.
Revise the writing frame by filling in more information.
Ask students to provide one- or two-word responses
only. Refer students to the images and labels
mentioned above. Work slowly through each
sentence, having students match an image to a blank
line.
Cooperative Learning Activity After reading
through the writing frame and completing the topic
sentence as a class, place students in groups. Remind
students of the function of body sentences and
conclusions as in Step 5 of the routine. Create four
small groups. Assign each small group a sentence in
the writing frame to develop. Have groups provide the
sentences they develop to complete the entire writing
frame. Finally, lead the class in a discussion of the final
paragraph.

3–20 Section 3 Content-Area Model Lessons

Advanced Advanced High

The slope of the land anno

affects (Topic Sentence) The slope ofanno
the land affects rivers

rivers and streams anno

. The water in rivers and streams and streams. anno

always flows downward in the (Body Sentences 1 and 2) The water in rivers and
direction of the slope . Rivers and streams flow streams always flows downward in the direction of the

from the headwater to the mouth . The speed slope. Rivers and streams flow from the headwater to

of the water’s flow can change depending the mouth.

on how steep the slope is . Water moves (Body Sentences 3, 4 and 5) The speed of the water’s
quickly when the slope is steep . flow can change depending on how steep the slope is.

It moves slowly when Water moves quickly when the slope is steep. It moves

the slope is flat . Lastly, the slope affects slowly when the slope is flat.

the amount of sediment in rivers and streams . (Body Sentences 6, 7 and 8) Lastly, the slope affects

When the water flows quickly , it the amount of sediment in rivers and streams. When

picks up sediment . When the water flows the water flows quickly, it picks up sediment. When
3
slowly , it drops off sediment . the water flows slowly, it drops off sediment.

These examples all show (Conclusion) These examples all show how the land’s
how the land’s slope can affect a river or a stream’s slope can affect a river or a stream’s direction, rate, and

direction, rate, and sediment levels . sediment levels.

Revise the writing frame to provide lead-ins to
sentences only. Remind students of the purposes of
the topic sentence, body sentences, and conclusion.
Then have students work independently to complete
the paragraph frame.
Oral Language Development Place students in pairs
to check and revise their work. Have students present
their final paragraph to their partners.
Provide students with writing frames for each
paragraph in the lesson. Revise writing frames to
include only labels of each paragraph element.
Review the writing frame for the first paragraph as
a class. Then have students work independently to
complete the other writing frames.

Lesson 3.2 Biology • Ecosystems 3–21


3 Chemistry | Changes of State
routine
Using Context Clues
Step 1 Preview the text with students
to prepare them for reading
the content. Guide them to
identify unfamiliar content
area vocabulary.
Step 2 Read the text aloud. Pause to
model identifying a context
clue and using it to find a
word’s meaning.
Step 3 Guide students to fill in the first
two columns of their Three-
Column Chart.
Step 4 Work with students to
determine and write the
meaning of the unfamiliar word
in the last column on their chart.
Step 5 Reread the sentence to confirm
the word’s meaning.
Go To Section 2 for information on the lesson
strategies.
Using Context Clues, pp. 2–34 to 2–39
Making Connections, pp. 2–86 to 2–95
Go To
Section 4 for Blackline Masters.
Three-Column Chart, p. 4–80
Concept Web, p. 4–66
Table Notes, p. 4–79
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 3 then Lesson 3.
3–22 Section 3 Content-Area Model Lessons
LESSON 3.3 SCIENCE MODEL LESSONS
▲
The following pages are adapted from a typical
chemistry student text.
See how the strategies and routines described in Section 2 are modeled
in the accompanying Interactive Question-Responses. See corresponding
letters, such as A , on student pages for related text or images.
BEFORE READING
Vocabulary Strategy
Using Context Clues
Before beginning strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
Draw students’ attention to the vocabulary word evaporation. A Point
out the definition that follows the word. Use the Using Context Clues
routine to introduce the word evaporation and other new words to
students.
Interactive Question-Response
Step 1 Let’s look at the text and the picture before we read. The title is
Changes of State. So we know that it will explain something about change.
Now point to and say the boldface word. evaporation We may not know the
meaning of this vocabulary word.
As we read, we will use context clues in the passage to help us understand
this word. Using context clues means using information from the sentences
around the word to figure out its meaning.
Continue the strategy instruction during and after reading.
Step 2 Follow along as I read aloud the second paragraph. We will look
for context clues that will help us find out what evaporation means. Stop
after the sentence before the boldface word evaporation. The text mentions
wet laundry drying on a clothesline. So evaporation could have something
to do with something drying out. Now let’s read on. Read aloud the next
sentence. The text says that evaporation happens when particles of liquid
form a gas and escape from a surface. When we put these clues together,
we can find out the meaning of this word. Evaporation is when liquid
changes to a gas and then escapes from a surface.
(continued)
 MODEL LESSON IN SCIENCE

ß&IGUREßßß4HEßVOLUMEßOFßWATERßINßß
THEßCUPßANDßPUDDLEßAREßTHEßSAMEßANDßTHEYß
AREßATßTHEßSAMEßTEMPERATUREß)NßTHEßPUDDLEß
AßLARGERßSURFACEßAREAßALLOWSßMOREßMOLECULESß
TOßESCAPE

#HANGESßOFß3TATE
You are very familiar with the changing states of water, from vapor to liquid water to ice. What
environmental conditions are related to these changes of matter? When you remove ice from your
freezer, it soon melts to water. When you boil vegetables in water, water vapor rises from the pot.
From these observations, it is clear that temperature plays an important role in the changing of state
of water, and indeed, of all matter.
%VAPORATION You have likely experienced evaporation after a tough workout on a hot, summer day.
As your perspiration evaporates, your body cools as a result. You might have noticed that wet laundry
hung on a clothesline dries faster on a hot day and slower on a cold day. Evaporation is the process A
by which particles of a liquid form a gas by escaping from the surface. The area of the surface, as well
as the temperature and the humidity, affects the rate of evaporation, as shown in &IGUREß

3
adapted from Glencoe Chemistry: Concepts and Applications © 2009

Interactive Question-Response, continued

Step 3 Look at your Three-Column Chart. Label the first column Words,
the second column Context Clues, and the third column Meanings. Fill in
the first column with the unfamiliar word we learned, evaporation. Now fill
in the second column by writing down the context clues we used. The first
was laundry drying on a clothesline. What was the other clue? Particles of
liquid form a gas and escape from a surface.
Step 4 Now we will use the context clues in your chart to work together to
define the unfamiliar word. We will write the meaning in
the third column of your chart. During evaporation, what
happens? something dries out And what happens to the
Three-Column Chart
liquid? It forms a gas and escapes from the surface. Can you
put these together to form a definition? a process in which Words Context Clues Meanings
liquid changes into a gas and escapes from a surface Write evaporation laundry drying on a process in which
this definition in the third column, under Meanings. a clothesline liquid changes into
Step 5 Let’s find out if our definition makes sense. Listen a gas
to this sentence, and think about our definition. Reread
particles of liquid
the first sentence of the second paragraph. When you form a gas and
exercise in hot weather, is there liquid coming from your escape from a
body? yes, sweat And do you dry out as it changes from surface
liquid to a gas? yes
Lesson 3.3 Chemistry • Changes of State 3–23
 routine
Making Connections
BEFORE READING
Step 1 Preview the text with students
to identify and record the topic
on their Concept Web. Review
vocabulary.
DURING READING
Step 2 Paraphrase the content, then
read the text aloud. Identify
connections within the text and
with other familiar texts. Have
students record connections on
their web.
Step 3 Help students make additional
connections between the text
and the world.
AFTER READING
Step 4 Review the connections with
students to understand the
content of the text.
Concept Web
The advantages of freeze
drying make it a useful
process.
Freeze Drying
evaporation: water escapes
from the surface; freeze
drying: water is removed
3–24 Section 3 Content-Area Model Lessons
DURING READING
Comprehension Strategy
Making Connections
Before beginning strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
See how the Making Connections strategy is modeled in the teacher
routine and Interactive Question-Response below to help English
Language Learners comprehend the paragraphs on the student page.
Interactive Question-Response
Step 1 Let’s preview this passage. What is the title of the passage? Freeze
Drying Look at the boldface words at the start of the second and third
paragraph. What do both lines mention? freeze drying So the topic of
this passage must be freeze drying. Write this topic in the center of your
Concept Web.
Step 2 Freeze drying is a process that involves removing water from things.
In this passage, we are going to read about how it works and how it can
be used. As we read, let’s think about connections we can make between
freeze drying and things we already know. Read the first paragraph B
aloud, stopping after the second sentence about foods. This reminds me
of a hiking trip when I ate some freeze-dried food. Freeze-dried food is
easy to carry with you. Let’s write that in one of the outside circles of our
concept web. Finish reading the paragraph aloud. The process of freeze
drying reminds me of evaporation, which we read about earlier. During
evaporation, water escapes from the surface
of something. During freeze drying, water is
removed from something. Let’s write that in
another circle on the web.
Step 3 As we read on, let’s see if we can
make more connections. As I read, see if
the information reminds you of anything
you have experienced. Read aloud the next
paragraph, “Advantages of freeze drying.” C
Freeze-dried food is Have any of you ever used or eaten freeze-
easy to carry with you. dried food? yes, on a camping trip Why was it
a good idea to use freeze-dried food then?
It lasts a long time. It can be used again just
by adding water. Great! Let’s write that in
another circle on the web. Read aloud the
last paragraph D , stopping to look for further
Freeze-dried food connections to write on the web.
lasts a long time and can
be used anytime just
by adding water.
(continued)
 MODEL LESSON IN SCIENCE

%VERYDAYß#HEMISTRY
&REEZEß$RYING D 5SESßOFßFREEZEßDRYINGß 4HEßMAINßTWOßINDUSTRIESßTHATßUSEßFREEZEß
DRYINGßAREßTHEßPHARMACEUTICALßINDUSTRYßANDßTHEßFOODßINDUSTRYß
B &REEZEßDRYINGßALSOßKNOWNßASßLYOPHILIZATIONßISßAßDEHYDRATIONß 0HARMACEUTICALßCOMPANIESßUSEßFREEZEßDRYINGßTOßINCREASEßTHEßSHELFß
PROCESSßUSEDßTOßPRESERVEßAßPERISHABLEßMATERIALßORßTOßMAKEßAß LIFEßOFßVACCINESßANDßOTHERßINJECTABLEßMEDICATIONSß4HEßFOODßINDUSTRYß
MATERIALßWEIGHßLESSßANDßTHEREFOREßMAKINGßITßEASIERßTOßTRANSPORTß USESßFREEZEßDRYINGßFORßAßVARIETYßOFßPRODUCTSßINCLUDINGßMILITARYßANDß
)T´SßLIKELYßSOMEßOFßTHEßFOODSßYOUßHAVEßEATENßHAVEßBEENßFREEZE DRIEDß SPACEßRATIONSßANDßCAMPINGßFOODSß-ANYßFOODSßCANßBEßFREEZE DRIEDß
)NßTHISßPROCESSßTHEßMATERIALßISßFROZENßANDßPLACEDßINßAßVACUUMßWHEREß SUCCESSFULLYßSUCHßASßMEATSßFISHßFRUITSßVEGETABLESßICEßCREAMßANDß
THEßSURROUNDINGßPRESSUREßISßLOWEREDßWHILEßENOUGHßHEATßISßADDEDßTOß COFFEEß&REEZEßDRYINGßISßALSOßUSEDßFORßMANYßOTHERßAPPLICATIONSß
ALLOWßTHEßFROZENßWATERßINßTHEßMATERIALßTOßSUBLIMATEßDIRECTLYßFROMß SUCHßASßPREPARINGßSPECIMENSßFORßBIOLOGICALßEXAMINATIONßUNDERßAß
THEßSOLIDßPHASEßTOßTHEßGASßPHASEß4HENßTHEßWATERßVAPORßPRODUCEDßISß SCANNINGßELECTRONßMICROSCOPEß3%- ßRESTORINGßWATER DAMAGEDß
REMOVEDßFROMßTHEßCHAMBERßBYßAßCONDENSER BOOKSßANDßDOCUMENTSßPRESERVATIONßOFßBLOODßPLASMAßANDßFLORALß
ARRANGEMENTSßANDßTAXIDERMYßTOßNAMEßAßFEW
C !DVANTAGESßOFßFREEZEßDRYINGß -ATERIALSßTHATßHAVEßBEENßFREEZE
DRIEDßANDßSEALEDßAGAINSTßTHEßREABSORPTIONßOFßMOISTUREßCANßBEßSTOREDß
SAFELYßATßROOMßTEMPERATUREßFORßMANYßYEARSßBEFOREßBEINGßUSEDß %XPLOREß&URTHER
&REEZEßDRYINGßISßLESSßDESTRUCTIVEßTOßMATERIALSßTHANßDEHYDRATIONß ßß#OMPAREß#OMPAREßDEHYDRATIONßMETHODSßTHATßREQUIREßß
METHODSßWHICHßREQUIREßHEATß&REEZEßDRYINGßALSOßDOESßNOTßCAUSEß HEATßWITHßFREEZEßDRYING
SHRINKAGEßOFßTHEßMATERIALßBEINGßDRIEDßNORßDOESßITßCHANGEßTHEßFLAVORß
ORßSMELLSßOFßFOODßORßDECREASEßTHEßVITAMINßCONTENTß&REEZE DRIEDß ßß!PPLYß.AMEßSOMEßSPECIFICßFOODßPRODUCTSßTHATßAREßFREEZE
PRODUCTSßCANßBEßREHYDRATEDßVERYßQUICKLYßANDßUSEDßIMMEDIATELY DRIED

adapted from Glencoe Chemistry: Concepts and Applications © 2009

Interactive Question-Response, continued 3

Step 4 Reread the connections you made on your concept web. What
kind of connections did you find? connection between freeze drying and
evaporation Right. Those connections are between two texts. What other
connections did you find? connections between freeze drying and things
I know Good. These are connections between the text and the world.
Why do these connections help you understand the passage better? The
connections make the facts easier to understand. The connections make the facts
personal.

Lesson 3.3 Chemistry • Changes of State 3–25

 VOCABULARY AND COMPREHENSION STRATEGIES
Reaching All English Language Learner Proficiency Levels
Beginning
Oral Language Development Help students
identify context-clue words in the text they could
VOCABULARY
use to understand vocabulary words. Have students
circle the words. Say the vocabulary words and
context-clue words aloud. Have students repeat
them. Then have them copy the clue words into the
appropriate spaces of the Three-Column Chart.
Oral Language Development Develop sentence
frames to assist students in making text-to-text,
text-to-self, and text-to-world connections. Students
can develop their answers with a partner for this
activity. If students cannot complete the sentence
frames orally, they may point to appropriate
pictures or words for assistance. Students can also
convey ideas by defining or describing if the exact
English words are unknown.
COMPREHENSION
Freeze drying reminds me of
in the passage about
evaporation.
Some foods are freeze-dried, such as
.
Freeze drying is important for food companies
because . flavor or smells of food or decrease the vitamin
Accelerating English Language Learners
Beginning
Quick Check
If students are completing the sentence
frames orally without difficulty,
Then involve them in some of the activities for
Intermediate students.
3–26 Section 3 Content-Area Model Lessons
Intermediate
Cooperative Learning Activity Use a Define-
Example activity to practice vocabulary. The first
student should give a simple definition for a
vocabulary word to a partner. Then the partner gives
an example of the corresponding vocabulary word
in a sentence. Students can switch roles after each
word. Students should continue the activity until
each vocabulary word has a definition and example.
Cooperative Learning Activity Have students
practice another method of making connections by
marking text. Choose one paragraph for students to
mark. Working with a partner, students should take
turns rereading the text and underlining sections
where they can make a text-to-text, a text-to-self, or
a text-to-world connection. Have students explain
the connections, depending on the connection type.
Advantages of Freeze Drying Materials that
have been freeze-dried and sealed against the
reabsorption of moisture can be stored safely at
room temperature for many years before being
used. Freeze drying is less destructive to materials
than dehydration methods which require heat.
Freeze drying also does not cause shrinkage of
the material being dried, nor does it change the
content. Freeze-dried products can be rehydrated
very quickly and used immediately.
Intermediate
If students are rereading clearly and
identifying connections easily,
Then involve them in some of the activities for
Advanced students.
Advanced
Cooperative Learning Activity Use a Define-
Example-Ask activity to practice vocabulary. One
student gives a definition for a vocabulary word to
a partner. The partner then gives an example of the
word and asks the first student a question requiring
him or her to apply the term. Students should
switch roles after each word.
Cooperative Learning Activity Before beginning
strategy instruction, have students preview the
text by looking at the paragraph headings. Have
students work in small groups to brainstorm
possible advantages and uses for freeze drying.
Each group should generate a written list. One
student in each group should write down the
information. Another student should present the
list to the large group. After strategy instruction,
have each small group check their brainstormed
lists against the passage content for accurate
connections and predictions. Then have each small
group report these accurate connections and
predictions to the class.
Advanced
If students can give definitions, examples,
and applications for each term,
Then involve them in some of the activities for
Advanced High students.
Advanced High
Cooperative Learning Activity Have students
work in pairs to practice identifying context clues.
VOCABULARY
Give pairs a list of vocabulary words from both
student pages. The pairs of students should write
context-clue words or sentences related to the
words that might be included in a passage they
would read in class.
Cooperative Learning Activity Have students
work in small groups to research a freeze-dried food
or drug product. They can use a variety of media
to do their research. Provide a list of products if
necessary. Groups should find out what the product
is made of, the purpose of the product, and who
or what uses the product. The information can be
recorded in a Four Square graphic organizer.
Four Square
COMPREHENSION
What is it Purpose of
3
made of? Product
Product Name
Who/What Connections to
Uses Product? Other Products
Each group should present their findings orally to the
class. After presentations are over, facilitate the large
group in making connections among the products
researched by each small group. Have students fill in
the connections in their graphic organizer.
Advanced High
Quick Check
Students should research freeze-dried products
and make connections with ease. If they have
difficulties, involve them in the Advanced
activities.
Lesson 3.3 Chemistry • Changes of State 3–27
 routine AFTER READING
Using Active Listening
Listening and Speaking Strategy
Step 1 Define active listening and Using Active Listening
explain why it is important. The passage below is from a chemistry lesson on the process and
Step 2 Provide examples of active advantages of freeze drying. See how the Using Active Listening routine
listening behavior. is modeled in the Interactive Question-Response that follows.
Step 3 Ask students to use active Freeze Drying
listening while you read the text Freeze drying is a process used to dehydrate, or remove moisture
aloud. Have students identify from, a material. During the freeze-drying process, material is frozen
the topic and a supporting and placed inside a vacuum to remove the moisture. There are several
detail. advantages to freeze drying a material. Freeze-dried materials can be
kept at room temperature for years without spoiling. The process also
Step 4 Reread the sample text and preserves the flavor, smells, and vitamin content of food. Freeze-dried
work with students to take products can be used right away simply by adding water.
notes about the content in their
Table Notes. Interactive Question-Response
Step 5 Use the notes to summarize the Step 1 We are going to learn about a strategy called active listening. Active
listening can help us understand what someone is saying. What does
main points of the text.
the word active mean? doing something That’s right. When you are active,
you are participating in or doing something. What do you think “active
Academic Language listening” might be? paying attention and focusing on what someone says Yes,
active listening is paying attention and participating when you listen.
active listening a focused way of listening
and responding in order to improve Step 2 What are some things we can do when we are paying attention
understanding to someone who is talking? make eye contact, think about what the person is
saying, take notes That’s right. When we are active listeners, we make eye
contact with the speaker. We focus on what the person is saying, and we
take notes about important ideas.
Step 3 Listen while I read the passage. Use active listening to think about
what I am saying. Read aloud the passage. What is this passage about? freeze
drying Yes. This passage is about freeze drying. What do people use freeze
drying for? to save materials like food
Step 4 Reread the passage one sentence at a time. After I read each sentence,
write a note in your Table Notes about what I said. Label the first column
“Important Idea” and the second column “What I
Learned.” What is the first sentence about? freeze drying
Table Notes Yes. Write this in the first column. Now what idea did
you learn from the first sentence? It removes moisture
Important Idea What I Learned from material. Good. Write this in the second column.
Continue the process for the remaining sentences.
removes moisture
freeze drying Step 5 Use your notes and work with a partner to retell
from material
what you learned by using active listening. Think about
material is frozen and what you heard. What questions do you have?
freeze-drying process
put in a vacuum
kept for years
advantages
without spoiling

3–28 Section 3 Content-Area Model Lessons

LISTENING AND SPEAKING STRATEGY
Reaching All English Language Learner Proficiency Levels
Beginning Read aloud a content-area paragraph one sentence at a time. At the end of each
sentence, ask students to say a word or short phrase that describes an important
concept or example from the sentence. Model recording the concept in the left
column of the Table Notes. Have students use your model to record information
in their own chart.

Intermediate Slowly read aloud a content-area paragraph. After each sentence or two, pause and
ask volunteers to identify an important idea in the text. Have students write the
important idea in the left column of their Table Notes and write a phrase or short
sentence restating what they heard about the idea in the right column.

Advanced Tell students to listen without taking notes while you read aloud a content-area
paragraph. After you have finished, have students write down what they remember
from your reading. Have students work in small groups to compare their notes. Then
have each group write a summary of their understanding.

Advanced Read aloud a content-area paragraph. Have students practice active listening by
High taking notes about the content. Then have students work in pairs to summarize the
information in writing. Have pairs share their summaries with the class.

NOTES
3

Lesson 3.3 Chemistry • Changes of State 3–29


3 Biology | Food Webs and Chains
routine
Sight Vocabulary /
High-Frequency Words
Step 1 Preview the text for high-
frequency words. Direct students
to create Flash Cards with the
high-frequency words.
Step 2 Engage students in flash card
activities to build automaticity
and familiarity with word
meanings.
Step 3 Scan the text with students,
identifying the high-frequency
words in order to build
familiarity with them.
Step 4 Instruct students to identify
high-frequency words while you
read aloud to help them make
sense of the content.
(continued)
Go To Section 2 for information on the lesson
strategies.
Sight Vocabulary / High-Frequency
Words, pp. 2–4 to 2–9
Comparing and Contrasting,
pp. 2–146 to 2–155
Go To Section 4 for Blackline Masters.
Flash Cards, p. 4–71
Venn Diagram, p. 4–83
Two-Column Chart, p. 4–82
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 3 then Lesson 4.
3–30 Section 3 Content-Area Model Lessons
LESSON 3.4 SCIENCE MODEL LESSONS
▲
The following pages are adapted from a typical
biology student text.
See how the strategies and routines described in Section 2 are
modeled in the accompanying Interactive Question-Responses. See
corresponding letters, such as A , on student pages for related
text or images.
BEFORE READING
Vocabulary Strategy
Sight Vocabulary / High-Frequency Words
Before beginning strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
Draw students’ attention to the high-frequency words in the student
page. Use the Sight Vocabulary / High-Frequency Words routine to
introduce the words to students.
Interactive Question-Response
Step 1 While we read this passage, we will focus on high-frequency words.
Remember that high-frequency words are words that you see often when
you read. It is important to recognize their meaning and how to pronounce
them. This will make reading much easier. Let’s preview the student pages
to look for high-frequency words. I see many high-frequency words, like
to, all, a, you, eat, are, the, your, be, is, and did. Now write each word on
Flash Cards.
Step 2 On the back of each flash card, write a sentence using the word.
Move around the room to provide support.
Turn to a partner. Practice the high-frequency words by showing your
partner a flash card. Your partner should read each word you show. Then
switch roles. Each person should read the flash cards three times each.
Move around the room to offer pronunciation support.
Step 3 Now let’s scan the rest of the passage for more high-frequency
words. Underline the high-frequency words you find.
Continue the strategy instruction during and after reading.
Step 4 Follow along as I read the passage aloud. Look and listen for high-
frequency words in the text. Knowing high-frequency words can help you
understand the rest of the text.
(continued)
 MODEL LESSON IN SCIENCE

2%!$).'ß02%6)%7 Flow of Energy in an Ecosystem

/BJECTIVES
ß $ESCRIBEßTHEßFLOWßOFßENERGYß
THROUGHßANßECOSYSTEM -!).ßßßß)DEAß !UTOTROPHSßCAPTUREßENERGYßMAKINGßITßAVAILABLEßFORßALLßMEMBERSßOFßAßFOODßWEB
ß )DENTIFYßTHEßULTIMATEßENERGYß
2EAL 7ORLDß2EADINGß,INKß 7HENßYOUßEATßAßSLICEßOFßPIZZAßYOUßAREßSUPPLYINGßYOURßBODYßWITHß
SOURCEßFORßPHOTOSYNTHETICßPRODUCERS
ENERGYß9OUßMIGHTßBEßSURPRISEDßTOßLEARNßTHATßTHEß3UNßISßTHEßORIGINALßSOURCEßOFßENERGYßFORßYOURß
ß $ESCRIBEßFOODßCHAINSßFOODßWEBSß BODYß(OWßDIDßTHEß3UN´SßENERGYßGETßINTOßTHEßPIZZA
ANDßPYRAMIDßMODELS

2EVIEWß6OCABULARY %NERGYßINßANß%COSYSTEM
ENERGYßTHEßABILITYßTOßCAUSEß One way to study the interactions of organisms within an ecosystem is to
CHANGEßENERGYßCANNOTßBEßCREATEDßORß follow the energy that flows through an ecosystem. Organisms differ in how
DESTROYEDßONLYßTRANSFORMED
they obtain energy, and they are classified as autotrophs or heterotrophs
based on how they obtain their energy in an ecosystem.
.EWß6OCABULARY
AUTOTROPH !UTOTROPHS
HETEROTROPH All of the green plants and other organisms that produce their own food
HERBIVORE
CARNIVORE in an ecosystem are primary producers called autotrophs. An autotroph
OMNTVORE (AW tuh trohf) is an organism that collects energy from sunlight or inorganic
DETRITIVORE substances to produce food. As you will learn in Chapter 8, organisms that
TROPHICßLEVEL
FOODßCHAIN
have chlorophyll absorb energy during photosynthesis and use it to convert
FOODßWEB the inorganic substances carbon dioxide and water to organic molecules. In
BIOMASS places where sunlight is unavailable, some bacteria use hydrogen sulfide and
carbon dioxide to make organic molecules to use as food. Autotrophs are the
foundation of all ecosystems because they make energy available for all other
organisms in an ecosystem.

3
adapted from Glencoe Biology © 2009

Interactive Question-Response, continued routine

Step 5 Which high-frequency words did you see or hear as I read? one, (continued)
to, the, how, they, green, own, will, use, where Good. What does the word Step 5 Question students to check
one mean? single What does how mean? how shows a process; how to do understanding of the high-
something What about green? Point to something green in our classroom.
frequency words.
Green is a color.
Step 6 You will use high-frequency words to say a summary of the passage. Step 6 Have students use the high-
Turn to your partner and summarize the most important points from the frequency words to summarize
text. Use high-frequency words from your flash cards and from the text. the reading.
If necessary, start students’ summaries by giving them a
sentence starter, such as “Autotrophs are . . .”
Flash Cards

to all

a you

eat are

the your

Lesson 3.4 Biology • Food Webs and Chains 3–31

 ROUTINE
Comparing and
Contrasting
BEFORE READING
Step 1 Preview the text with students
and identify the topic. Review
vocabulary.
DURING READING
Step 2 Paraphrase the content, and
then read the text aloud.
Step 3 Ask guiding questions that
allow students to compare and
contrast information.
AFTER READING
Step 4 Review the topic and write it at
the top of the Venn Diagram.
Have students label the left
and right circles with the two
elements being discussed.
Step 5 Review the contrasts and record
them in the corresponding
section of the diagram.
Step 6 Review the comparisons and
record them in the intersecting
section of the diagram.
Venn Diagram
Heterotrophs
Herbivores
Both
Herbivores eat Both are
plants. Cows, heterotrophs,
grasshoppers. or consumers.
3–32 Section 3 Content-Area Model Lessons
p3-32_ELV912_TX_S3_SC_L04_8934493-32 3-32
DURING READING
Comprehension Strategy
Comparing and Contrasting
Before beginning strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
See how the Comparing and Contrasting strategy is modeled in the
teacher routine and Interactive Question-Response below to help English
Language Learners comprehend the passage on the student page.
Interactive Question-Response
Step 1 Before we read this passage, let’s identify the topic. Point out the
subtitle, Heterotrophs A . Repeat the subtitle after me: Heterotrophs.
heterotrophs The subtitle is also the topic. Let’s continue to preview to
find out what we might compare and contrast. Point to and sound out
the boldface words. herbivore, carnivores What are the other two boldface
terms? Try to sound them out. omnivores, detritivores If students have
difficulty pronouncing any of the terms, say the word aloud and have students
repeat after you.
Step 2 This selection explains what a heterotroph is. A heterotroph is a
kind of organism, or living thing, that gets its energy from other organisms.
Some heterotrophs are carnivores, or meat eaters. Some are herbivores, or
plant eaters. Others eat both meat and plants. These heterotroph are called
omnivores. Can you think of an example of each kind of organism? Cows
are herbivores. Lions are carnivores. Humans are omnivores. Another kind of
heterotroph is a detritivore. This kind of organism eats small pieces of dead
organisms. An example is a worm. Now follow along in your texts as I read
the passage aloud.
Step 3 Remember that comparing is listing the similar qualities of two
things. Contrasting is listing the differences of two or more things. How
could you compare herbivores and carnivores? Both are heterotrophs,
or consumers. Good, these are similarities between
herbivores and carnivores. How could you contrast
herbivores and carnivores? Herbivores eat plants.
Carnivores eat other animals. Good, these are differences
between herbivores and carnivores. What are some
other differences between herbivores and carnivores?
What are some other similarities?
Carnivores Step 4 What is the topic of this passage? heterotrophs
Write the topic at the top of your Venn Diagram. What
Carnivores eat are the two types of heterotrophs we are comparing and
other animals. contrasting? herbivores and carnivores Now label the left
Lions, lynxes. circle Herbivores and the right circle Carnivores.
(continued)
2/10/10 3:56:28 PM
 MODEL LESSON IN SCIENCE

A (ETEROTROPHS
A heterotroph (HE tuh roh trohf) is an organism that gets its energy
requirements by consuming other organisms. Therefore, heterotrophs also
are called consumers. A heterotroph that eats only plants is an herbivore
(HUR buh vor) such as a cow, a rabbit, or a grasshopper. Heterotrophs that
prey on other heterotrophs, such as wolves, lions, and lynxes, are called
carnivores (KAR nuh vorz).
In addition to herbivores and carnivores, there are organisms that eat both
plants and animals, called omnivores (AHM nih vorz). Bears, humans, and
mockingbirds are examples of omnivores.
The detritivores (duh TRYD uh vorz), which eat fragments of dead matter
in an ecosystem, return nutrients to the soil, air, and water where the
nutrients can be reused by organisms. Detritivores include worms and many
aquatic insects that live on stream bottoms. They feed on small pieces of
dead plants and animals. Decomposers, similar to detritivores, break down
dead organisms by releasing digestive enzymes. Fungi and bacteria are
decomposers.
All heterotrophs, including detritivores, perform some decomposition when
they consume another organism and break down its body into organic
compounds. However, it is primarily the decomposers that break down
organic compounds and make nutrients available to producers for reuse.
Without the detritivores and decomposers, the entire biosphere would be
littered with dead organisms. Their bodies would contain nutrients that
would no longer be available to other organisms. The detritivores are an
important part of the cycle of life because they make nutrients available for
all other organisms.

3
adapted from Glencoe Biology © 2009

Interactive Question-Response, continued

Step 5 What contrast, or difference, did you identify between herbivores
and carnivores? They are different because herbivores eat plants and carnivores
eat other animals. Write the information about herbivores in the outside
section of the Herbivores circle on the left. Write the information about
carnivores in the outside section of the Carnivores circle on the right.
Include some examples of herbivores and carnivores on the diagram in the
outer circles.
Step 6 What comparison, or similarity, did you identify between herbivores
and omnivores? They are both heterotrophs, or consumers. Write this in the
overlapping section of your diagram. Can you name a type of organism that
is both an herbivore and a carnivore? an omnivore How about an organism
that consumes dead plant and animal matter for energy? a detritivore

Lesson 3.4 Biology • Food Webs and Chains 3–33

 VOCABULARY AND COMPREHENSION STRATEGIES
Reaching All English Language Learner Proficiency Levels
Beginning
Oral Language Development To practice high-
frequency word recognition, distribute a sixteen-
square “Bingo” chart to students. Choose sixteen
high-frequency words. Instruct students to write one
VOCABULARY
Intermediate
Oral Language Development Have students use
the paragraph from the article to fill in the blanks with
high-frequency words. When finished, have students
read only the high-frequency words aloud to a partner.

word per square in any order they choose. Call out a way study interactions
high-frequency word from the list of sixteen words. organisms within ecosystem
If necessary, display the words and point to each. follow energy that
Have students mark an X through that word. When a flows through ecosystem. Organisms
student has marked all the words in a column, row, or differ in they obtain energy,
diagonal, he or she should say, “Bingo!” they classified autotrophs
or heterotrophs based how they
obtain their energy an ecosystem.

Cooperative Learning Activity After reading
aloud to students, have them work in pairs to mark
their texts for similarities and differences. Have
pairs identify comparisons and underline them.
Then have them identify contrasts and circle them.
Provide assistance as necessary.
COMPREHENSION
Cooperative Learning Activity Have students
use a Think-Pair-Share activity to practice the
learning strategy of comparing and contrasting.
Each student should identify one similarity and
one difference from the content of the selection.
Have students write down their observations.

Then ask students to turn to a partner to share the

Heterotrophs A heterotroph (HE tuh roh similarities and differences they have observed.
trohf ) is an organism that gets its energy After discussing their observations, have each pair
requirements by consuming other organisms. choose one similarity and one difference to share
with the whole class.
Therefore, heterotrophs also are called
consumers. A heterotroph that eats only plants
is an herbivore (HUR buh vor) such as a cow, a
rabbit, or a grasshopper. Heterotrophs that prey
on other heterotrophs, such as wolves, lions,
and lynxes, are called carnivores (KAR nuh vorz).

Accelerating English Language Learners

Beginning Intermediate
Quick Check

If students have no difficulty recognizing and If students complete the cloze activity with
identifying high-frequency words, no errors,
Then involve them in some of the activities for Then involve them in some of the activities for
Intermediate students. Advanced students.

3–34 Section 3 Content-Area Model Lessons

Advanced
Cooperative Learning Activity Have students
play a matching game in pairs to practice word
recognition and to improve sight vocabulary. Have
pairs make two cards for each high-frequency word.
Students should shuffle the cards, then arrange
them face down. Students take turns turning over
two cards, looking for a match. When a student
finds a match, he or she should say the word aloud.
Cooperative Learning Activity Instruct students
to work in groups of three or four to identify and
define key content area vocabulary words from
the text. Using word walls, have each small group
categorize the key words; then have groups discuss
the categories as a small group. Finally, groups
should use the words in a Venn Diagram to
compare and contrast information from the text.
Advanced
If students have no difficulty identifying and
organizing key words and concepts from the
text,
Then involve them in some of the activities for
Advanced High students.
Advanced High
Oral Language Development Have students work
in pairs to develop clues for identifying three high-
frequency words. For example: where
VOCABULARY
1. It begins w-h. 2. It has five letters.
3. It is a question word. 4. It begins the question:
are
you going?
Then have pairs present their clues to the large
group for a guessing game.
Cooperative Learning Activity Have students use
their completed Venn Diagram to write a three-
to-four sentence summary of the information. Then
have students work with a partner to revise and
edit their summary. Remind students to edit for
standard grammar and usage. Ask them to identify
COMPREHENSION
any misspelled words in their partner’s writing.
Each pair should then team up with another pair to
present their summaries to the small group. Finally,
3
have small groups brainstorm to identify what other
information they would like to learn about the
topic. If time allows, students should use classroom
resources to investigate their questions.
Advanced High
Quick Check
Students should be able to write an accurate
summary of the text using their Venn Diagram. If
they are having difficulty, involve them in some of
the activities for Advanced High students.
Lesson 3.4 Biology • Food Webs and Chains 3–35
 routine
Retell Spoken Messages
Step 1 Describe the process of
summarizing or retelling spoken
messages.
Step 2 Read the text aloud. Have
students talk about ideas in
the text and write their ideas
in a Two-Column Chart with
the heads Key Words and My
Summary.
Step 3 Model requesting assistance and
using nonverbal clues when
speaking.
Step 4 Prompt students to use
synonyms and circumlocution
to talk about words and ideas in
the text.
Step 5 Have students complete their
chart and use it to retell the text
to a partner.
Academic Language
summarize to retell the most important
ideas and details of a text
circumlocution conveying ideas by
defining or describing when the exact
English word is unknown
synonyms words that have similar
meanings
Two-Column Chart
Key Words My Summary
Herbivores Some animals eat only plants.
They are herbivores. A rabbit is
an herbivore.
Carnivores Other animals eat only meat.
They are carnivores. A wolf is a
carnivore.
Omnivores Omnivores eat both plants and
meat. Humans are omnivores.
3–36 Section 3 Content-Area Model Lessons
AFTER READING
Listening and Speaking Strategy
Retelling Spoken Messages
The passage below is from a science lesson on food chains. See
how the Retell Spoken Messages routine is modeled in the Interactive
Question-Response that follows.
Herbivores and Carnivores
Some animals eat only plants such as grass and leaves. These plant
eaters are called herbivores. Rabbits and cows are two examples.
Other animals eat only meat. They have to catch their prey to get food.
These meat eaters, such as wolves and lions, are called carnivores.
Omnivores eat both plants and meat. Humans and bears are examples
of omnivores.
Interactive Question-Response
Step 1 Does anyone know what a summary is? retelling the main ideas of
a text That’s right. A summary retells the most important information in a
text. When we give a summary, we use our own words to describe what a
text is about.
Step 2 Listen while I read aloud a passage about different kinds of animals.
Then we’ll practice retelling ideas in our own words. Read the text aloud.
What was this text about? animals that eat only plants, meat, or both Yes, now
let’s retell what you just listened to in your Two-Column Chart. Write Key
Words in the first column and My Summary in the second column. Now,
what kind of animal eats only plants? a plant eater That’s right. A plant eater
is called an herbivore. Write the word herbivores in your left column. In the
right column, summarize or retell what the passage said about herbivores.
Reread the text as necessary. Repeat for carnivores and omnivores.
Step 3 Sometimes when you are speaking, you might not know a word.
You can ask for help. For example, if I don’t know the word herbivore, I
might ask “What is the word that describes an animal that eats only plants?”
What question can you ask if you don’t know the word for carnivore? What
is the word for an animal that eats only meat? Good. You can also point and
demonstrate while you are speaking to help people understand you.
Repeat this sentence after me and point to a picture of a rabbit:
Rabbits are herbivores.
Step 4 We can also use other words to help us describe things.
If you didn’t know the word herbivores, you could explain what
herbivores are using other words, examples, or a synonym,
which is a word that means the same thing. For example, you
could say “a plant eater” or “an animal like a rabbit that eats only
plants.” What words mean the same as carnivores? meat eaters
How could you explain what a carnivore is? an animal like a wolf
that eats other animals
(continued)
Interactive Question-Response, continued
Step 5 Let’s use what we’ve learned to complete our chart. Remember that
a summary retells the important information in our own words. Reread the
paragraph. Work with a partner to complete your chart. Then use your chart
to retell what you heard in the passage.

LISTENING AND SPEAKING STRATEGY

Reaching All English Language Learner Proficiency Levels
Beginning Read aloud sentences from the listening passage such as Herbivores eat only plants.
Ask students to retell the idea of the sentence by completing the sentence stem
Herbivores are . Provide a bank of key terms such as plant eater,
meat eater, and plant and meat eater.

Intermediate Provide students with a list of key terms introduced in the listening passage. Reread
the passage and tell students to listen for the key terms. Have students work in pairs
to choose two terms and explain each term using a synonym, circumlocution, a
nonverbal cue, or an example. Have pairs share their explanations with the class.

Advanced Reread the listening passage and have pairs listen for key terms. Ask pairs to explain,
define, and provide an example for each term. Have pairs share their responses with
the class and ask questions for clarification when needed. 3

Advanced Reread the listening passage. Have students work independently to complete
High and revise their Two-Column Chart. Have students use and and but to combine
sentences in their chart. Then have students use their chart to retell the listening
passage to a partner. Encourage students to request clarification of ideas as needed.

NOTES

Lesson 3.4 Biology • Food Webs and Chains 3–37


3 World History | Early Humans
routine
Word Analysis
Step 1 Point out how the word is spelled.
Say the syllables aloud with
students.
Step 2 Identify the root word with
students and discuss its meaning.
Step 3 Analyze the word with students
to identify any affixes and their
meanings.
Step 4 Work with students to combine
word parts. Use a dictionary to
check meaning.
Step 5 Read the paragraph aloud. Review
word pronunciation and discuss its
meaning in context.
Step 6 Complete a Four Square to
reinforce word analysis and
meaning.
Go To Section 2 for information on the lesson
strategies.
Using Word Analysis with New Vocabulary,
pp. 2–16 to 2–21
Using Deductive Reasoning, pp. 2–226
to 2–235
Grammar: Using Connecting Words in
Writing, pp. 2–266 to 2–275
Go To Section 4 for Blackline Masters.
Four Square, p. 4–73
Definition Map, p. 4–68
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 3 then Lesson 5.
3–38 Section 3 Content-Area Model Lessons
LESSON 3.5 SOCIAL STUDIES MODEL LESSONS
▲
The following pages have been adapted from a
typical world history student text.
See how the strategies and routines described in Section 2 are modeled
in the accompanying Interactive Question-Responses. See corresponding
letters, such as A , on student pages for related text or images.
BEFORE READING
Vocabulary Strategy
Using Word Analysis With New Vocabulary
Before beginning the strategy instruction, use the Preparing Students
for Learning routine in Section 1, p. 1–32.
Draw students’ attention to the vocabulary word prehistoric A on the
student page. Use the Word Analysis routine to introduce the word
to students.
Interactive Question-Response
Step 1 When you see a new word, there are certain techniques you can use
to learn the word and memorize it. Let’s learn the word prehistoric. Now
spell the word with me. Say each letter aloud with students. Now say each
syllable with me: pre-his-TOR-ic. How many syllables are in the word? four
Step 2 When you analyze a new word to figure out its meaning, it’s helpful to
look at all of the word’s parts. What word do you recognize inside the word
prehistoric? history Yes, the root, or base word, in prehistoric is history. What
does the word history mean? written information about the past That’s right. So
we know that prehistoric has to do with written information about the past.
Step 3 Now let’s look at the other word parts. A prefix is a word part that
comes before a root word. What is the prefix in the word prehistoric? pre-
That’s correct. The prefix pre- means “before.” A suffix is a word part that
comes after the root word. What is the suffix in the word prehistoric? -ic The
suffix -ic means “related to.”
Step 4 Let’s put all of the word parts together to figure out the meaning of
the word prehistoric. If we combine pre- with the root word, history, what
does prehistory mean? before there was written information about the past
And if we then add the suffix -ic, meaning “related to,” what does prehistoric
mean? related to time before history was written down Yes, prehistoric time
was long ago, before people read or wrote down information.
Continue the strategy instruction during and after reading.
Step 5 Listen as I read the passage aloud. When I come to the word prehistoric,
I’ll stop and ask you what it means in the passage. Read aloud up to the words
prehistoric people. A If something is prehistoric, it is from a time before
(continued)
 MODEL LESSON IN SOCIAL STUDIES

SECTION 1 %ARLYß(UMANS
'5)$%ß4/ß2%!$).' Where did early humans live? How did they live, and what happened to them? To answer these questions,
A scientists study the evidence left by prehistoric people. Although researchers have new and better ways of
4HEß")'ßLDEA
studying the past, there is much we still do not know.
0HYSICALß'EOGRAPHYß(UMANß
LIFEßDEVELOPEDßINßDIFFERENTßSTAGESß Historians rely mostly on documents, or written records, to create their pictures of the past.
OVERßMILLIONSßOFßYEARSßANDßBYß However, no written records exist for the prehistory of humankind. In fact, prehistory means the B
ß"#ß(OMOßSAPIENSßSAPIENSß
HADßSPREADßTHROUGHOUTßTHEßWORLD
time before writing was developed. The story of prehistoric humans depends on archaeological and,
more recently, biological evidence. Archaeologists and anthropologists use this information to create
#ONTENTß6OCABULARY theories about our early past.
„ß PREHISTORYßPß
„ß !USTRALOPITHECUSßPß !RCHAEOLOGYßANDß!NTHROPOLOGY
„ß ARCHAEOLOGYßPß
„ß (OMOßSAPIENSßSAPIENSßPß Archaeology is the study of past societies through analysis of what people left behind.
„ß ARTIFACTßPß Archaeologists dig up and examine artifacts—objects made by humans. Artifacts may be tools,
„ß ANTHROPOLOGYßPß weapons, art, and even buildings made by early humans.
„ß ±OUT OF !FRICA²ßTHEORYßPß
Anthropology is the study of human life and culture. Culture includes what people wear, how they
„ß FOSSILßPß
organize their society, and what they value. Anthropologists use artifacts and human fossils to create
„ß HOMINIDßPß
a picture of people’s everyday lives. Fossils are rocklike remains of biological organisms—a leaf
!CADEMICß6OCABULARY imprint or a skeleton.
„ß THEORYßPß
„ß SURVIVEßPß

adapted from Glencoe World History © 2009 3

Interactive Question-Response, continued

history was written down. So, if we know what prehistoric means, then who
were prehistoric people? people who lived before history was
written down Yes.
Read aloud up to the sentence containing prehistory. Four Square
The word prehistory B is related to prehistoric. How is
the word defined in this paragraph? to describe the time root word: history, meaning prefix: pre-, meaning “before”
before writing was developed Does the text say what we “written information about
are going to learn the prehistory of? humankind the past”
Step 6 Now let’s fill in the Four Square for the word
prehistoric. Write the word prehistoric in the center oval.
Write the root word history and its meaning, “written
information about the past,” in the upper left box. Write
the prefix pre- and its meaning, “before”, in the upper right prehistoric
box. Next, write the suffix -ic and its meaning, “related
to,” in the bottom left box. Then write the meaning of
the word, “related to a time before written history,” in
the bottom right box. Read your completed chart to a
partner. Check to make sure that you both have the same suffix: -ic, word meaning: related to a
information.
meaning “related to” time before written history
Repeat the routine for other words in the paragraph, such
as researchers and biological.

Lesson 3.5 World History • Early Humans 3–39

 routine DURING READING
Using Deductive Reasoning
BEFORE
BEFORE READING
READING
Comprehension Strategy
Step 1 Define deductive reasoning, Using Deductive Reasoning
giving a brief example of its Before beginning the strategy instruction, use the Preparing Students for
application. Learning routine in Section 1, p. 1–32.
Step 2 Explain the usefulness of the See how the Using Deductive Reasoning strategy is modeled in the
Definition Map for breaking teacher routine and Interactive Question-Response below to help
the deductive reasoning shown English Language Learners comprehend the passage. C
in the text into parts.
DURING READING Interactive Question-Response
Step 3 Read the text aloud, Step 1 Before we read, let’s talk about a strategy called deductive reasoning
paraphrasing when needed. that can help us understand what we read.
Record the key term in the Word Deductive reasoning involves making a general statement about a group,
box of the map. and then applying the qualities of the group to specific members of that
AFTER READING group. For example, if I say that everyone in this class likes to text message,
Step 4 Add characteristics to the map. and Mai is a member of this class, then what conclusion can we draw? Mai
Point out that these describe likes to text message. Right, that is an example of deductive reasoning. It
every member of the group in is called a syllogism. We must be careful that our generalization isn’t too
the Word box. broad. For example, maybe Mai likes to receive text messages, but she
doesn’t like to send them.
Step 5 Add specific examples to the Step 2 While we read this passage about people during the Paleolithic Age,
map. Use the map to review the we are going to use a Definition Map to help us organize what we learn
deductive reasoning process. about different groups of early humans and how general characteristics
apply to all of the groups.
Step 3 Before we read, let’s write Paleolithic Age Humans in the Word box.
As I read the passage, listen so you can hear the most important things
about these early humans. Read the first
paragraph. In this paragraph, we learned
Definition Map
that the most important thing about these
Definition early humans was that they were able
(What is it?) to make and use tools. They were called
Characteristics
early humans who lived “Paleolithic” because they could make what
during the Paleolithic or (What is it like?)
kind of tools? simple stone tools Continue
Early Stone Age made and used simple
paraphrasing the passage and asking guiding
stone tools
questions as you read the remainder of the
selection, pointing out common characteristics
stood upright of Paleolithic Age humans.
Word or Idea

Paleolithic Age Humans

mastered fire

searched for food and

new hunting grounds

Homo erectus Homo sapiens Homo sapiens sapiens

Examples
(What are some examples?)
(continued)
3–40 Section 3 Content-Area Model Lessons
 MODEL LESSON IN SOCIAL STUDIES

(OMOßERECTUS (OMOß3APIENSß3APIENS
One of the basic distinguishing features of the human The second group descended from Homo sapiens is Homo
species is the ability to make tools. The term Paleolithic sapiens sapiens, meaning “wise, wise human.” These are the
C Age is used to designate the early period of human history first to have an anatomy similar to people today. Physical
(approximately 2,500,00 B.C. to 10,000 B.C.) in which humans evidence suggests that Homo sapiens sapiens appeared in Africa
used simple stone tools. Paleolithic is Greek for “old stone”, between 150,000 and 200,000 years ago. They probably
and Paleolithic Age is sometimes called the Old Stone Age. spread out of Africa to other parts of the world about 100,000
years ago, replacing populations of earlier hominids in Europe
Homo erectus, “upright human,” existed from 1.8 million
and Asia. This is referred to as the “out-of-Africa” theory (or
to 100,000 years ago. Although other hominids walked on
replacement theory).
two legs, Homo erectus had arms and legs in modern human
proportion. Remains in Asia show that Homo erectus was By 30,000 B.C., Homo sapiens sapiens had replaced the
probably the first hominid to leave Africa. Neanderthals. The Neanderthals died out, possibly as a
result of conflicts with Homo sapiens sapiens. The spread of
Around 200,000 years ago, Homo sapiens emerged. Homo
these first modern humans was a slow process. Over many
sapiens, “wise human,” showed rapid brain growth and
thousands of years, Homo sapiens sapiens spread over the globe
mastered fire. Two kinds of early humans descended from
as they searched for food and new hunting grounds. In a
Homo sapiens: Neanderthals and Homo sapiens sapiens. In the
whole generation, they may have moved only two to three
Neanderthal, a valley in Germany, the earliest remains of
miles. Over hundreds of thousands of years, this was enough
Neanderthals, or Neandertals, were found. They probably
to populate the world. Today, all humans, whether they are
lived between 100,000 B.C. and 30,000 B.C. Other Neanderthal
Europeans, Australian Aborigines (A-buh-RIHJ-NEES), or
remains have been found in Europe and Turkey. Besides using
Africans, belong to the same subgroup of human beings.
many kinds of stone tools, European Neanderthals made their
clothes from animal skins. Neanderthals seem to be the first
early people to bury their dead. According to some scholars,
burying the dead indicates a belief in an afterlife.

3
adapted from Glencoe World History © 2009

Interactive Question-Response, continued

Step 4 What characteristics did you find out about Paleolithic Age humans?
They made simple stone tools. They stood upright. They mastered fire and
searched for food and new hunting grounds. Good. Write these examples in
the Characteristic boxes.
Step 5 Homo erectus is one example that fits the generalization. What are
the other two examples? Homo sapiens and Homo sapiens sapiens Write the
names in the Example boxes.
Using the Definition Map, we created an example of deductive reasoning.
We started with a general concept—Paleolithic Age humans. Everything we
learned about the group applies to all members of the group. Answer this
question: If all Paleolithic people searched for food and hunting grounds,
and Homo erectus was a Paleolithic people, then what do we know about
Homo erectus? Homo erectus searched for food and hunting grounds.

Lesson 3.5 World History • Early Humans 3–41

 VOCABULARY AND COMPREHENSION STRATEGIES
Reaching All English Language Learner Proficiency Levels
Beginning Intermediate
Oral Language Development Have students Oral Language Development Have students
practice understanding spoken language by playing practice understanding spoken language by playing
VOCABULARY

the Read My Mind game. Use prompts that include the Read My Mind game. Use prompts that include
clues and two answer choices: I’m thinking of a word clues: I’m thinking of a word that has four syllables
that has four syllables and starts with the prefix pre-. Is and starts with the prefix pre-. Have students work in
the word pretend or prehistoric? prehistoric pairs to find the answer in the text.

Oral Language Development Paraphrase Oral Language Development Provide a copy

information in the student selection while using the
strategy. Use the following Interactive Question-
Response that includes kinesthetic activities:
The Paleolithic Age happened about 2 million
years ago. Is that a long time ago or a short time
ago? a long time During that time, early humans
learned how to stand upright. Let’s stand upright
now. Mime the act of standing upright. The term
COMPREHENSION
of the text for students to mark up as you read.
Students can use crayons or markers to develop
their own color code. Tell them to highlight the
name of each example of Paleolithic people with
one color, the characteristics with another color, and
the term Paleolithic people with a third color.
Pose additional syllogisms with two choices. Have
students use their marked copy of the text to

Homo erectus means “standing upright.” Say Homo determine the correct choice.
erectus with me. The early humans also used tools.
For example: If all Paleolithic people mastered fire,
What tool do you use? a hammer Let’s pretend to
and Homo sapiens were a Paleolithic people, then
use a tool, like a hammer. Homo sapiens learned
Homo sapiens used fire / Homo sapiens did not use
how to light fires. Say Homo sapiens. Now let’s
fire. Homo sapiens used fire.
pretend to light a fire. Homo sapiens searched for
food and hunting grounds. Let’s pretend to search
for food and hunting grounds.
Now think about this. Homo erectus and Homo
sapiens were Paleolithic peoples. You just
showed us that Homo sapiens searched for
food and hunting grounds. Do you think that all
Paleolithic people searched for food and hunting
grounds? yes You just made a deduction.

Accelerating English Language Learners

Beginning Intermediate
Quick Check

If students are able to correctly choose words
during the game, and are able to identify
correct syllogisms,
Then involve them in some of the activities for
Intermediate students.
If students are able to use clues to locate
vocabulary words in the text and are able
to identify the correct choice to complete a
syllogism,
Then involve them in some of the activities for
Advanced students.

3–42 Section 3 Content-Area Model Lessons

Advanced
Oral Language Development Have students
practice understanding and manipulating spoken
language by playing the Read My Mind game. Use
prompts that include definitions: This word means
“related to the time before history was written.” Have
students work cooperatively to give the word,
divide the word into parts, and then read aloud the
context sentence from the text.
Cooperative Learning Activity Provide additional
incomplete syllogisms. Have students work in pairs
or in small groups to complete them. Invite groups
to share their responses and reasoning with the
class, and point out areas of the text that support
their reasoning. If any of their responses produce
faulty syllogisms, work with students to correct
them.
For example: If remains of Homo erectus were found
in Asia, and Homo erectus originated in Africa, then
. Homo erectus left Africa and traveled
to Asia.
Advanced
If students are able to use given clues to
identify vocabulary words and to identify the
word’s parts, and complete syllogisms,
Then involve them in some of the activities for
Advanced High students.
Advanced High
Oral Language Development Show students
a video on games involving vocabulary practice.
VOCABULARY
After viewing, play the Read My Mind game with
students. Use prompts that include cloze sentences
from the text. Have students supply the missing
word and analyze its word parts. Encourage
students to create clues and present them to the
rest of the class.
Cooperative Learning Activity Give students the
opportunity to correct a faulty syllogism based on
the passage.
For example: If Homo erectus had arms and legs in
modern human proportion, and Homo erectus was
a Paleolithic people, then all Paleolithic people had
arms and legs in modern human proportion. Other
Paleolithic people may not have had arms and legs in
proportion to modern humans.
COMPREHENSION
Next have students work in small groups or in pairs
to develop additional sound syllogisms related to
the passage. Invite them to present their syllogisms
3
to the class.
Advanced High
Quick Check
Students should supply missing vocabulary words
in cloze sentences and analyze the word’s parts,
as well as develop additional sound syllogisms. If
students are having difficulty, then involve them in
some of the activities for Advanced students.
Lesson 3.5 World History • Early Humans 3–43
 AFTER READING
routine
Using Connecting Words in Writing Strategy
Writing Using Connecting Words in Writing
The student paragraph below is from a lesson on social studies. See
Step 1 Review the meanings and use of how the Using Connecting Words in Writing routine is modeled in the
connecting words. Interactive Question-Response that follows.
Step 2 Use a Think Aloud to model The Paleolithic Age
identifying ideas that can be
The Paleolithic Age refers to the time from about 2.5 million years ago
combined. to 10,000 years ago. The Paleolithic Age is also called the Old Stone
Step 3 Guide students as they look Age. Three groups of early humans lived during the Paleolithic Age.
for ways to make connections Homo erectus lived then. Homo sapiens lived then. Homo sapiens
between thoughts and ideas. sapiens lived then. All of these groups used tools and all of these
groups walked upright. One feature of the human race is the ability to
Step 4 Instruct students to mark up use tools. We know these Old Stone Age people were early humans.
short sentences to show where
to insert connecting words. Interactive Question-Response
Step 1 Before we read a passage from a student essay, let’s talk about
Step 5 Have students compare their connecting words. We use connecting words such as and and so to join
revised paragraph with the ideas in a paragraph. Writing becomes stronger when the author points out
original. relationships between ideas. Readers use connecting words to understand
the author’s purpose. This student paragraph is about early humans of the
Paleolithic Age. There are many similarities among these groups. When we
compare similar things, we can use the connecting word and to help us link
ideas. We can also use punctuation marks such as a colon and a comma to
link a series or group of ideas.
Step 2 As I read aloud from this passage, listen for ways to use a connecting
word to combine or connect two or more ideas or sentences. Read the first
two sentences. These sentences are related to each other. Each sentence gives
a different name for the same era of time. This is a comparison relationship,
so I’ll use the connecting word and to link the two sentences. The new
sentence will read: The Paleolithic Age refers to the time from about
2.5 million years ago to 10,000 years ago and is also called the Old
The Paleolithic Age Stone Age. What connecting word did I use? and What part of the
original second sentence did I take out? The Paleolithic Age
The Paleolithic Age refers to the time from
Step 3 Read the next four sentences aloud. What do you notice
about 2.5 million years ago to 10,000 years ago. about the sound of these sentences? The sentences are short and
feel unconnected. What do you notice about the ideas in these
The Paleolithic Age and is also called the four sentences? They repeat several words. This is a relationship
Old Stone Age. Three groups of early humans of similarity. Instead of individual sentences, we can use a
colon, commas, and the word and to link the four terms in the
lived during the Paleolithic Age. [:] Homo form of a list. Where will our list start? after the words Paleolithic
erectus lived then. [,] Homo sapiens lived Age Good. Put the colon there to indicate the beginning of a
list. Where will we use the commas? after each type of human Yes,
then. [,] and Homo sapiens sapiens lived then. and the and? after the last comma and before the last type of
All of these groups used tools and all of these human Very good. Let’s choral read the sentence. Three groups
of early humans lived during the Paleolithic Age: Homo erectus,
groups walked upright. One feature of the human Homo sapiens, and Homo sapiens sapiens. Excellent work.
race is the ability to use tools. [,] so we know Read the last two sentences aloud. The last sentence draws a
conclusion based on the sentence before it. What connecting
these Old Stone Age people were early humans. word do we use to signal a conclusion? so Yes, we can use a
(continued)
3–44 Section 3 Content-Area Model Lessons
Interactive Question-Response, continued
comma and the word so to connect the two sentences. Let’s choral read this
sentence. One feature of the human race is the ability to use tools, so we know
these Old Stone Age people were early humans. Point out punctuation changes
in the revised sentence.
Step 4 Let’s go back over the paragraph. Mark each place where short
sentences can be combined using connecting words. Also mark places
where ideas within sentences can be combined. If you aren’t sure which
connecting word to use, think about the relationship between the words
or the ideas. Write each connecting word where it should appear in the
revised paragraph.
Step 5 Now, let’s rewrite the whole paragraph using connecting words.
After you finish, read your version aloud to a partner. Compare your revised
paragraph with the original. Then work together to write a few sentences
explaining why the revised version sounds better.

WRITING STRATEGY
Reaching All English Language Learner Proficiency Levels
Beginning Read aloud several written examples combining sentences using and and so. Have
students repeat each sentence chorally. Then provide new written copies of the same
sentences, omitting and or so. Have students supply the missing connecting word,
then repeat the entire sentence. 3
Intermediate Have students write the connecting words and and so on index cards. Write
cloze sentences on the board, omitting and or so. Read each sentence aloud.
Have students chorally repeat and hold up the card for the word that completes
the sentence.

Advanced Provide new examples of student writing. Have students work in pairs to mark
up the passages, inserting connecting words and punctuation and combining
sentences. Have each pair share its work with another pair and make any necessary
corrections.

Advanced Have each student write a short paragraph related to the topic of the lesson. Tell
High students to include short, choppy sentences as well as sentences whose ideas can be
combined. Have students trade papers with partners who will correct the sentences.
Have pairs discuss their revisions.

NOTES

Lesson 3.5 World History • Early Humans 3–45


3 World Geography | Japan
routine
Prior Knowledge With
Vocabulary
Step 1 Introduce the new vocabulary
word. Activate students’ prior
knowledge.
Step 2 In pairs, have students brainstorm
ideas related to the new word.
Have students add these ideas to
their Concept Web.
Step 3 Read aloud. Model the strategy of
identifying prior knowledge for
students. Guide students to make
notes on their web.
Step 4 Have students make adjustments
to their web.
Step 5 Have students discuss their final
web with a partner.
Go To Section 2 for information on the lesson
strategies.
Using Prior Knowledge with Vocabulary,
pp. 2–28 to 2–33
Monitoring and Clarifying
Comprehension, pp. 2–116 to 2–125
Writing a Persuasive Paragraph,
pp. 2–336 to 2–345
Go To Section 4 for Blackline Masters.
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 3 then Lesson 6.
3–46 Section 3 Content-Area Model Lessons
LESSON 3.6 SOCIAL STUDIES MODEL LESSONS
▲
The following pages are adapted from a typical
world geography student text.
See how the strategies and routines described in Section 2 are modeled
in the accompanying Interactive Question-Responses. See corresponding
letters, such as A , on student pages for related text or images.
BEFORE READING
Vocabulary Strategy
Using Prior Knowledge With Vocabulary
Before beginning strategy instruction, use the Preparing Students for
Learning routine in Section 1, 1–32.
Draw students’ attention to the vocabulary word clans. A Use the
Using Prior Knowledge With Vocabulary routine to introduce the words to
students.
Interactive Question-Response
Step 1 We are going to be reading a selection about Japan’s early history.
What do you already know about Japan? Japan is a country in Asia. I see
the word clans in boldface in the first paragraph. Are you familiar with this
word? no A clan describes a group of people, or a tribal or family group.
Step 2 Write the word clan in the center circle of your Concept Web. Clan
is the singular form of clans. We talked about how clan has something to
do with a family or group.
When I think of a family group, I think of the members of my family.
Everyone is related to some type of family group. Who are some members
of your family group? mother, father, brother, sister
OK, we know that a clan is a family group. Can you think of other words
that relate to the word clan? With a partner, brainstorm words that relate
to clans or groups. Record your information in your web. tribe, kinfolk, kin,
family, people, clique, band
Continue the strategy instruction during and after reading.
Step 3 Let’s read the text aloud. Remember to connect the information
you already know with the new information in the text. Listen to how
the word clans is used. Read aloud the first paragraph. In the text, I read
that Japan used to be ruled by many clans, or family groups, and that
these clans united, or joined under the Yamato dynasty. A dynasty is a
group of powerful family members. How are the words clan and dynasty
related? They are both about family members. Dynasties are related to royal
families. Can you think of any countries that have royal families? England,
Monaco, Spain (continued)

%ARLYß(ISTORY
The Korean Peninsula was for centuries a cultural
bridge between the Asian mainland and Japan. As a
result, China and Korea had a significant impact on
Japan’s civilization. In the a.d. 400s, Japan, once ruled by
A many clans, or family groups, united under the Yamato
dynasty. Yamato rulers adopted China’s philosophy,
writing system, art, sciences, and governmental structure.
The Japanese also were influenced by the works of
Korean scholars.
By the 1100s, armies of local nobles had begun
fighting for control of Japan. Yoritomo Minamoto
became Japan’s first shogun, or military ruler, in 1192.
Supporting the shogun were professional warriors, or
samurai. Although an emperor officially ruled Japan,
the samurai helped powerful shoguns govern the
country until the late 1800s.
adapted from Glencoe World Geography and Cultures © 2008
Interactive Question-Response, continued
Step 4 What did you learn about the word clan? a clan is a family group
What information can you add to your web about the word clan? powerful,
prominent, still exist in some countries today Add this information, or make
adjustments to your responses, in your web.
Step 5 Sharing information with others helps us learn
more about a topic by hearing and gathering different
ideas. Now, you will share what you wrote in your
concept web with a partner. Have students share their
final web with a partner. What did you learn from your
partner’s web? How was their information similar to
or different from the ideas you included? Repeat the
routine for the words shogun and samurai.
MODEL LESSON IN SOCIAL STUDIES
The first documented contact with the West was in
1542, when a Portuguese ship headed to China was
blown off its course and landed in Japan. Next followed
European traders and catholic missionaries, which
raised suspicions among shoguns that European military
conquest would follow. The shoguns then restricted
foreigners within Japan, eventually forcing them to
leave and barring all outside peoples except for a few
merchants at Nagasaki. Japan remained isolated for two
hundred years.
During the 1800s the United States worked to
open Japan for trade. In 1854 the U.S. Navy pressured
the Japanese to trade with the United States. Not long
afterward, rebel samurai forced shoguns to return full
authority to the emperor. Japan’s new government
rapidly modernized the country’s economy, government,
military forces, education, and legal system. This period
came to be known as the Meiji Restoration.
3
Concept Web
band
tribe family
clan
still exist in some
powerful
countries
prominent
Lesson 3.6 World Geography • Japan 3–47
 routine
Monitoring Comprehension
BEFORE
BEFORE READING
READING
Step 1 Ask students to identify the
purpose of the text: inform,
persuade, or entertain. Provide
the answer if necessary.
Step 2 Instruct students to write
the following headings on
the Three-Column Chart:
What I Know, My Questions
and Connections, and What I
Learned. Along with students,
complete the first column.
DURING READING
Step 3 Read the passage aloud as
students follow along. Stop
frequently to have students
paraphrase what has been read.
Have students slowly reread text
they don’t understand.
Step 4 Guide students to write
appropriate entries in the My
Questions and Connections
column.
AFTER READING
Step 5 Review what students have
learned and record their entries
on the chart.
Three-Column Chart
What I Know My Questions and What I Learned
Connections
Japan has its own Could English
language. Japan speakers
has a different type understand some
of alphabet. Japanese words?
I thought Japanese Japanese is
writing was unique, influenced by
but it’s related to English.
Chinese writing.
3–48 Section 3 Content-Area Model Lessons
DURING READING
Comprehension Strategy
Monitoring and Clarifying Comprehension
Before beginning strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
See how the Monitoring Comprehension strategy is modeled in the
teacher routine and Interactive Question-Response below to help
English Language Learners comprehend the first two paragraphs B
on the student page.
Interactive Question-Response
Step 1 Before we read the text, let’s preview the headings. The headings
of this selection are Language and Religion, The Arts, and Family Life and
Leisure. The headings can tell us about the purpose of a piece of writing.
A piece of writing can try to persuade, inform, or entertain us. What does
persuade mean? to make you agree with an opinion Do these headings sound
like the selection will try to make us agree with an opinion? no What does
entertain mean? make us enjoy something or be happy These headings sound
like the text really wants to give us information, not entertain us. What is
the purpose of this passage? to inform We can tell that the purpose of the
text is to inform, or to give information.
Step 2 Let’s use a Three-Column Chart to check our understanding as we
read. Write these column headings in order on your chart: What I Know, My
Questions and Connections, and What I Learned. Let’s look at the paragraph
under the first heading. I know that Japan has its own language. I’ll write
that under What I Know. What else do you know about language or religion
in Japan? Japan has a different type of alphabet. Write this on the chart.
Step 3 While I read, we will pause several times to check our understanding
of the text. Read aloud the first two sentences of the paragraph after the
Language and Religion heading. Which languages do experts believe are
related to Japanese? Korean and Mongolian Let’s reread
to check our understanding. Are you correct? yes Now
let’s move on to the next sentences. Read aloud the
rest of the paragraph. What else did we learn about
language in Japan? words and writing borrowed from
Chinese; language influenced by English Good. From
Some Japanese what we read in this paragraph, what can we say about
words and writing how the Japanese language formed or changed? It is
are borrowed from connected to many other languages and cultures.
Chinese.
Japanese is
connected to many
other languages
and cultures.
(continued)
 MODEL LESSON IN SOCIAL STUDIES

,ANGUAGEßANDß2ELIGION In ancient Japan, poetry flourished among the

B Although the Japanese language developed in isolation,
experts believe it may be distantly related to Korean and
Mongolian. Over the centuries, Japanese borrowed words
and a writing system from Chinese. Western languages,
[PROD:
especially English, insert
have also GLN World
influenced Culture and Geography,
Japanese.
458_L6_SocStudies_GLN_WorldGeoCult_683_685.pdf.
Many Japanese people practice both Buddhism and
start ofJapanese
Shintoism, an ancient the firstreligion
paragraph
that on page 3-48.]
stresses
reverence for nature. Religion in Japan tends to be a
blend of different practices from various faiths. For
example, a family may celebrate Shinto rituals, have a
Christian wedding, and hold a funeral ceremony at a
Buddhist temple.
4HEß!RTS
The Japanese have developed their own unique art
forms. Throughout history, artists have painted the
rugged landscapes of their country. Other Japanese art
forms include origami, in which paper is folded into
the shapes of animals and birds; the tea ceremony; and
formal landscaping. Japan’s lively Kabuki theater uses
costumes, song, and dance.
educated members of society. In a.d. 1010 a Japanese
noblewoman, Lady Murasaki Shikibu, wrote one of the
world’s first novels, The Tale of Genji, about the life and
loves of a prince at the emperor’s court. The Japanese
developed a form of poetry called haiku that originally
had only 3p.lines
685,and
as notated in but now is written in
17 syllables
Place circle
many line and syllable B at the
combinations.
&AMILYß,IFEßANDß,EISURE
Although the Japanese have smaller families than in
the past, the family is still viewed as a source of stability
and strength. Ancient traditions and beliefs continue
to shape how children are raised. They are taught
that being part of a group is more important than
individuality.
Japanese culture, in contrast, is more flexible. As in many
countries, Japanese people experience acculturation,
the absorption of popular culture from another country.
The popularity of the Western sport of baseball is one
example.

adapted from Glencoe World Geography and Cultures © 2008

3

Interactive Question-Response, continued

Step 4 As we read, it is important to ask questions about the text. It is
also important to make connections between what you already know
and information you are reading. Think about what we read in the first
paragraph. Does it raise some questions about the Japanese language?
Could English speakers understand some Japanese words? Can you connect
anything else in what you read with something you knew? I thought
Japanese writing was unique, but it’s related to Chinese writing. Write your
questions and connections in the My Questions and Connections column.
Step 5 We learned that English has influenced the Japanese language.
What else did we learn from this paragraph? Some words and writing
are borrowed from Chinese; Japanese is influenced by English. Record this
information in the third column of your chart. Repeat the routine for the
remaining paragraphs in the section.

Lesson 3.6 World Geography • Japan 3–49

 VOCABULARY AND COMPREHENSION STRATEGIES
Reaching All English Language Learner Proficiency Levels
Beginning
Oral Language Development Before beginning
the vocabulary routine, use images to introduce
VOCABULARY
each word. Have students repeat each word and
point to the correct visual representation to review
vocabulary.
Oral Language Development As you read the
text aloud, monitor comprehension with simple
questions that call for one-word answers. Use
gestures or images, as necessary, to enhance
understanding. Then help students speak or write
similar questions that clarify the text.
During strategy instruction, remind students
that they can connect what they are reading to
COMPREHENSION
information they already know.
Accelerating English Language Learners
Beginning
Quick Check
If students are readily identifying the
meaning of vocabulary words and
answering questions correctly,
Then involve them in some of the activities for
Intermediate students.
3–50 Section 3 Content-Area Model Lessons
Intermediate
Oral Language Development Have partners
create a word card for each new vocabulary word.
Then have them use the word cards as flash
cards to check each other’s pronunciation and
understanding of vocabulary.
Cooperative Learning Activity Another way for
students to visually monitor their comprehension of
the text is to underline part of the text that answers
any questions they might have. Provide a copy of
the text for pairs of students to mark up as you read
the rest of the text on the page. Have pairs use the
text they underlined to complete a Three-Column
Chart.
Question: What is origami?
Other Japanese art forms include origami, in
which paper is folded into the shapes of animals
and birds.
Question: What is acculturation?
As in many countries, Japanese people experience
acculturation, the absorption of popular culture
from another country.
Intermediate
If students are identifying related words and
concepts of the vocabulary words and able
to identify answers to their questions in the
text,
Then involve them in some of the activities for
Advanced students
Advanced
Oral Language Development Have students
choose one of the vocabulary words. Then have
them write a paragraph with a topic sentence and
conclusion that summarizes the information in the
Concept Web.
Oral Language Development After you model
the strategy in the first paragraph, students will
read each subsequent paragraph silently. After
students finish reading each paragraph, use an
Interactive Question-Response to monitor students’
comprehension of the text. Have students record
their questions and the corresponding answers in a
Two-Column Chart as shown below.
My Questions What I Learned
Use the information in the charts to conduct an
Interactive Question-Response with students about
what they learned from the text.
Advanced
If students are able to summarize the
Concept Web with a coherent paragraph and
monitor comprehension while reading silently,
Then involve them in some of the activities for
Advanced High students.
Advanced High
Cooperative Learning Activity Have students
discuss their Concept Web with partners and
VOCABULARY
summarize the information. Then have them
research the concept further to add new
information to their web.
Cooperative Learning Activity After reading, pair
students from different cultures and have them
interview each other about their home country.
Have students use a Three-Column Chart for the
interview. Tell students to prepare by filling in the
columns for What I Know and My Questions and
Connections. Suggest topics such as art, daily life,
and leisure in each culture. Then have students
monitor comprehension and seek clarification
COMPREHENSION
as they complete their chart. Have partners
present the information to each other or the class.
Encourage students to ask follow-up questions to
monitor comprehension and seek clarification.
3
Advanced High
Quick Check
Students should find new pieces of information
to add to the Concept Web and should be able to
monitor comprehension during the interview. If
students are having difficulty, then involve them in
some of the activities for Advanced students.
Lesson 3.6 World Geography • Japan 3–51
 routine AFTER READING
Persuasive Writing
Writing Strategy
Step 1 Review the prompt for key Writing a Persuasive Paragraph
words and direction words to Use the Persuasive Writing routine and Interactive Question-Response
determine a writing purpose and below to guide English Language Learners through writing a
create a checklist for writing the persuasive paragraph. This lesson focuses on the prewriting and
persuasive paragraph. drafting stages of the writing process. For more detailed information
Step 2 Use the Two-Column Chart and on using all the stages of the writing process, see Using the Writing
link it to the writing purpose. Process, Section 2, p. 2–296 and Writing a Persuasive Paragraph,
Section 2, p. 2–336.
Step 3 Review paragraph structure and
link sentence types to the chart. Writing Prompt
Step 4 Read the writing frame aloud. Write a persuasive paragraph about why people should study
the culture of Japan. Include facts and opinions that support the
Have students mark connections
statement.
and ideas on their chart.
Step 5 Work with students to develop a Interactive Question-Response
topic sentence, body sentences, Step 1 Before we begin writing, let’s look closely at the prompt. First let’s
and a conclusion. scan for key words. What key words do you see? study, culture of Japan
Now let’s scan for direction words, or words that tell us what to do. write,
Step 6 Have students work in pairs to persuasive paragraph, facts, opinions
revise and edit their persuasive Good. Those words tell us what we are supposed to do. Let’s use this
paragraph. information to create a checklist. Our checklist should include all the things
Step 7 Have students share their we need to do in our writing. Work with students to develop a checklist.
Here’s what our checklist will include:
completed persuasive paragraph.
˛ Write a paragraph that convinces the reader of an opinion.
˛ Choose a side, or view, to support.
˛ Support the view using pros and cons.
Step 2 We can use a Two-Column Chart to organize the
information we need to write our paragraph by listing
the pros and cons of learning about Japanese culture.
Pros are reasons for something. Cons are reasons against
Two-Column Chart something. This type of chart is especially helpful when
writing a persuasive paragraph. To gather ideas, we can
Pros Cons go back to the passage on this topic and use what we
have already learned. Work with students to label and
Japanese culture has many Japanese culture places more
complete the chart.
unique art forms, including value on being part of a group
origami, haiku, and Kabuki. than individuality; this can Step 3 A paragraph has three parts: a topic sentence,
body sentences, and a conclusion. A topic sentence
be difficult to understand for
The study of Japanese culture states the purpose of the paragraph. When we write to
Westerners.
helps us understand our own persuade, what information should our topic sentence
culture. At one point in history, Japan include? the topic and our opinion Yes. What about the
did not have contact with the body sentences? Body sentences support, or provide
outside world; this can make more information about, the topic sentence. What
some periods more difficult information belongs there? facts and opinions that
explain the pros of our opinion and the cons of the opposite
to study.
view Good. What about a conclusion? How does it tie
everything together? It summarizes all the ideas in the
topic and body sentences.
(continued)
3–52 Section 3 Content-Area Model Lessons
Interactive Question-Response, continued
Look at the chart. What part will we use for the topic sentence? The topic
sentence will be our opinion on the topic, pro or con. Yes. How about for the
body sentences? We can use the Pro side to support our opinion and the Con
side to gather information against the issue. And what about the conclusion?
The last sentence will summarize all the information on the chart.
Step 4 As I read the writing frame for a paragraph persuading people that
they should study Japanese culture, mark corrections or ideas on your
chart. Read the writing frame.
Step 5 Let’s focus on completing the topic sentence. It should tell what
we will be persuading the audience to agree with. How can we complete
this first blank to state our topic? culture, because our topic is Japanese culture
Good. What about the second blank? How can we complete it to state our
opinion about studying Japanese culture? We should say it is important or
good. Yes, we are arguing that studying Japanese culture is valuable. Let’s
use the word valuable to complete the sentence.
Now let’s think about body sentences. How can we complete these
sentences to explain the topic we just introduced? Use the information from
our chart. Let’s focus on the first blank in the second sentence. I see a new
word in the sentence. What is it? enrich Yes. Enrich means “to make richer,
or better.” What are we arguing people can do that will bring enrichment?
study Japanese culture Good. And what will studying this culture enrich?
ourselves, our lives Yes, let’s add that information to the sentence and read it
aloud together. Choral read, “By studying it, we enrich our lives.”
Finally, let’s work on the last sentence to tie all the ideas culture valuable
Japanese is a part of the
together. Often a conclusion restates what was already said,
but in a slightly different way. For example, we’ve talked a lot world. By studying it, we enrich our lives . 3
about how studying Japanese culture can be valuable and
The paintings of Japan’s landscape,
enriching because it can help us learn about ourselves. How
can we summarize all these thoughts to finish the paragraph? the invention of haiku poetry , and the
It helps us understand ourselves. Yes, that’s true, but is studying Kabuki Theater are just a few examples of
another culture enough? What do you have to connect it to
in order to understand new things about yourself? We have to how the Japanese have enriched our world. But
connect it to our own culture. Yes, we can understand ourselves impact
better if we compare another culture to our own and make the does anno
not stop there. We also
new connections. Let’s fill in the blank lines and then read the learn from the Japanese
annoapproach to religion .
sentence aloud together. Choral read, “Studying Japanese culture
They blend
many different cultural
can help us understand ourselves when we compare that culture to anno
our own.” practices. This shows acceptance of others’
Step 6 Now switch paragraphs with a partner. Read the beliefs . The Japanese
anno also believe that
paragraph once and look for any wrong answers. Read it again
and look for spelling and grammar errors. Work together to belonging to a group is more important
make changes.
than being an individual . This is not a
Step 7 To complete the writing process, you will publish and
present your paragraph. Create a clean, formatted copy. Share common idea in the West, but it can help
your writing by reading it aloud to your partner. value
us our own ideas more. Studying

Japanese culture can help us understand

ourselves , when we compare that

culture to our own .

Lesson 3.6 World Geography • Japan 3–53

WRITING STRATEGY
Reaching All English Language Learner Proficiency Levels
Beginning
Japanese culture is a valuableanno
part of the world. By
anno
studying it, we enrich our lives. The paintings of
Japan’s landscape , the invention of haiku poetry , and
the Kabuki Theater are just a few examples of how
the Japanese have enriched our world. But the impact
does not stop there. We also learn from the Japanese
approach to religion . They blend many different
cultural practices. This shows acceptance of others’
beliefs . The Japanese also believe that belonging to a
group is more important than being an individual .
This is not a common idea in the West , but it can
help us value our own ideas more. Studying Japanese
culture can help us understand ourselves, when we
compare that culture to our own.
Oral Language Development After reading the
writing frame aloud, put students in groups of
three and provide them with cards with words and
images on them. Let students know that each card
matches one of the blank lines. Tell students they
will be reading the paragraph aloud to their group
members, pausing at the blank lines. Ask them if
there are any words they need help with and address
those pronunciations. Then have each student read
one-third of the paragraph aloud to his or her group
members. Have the remaining partners match the
cards to the blank lines.
3–54 Section 3 Content-Area Model Lessons
Intermediate
Japanese culture is a valuableanno
part of the world. By
annoour lives . The paintings
studying it, we enrich
of Japan’s landscape, the invention of haiku poetry ,
and the Kabuki Theater are just a few examples of
how the Japanese have enriched our world. But the
impact does not stop there. We also learn from the
Japanese approach to religion . They blend many
different cultural practices. This shows acceptance
of others’ beliefs . The Japanese also believe that
belonging to a group is more important than being
an individual . This is not a common idea in the
West, but it can help us value our own ideas
more. Studying Japanese culture can help us understand
ourselves , when we compare that culture to our own
.
Cooperative Learning Activity After completing
the writing frame, divide students into cooperative
learning groups. Before beginning the activity, review
the elements of paragraph structure, as outlined in
Step 3 of the routine.
Give each group two or three sentences from the
writing frame, with particular words highlighted.
Provide dictionaries and thesauruses. Have students
work together to replace the highlighted words with
appropriate synonyms.
Advanced
Japanese culture is a valuableanno
part of the world . By
studying it, we enrich anno
our lives . The paintings of
Japan’s landscape ,the invention of haiku poetry , and
Kabuki Theater are just a few examples of how the
Japanese have enriched our world. But the impact
does not stop there . We also learn from the Japanese
approach to religion . Theyblend many different
cultural practices . This shows acceptance of others’
beliefs
. The Japanese also believe that belonging to a
group is more important than being an individual
This is not a common idea in the West , but it
can help us value our own ideas more . Studying
Japanese culture can help us understand ourselves ,
when we compare that culture to our own
Modify the writing frame so that students are given
lead-in sentences only. Before having them complete
the frames, review the purpose and function of
each paragraph element: topic sentence, body
sentences, and conclusion. Then have students work
independently to complete the frames.
Cooperative Learning Activity After the writing
frames are complete, place students in cooperative
learning groups. Have students share their versions
of the writing frames with the members of their
group and discuss the many ways a single point can
be made. Students should point out similarities and
differences in their writing frames.
Advanced High
Japanese culture
anno is a valuable part
(Topic Sentence)
anno it, we enrich our lives.
of the world and by studying .
(Body Sentences) The paintings of Japan’s landscape,
the invention of haiku poetry, and the Kabuki Theater
are just a few examples of how the Japanese have
enriched our world. But the impact does not stop
there. We also learn from the Japanese approach to
religion. They blend many different cultural practices.
This shows acceptance of others’ beliefs. The Japanese
. also believe that belonging to a group is more important
than being an individual. This is not a common idea in
the West, but it can help us value our own ideas more.
(Conclusion) Studying Japanese culture can help
3
. us understand ourselves, when we compare that
culture to our own.
Provide students with a revised writing frame that
provides only the structural elements of the paragraph
and a new topic. Have students work independently
to complete the writing frame using information from
their Two-Column Chart. Suggest that they use the
class paragraph as a model, as shown above.
Lesson 3.6 World Geography • Japan 3–55

3 American History | Reconstruction
routine
Focusing on Key Words
Step 1 Present and pronounce the key
vocabulary words. Have students
repeat. Elicit definitions or
have students use dictionaries.
Explain definitions if necessary.
Step 2 Use the key vocabulary to make
predictions about the text.
Step 3 Have students stop and
paraphrase the key vocabulary
in context.
Step 4 Help students complete a
Definition Map.
Step 5 Use cooperative learning
activities to help students
internalize the key words.
Go To Section 2 for information on the lesson
strategies.
Focusing on Key Words, pp. 2–40 to 2–45
Making Predictions, pp. 2–96 to 2–105
Go To Section 4 for Blackline Masters.
Definition Map, p. 4–68
Three-Column Chart, p. 4–80
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 3 then Lesson 7.
3–56 Section 3 Content-Area Model Lessons
LESSON 3.7 SOCIAL STUDIES MODEL LESSONS
▲
The following pages have been adapted from a
typical American history student text.
See how the strategies and routines described in Section 2 are modeled
in the accompanying Interactive Question-Responses. See corresponding
letters, such as A , on student pages for related text or images.
BEFORE READING
Vocabulary Strategy
Focusing on Key Words
Before beginning the strategy instruction, use the Preparing Students
for Learning routine in Section 1, p. 1–32.
Draw students’ attention to the vocabulary words on the student page.
A B Use the Focusing on Key Words routine to introduce the words
to students.
Interactive Question-Response
Step 1 Point out the word impeachment A and pronounce it. Has anyone
heard this word or seen it before? When? I’ve heard it used before to talk
about the president. The word is impeachment. Repeat after me. Let’s use a
dictionary to look up the word impeachment. To impeach means “to charge
a high government official of wrongdoing or illegal activities.”
Point out the word trial B and pronounce it. What does this word mean?
a case in court; the court decides if someone is guilty Trial means “a legal
proceeding to prove if someone did something wrong.”
Step 2 We are going to read about President Andrew Johnson. Let’s use
these words to make a prediction. If the word impeachment is in the text,
what do you think we are going to learn about President Johnson? Johnson
was accused of doing something wrong. If the text includes the word trial,
what else do you think we might learn? that the government tried to prove
whether he did something wrong
Continue the strategy instruction during and after reading.
Step 3 I’m now going to read the selection. As I read, think about your
predictions. Read the passage aloud, stopping after the third paragraph. What
do we now know about what happens when a president is impeached?
The House of Representatives votes to decide. What wrongdoing was
President Johnson accused of? failing to uphold the laws Can you give a short
description of the impeachment? The House of Representatives voted to
impeach the president. He was accused of failing to uphold the laws they passed.
As I continue reading, think about what you predicted about the word trial.
Read aloud the next paragraph. Where does a trial to impeach a president
(continued)
 MODEL LESSON IN SOCIAL STUDIES

-ILITARYß2ECONSTRUCTIONß"EGINS In March
1867, Congress passed the Military Reconstruction
Act, which essentially nullified Johnson’s programs.
The act divided the former Confederacy, except
for Tennessee—which had ratified the Fourteenth
Amendment in 1866—into five military districts. A
Union general was placed in charge of each district
with orders to maintain peace and “protect the rights
of persons and property.” In the meantime, each former
Confederate state had to hold another constitutional
convention to design a constitution acceptable to
Congress. The new state constitutions had to give
the right to vote to all adult male citizens, regardless
of race. Each state also had to ratify the Fourteenth
Amendment before it would be allowed to elect people
to Congress.
A As provided in the Constitution, the Senate then
*OHNSON´Sß)MPEACHMENTß Republicans knew that
they had the votes to override presidential vetoes, but
they also knew that President Johnson could still refuse
to enforce the laws they passed. To restrict Johnson,
Congress passed two new laws: the Command of
the Army Act and the Tenure of Office Act. The
Command of the Army Act required all orders from
the president to go through the headquarters of the
General of the Army. This was the headquarters of
General Grant, whom the Republicans trusted. The
Tenure of Office Act required the Senate to approve
the removal of any official whose appointment had
required the Senate’s consent.
In order to challenge the Tenure of Office Act,
Johnson fired Secretary of War Edwin M. Stanton,
who supported the Radical Republicans. Three days
later, the House of Representatives voted to impeach
Johnson, meaning that they charged him with “high
crimes and misdemeanors” in office. They accused
Johnson of breaking the law by refusing to uphold the
Tenure of Office Act.
B put the president on trial. If two-thirds of the senators
found the president guilty of the charges, he would be
removed from office. In May 1868, the Senate voted
35 to 19 that Johnson was guilty of high crimes and
misdemeanors. This was just one vote short of the
votes needed for conviction.

3
adapted from Glencoe: The American Vision Modern Times © 2008

Interactive Question-Response, continued

take place? the Senate And what must happen to
find the president guilty? two-thirds must vote guilty
Definition Map
Yes. Can you describe the trial of Johnson? Johnson
was put on trial in the Senate, but a two-thirds vote was Definition
needed to find him guilty. Yes. (What is it?) Characteristics
(What is it like?)
Step 4 We will complete a Definition Map for each a high government official
charged with wrongdoing House of Representatives
word. Let’s start with impeachment. Write the word votes
in the Word box. Next, write the definition. What is
the definition? a high government official charged with happens before the president
Word or Idea

is put on trial
wrongdoing Now let’s list three characteristics. How
impeachment
is a president impeached? House of Representatives can be impeached for not
votes. What are some other characteristics? happens upholding the law
before the president has a trial; can be impeached for
not upholding the law Yes. Now in the bottom of
the diagram, write some examples. Can you think
of any? impeachment of Johnson; impeachment of
Clinton Repeat this step, completing a definition
map for the word trial.
Step 5 Use your map and work with a partner to impeachment of Johnson impeachment of Clinton
practice saying and defining the key terms.

Lesson 3.7 American History • Reconstruction 3–57

 routine DURING READING
Making Predictions
BEFORE READING
Comprehension Strategy
Step 1 Preview the text with students Making Predictions
to make and record observations Before beginning the strategy instruction, use the Preparing Students for
on their Three-Column Chart. Learning routine in Section 1, p. 1–32.
Step 2 Guide students to use their See how the Making Predictions strategy is modeled in the teacher
observations and prior routine and Interactive Question-Response below to help English
knowledge of the topic to Language Learners comprehend the text C D .
predict what they will learn
about. Have them write their Interactive Question-Response
predictions on the chart. Step 1 Before we read the text, let’s preview to make some observations
DURING READING based on its features. Then we’ll note our observations on our Three-
Step 3 Read the text aloud, pausing to Column Chart. We’ll label the first column Observations, the second
paraphrase and ask questions column Predictions, and the third column Verifications. Some of the features
about the content. Have students we can preview are the title or head and the boldface words. I see the
listen for evidence to verify boldface words carpetbaggers C and scalawags D . Since these words
their predictions and make new are used in the title, they are probably the topic of this section. Under
Observations, write the words carpetbaggers and scalawags.
observations and predictions.
AFTER READING Another text feature we can look at for predicting is the first couple of
Step 4 Discuss how making observations lines of the third paragraph. Read aloud the first two lines. What did many
and predictions help Northerners do during Reconstruction? traveled to the South; Many were
elected or appointed to state government. Yes. This section is going to be
comprehension.
about Northerners going to the South and getting involved in state
government. Record this information in the Observations column.
Step 2 Now, let’s make some predictions about what we are going to read.
I don’t know what carpetbaggers or scalawags are, but I’m thinking it is
probably not a good thing to be called a carpetbagger or scalawag. They
were probably people who were not wanted in the South. I’m going to
write this on my chart in the Predictions column.
Looking at our next observation, how do you think
Southerners would feel about Northerners coming to
Three-Column Chart run their government? They probably would be angry
Observations Predictions Verifications about Northerners coming. The Northerners would not be
welcome after the Civil War. Good predictions. Record
them in the Predictions column on your chart.
Boldface words: Southerners Carpetbaggers were
carpetbaggers, probably would called this because of Step 3 We will now read on to see if our predictions are
correct. As I read, think about the prediction we made
scalawags be angry about their travel bags.
about carpetbaggers and scalawags. Read the rest of the
Northern
First two lines: They were third paragraph aloud. Where did the word carpetbagger
carpetbaggers and come from? Some of their suitcases looked like carpets. Do
Northerners newcomers and were
scalawags coming. you think this term was insulting or respectful? insulting
going to the called intruders.
South. The Northerners What other words were used for these people? They
Scalawags were were “newcomers.” The locals saw them as “intruders.”
would not be
Many were named after weak Intruders are people who come unasked or force
welcome after the
elected or animals. themselves in. Does this support our prediction? yes
Civil War.
appointed Let’s add this to the Verifications column in our chart.
They worked with
to state
Northerners to help
government.
rebuild the South.
(continued)
3–58 Section 3 Content-Area Model Lessons
 MODEL LESSON IN SOCIAL STUDIES

4HEß&IFTEENTHß!MENDMENT ß With their majority #ARPETBAGGERSßANDß3CALAWAGS

secure, and a trusted president in office, congressional
Republicans moved rapidly to expand their
Reconstruction program. Recognizing the importance
of African American suffrage, Congress passed the
Fifteenth Amendment. This amendment declared
that the right to vote “shall not be denied…on account
of race, color, or previous condition of servitude.”
By March 1870, the amendment had been ratified.
Radical Reconstruction had a dramatic impact on
the South, particularly in the short term. It brought
hundreds of thousands of African Americans into
the political process for the first time. It also began to
change Southern society. As it did so, it angered many
white Southerners, who began to fight back against the
federal government’s policies.
During Reconstruction, a large number of Northerners
traveled to the South. Many were eventually elected or
appointed to positions in the new state governments.
Southerners, particularly supporters of the Democratic
Party, called these newcomers carpetbaggers because C
some arrived with their belongings in suitcases made
of carpet fabric. Local residents saw them as intruders
seeking to exploit the South for their own gain.
Some white Southerners did work with the
Republicans and supported Reconstruction. Other
Southerners called them scalawags—an old Scots- D
Irish term for weak, underfed, worthless animals. The
scalawags were a diverse group. Some were former
Whigs who had grudgingly joined the Democratic
Party before the war. Others were owners of small
farms who did not want the wealthy planters to
regain power. Some were business people who favored
Republican economic plans.

adapted from Glencoe: The American Vision Modern Times © 2008

3
Interactive Question-Response, continued
Repeat Steps 2 and 3 for the second paragraph. Ask students to make
predictions as to why Southerners called other Southerners working on
the Reconstruction scalawags.
Step 4 Share your completed chart with a partner. Talk about your
observations, predictions, and verifications. Explain why they made the
predictions they did. How did using text features to make predictions
help you understand the text? The predictions can help me focus on what is
important while I am reading.

Lesson 3.7 American History • Reconstruction 3–59

 VOCABULARY AND COMPREHENSION STRATEGIES
Reaching All English Language Learner Proficiency Levels
Beginning Intermediate
Oral Language Development Before beginning Oral Language Development Have partners use
the vocabulary routine, introduce the key words Flash Cards to quiz each other on the vocabulary
VOCABULARY

by showing students images, such as a picture of word definitions. Have partners practice saying the
the United States Capitol. Introduce each word by words together. Monitor students’ pronunciation
having the students repeat after you and point to and correct as necessary.
the visual representation.

Oral Language Development Before beginning
the strategy, provide students with context. Explain
that Reconstruction was the time period after
the Civil War. Help students understand the use
of carpetbaggers and scalawags as slang. Use the
following Interactive Question-Response:
Have you ever been on a trip? What kind of bag
did you pack? a suitcase What material was the
suitcase made of? nylon or plastic Yes, suitcases
COMPREHENSION
Cooperative Learning Activity Allow students
to work with a partner. Have them use their
observations about the text to begin a conversation,
predicting what the text is about. Ask volunteers
to make their predictions aloud, and write them
on a chart. Explain to students how and why
carpetbaggers and scalawags are derogatory terms.
Have them make adjustments to their predictions
based on the new information.

are made from many types of materials. During After reading, have students discuss which
the 1860s, many people used a travel bag called predictions were valid by pointing out sentences
a carpetbag. They were made from old carpets. from the text as support. Have them discuss which
If you saw someone with a carpetbag, you knew predictions were wrong.
they were from out of town.
This paragraph is about Northerners who
traveled south to help rebuild after the Civil
War. They had carpetbags. Do you think the
Southerners trusted the newcomers? probably
not Soon the term carpetbagger also meant
“wrongdoer. “
Have volunteers summarize the meanings of
carpetbagger and scalawag.

Accelerating English Language Learners

Beginning Intermediate
Quick Check

If students are readily identifying key words in
the vocabulary and making oral predictions,
Then involve them in some of the activities for
Intermediate students.
If students are successfully using other words
or phrases for key vocabulary words and
using text features and content to make
predictions,
Then involve them in some of the activities for
Advanced students.

3–60 Section 3 Content-Area Model Lessons

Advanced
Cooperative Learning Activity Have pairs of students
create cloze sentences for the new vocabulary words.
Encourage students to use newspapers or Web sites
to get ideas for their writing. Remind students to use
context clues while composing their sentences. Have
pairs exchange papers and complete the activity. Have
volunteers read the sentences aloud, helping them
with pronunciation.
Cooperative Learning Activity Before students
begin reading, have them brainstorm ideas about
what they know about the Civil War. For example:
Why was the war fought? What were the two sides?
Have a volunteer be the recorder, calling on
students to share their ideas and writing them on
the board.
Have students preview the excerpt and make their
predictions, using text features.
Ask students questions about the terms
carpetbagger and scalawag before they begin
reading. Have students use a dictionary to define
the words. Adjust their predictions if necessary.
After reading, have students paraphrase the text
that supports their predictions.
Advanced
If students can identify key words in context
and discuss their meanings as well as make
accurate predictions about the text,
Then involve them in some of the activities for
Advanced High students.
Advanced High
Oral Language Development Have students
discuss the excerpt, using key vocabulary words.
VOCABULARY
After completing additional research, have students
debate whether the impeachment of President
Johnson was warranted. Assign one group to
defend the impeachment and the other group
to oppose it. Have groups present their view,
reminding them to use key vocabulary words.
Cooperative Learning Activity Before reading
the paragraph, have students preview the excerpt
and share in a small group what they already know
about Reconstruction. Have students discuss the
title of the excerpt and make predictions about how
the key words relate to the topic. Ask each student
to make a prediction about the text.
After reading, ask students to discuss which
predictions were accurate based on their
COMPREHENSION
reading. Based on what they read and using prior
knowledge, ask students to predict whether
they think the carpetbaggers or scalawags were 3
successful in aiding Reconstruction. Have them
use resources to find evidence that supports their
predictions and report to the class.
Advanced High
Quick Check
Students should be able to use key words and
prior knowledge to make accurate predictions
about the text. If students are having difficulty,
involve them in some of the activities for
Advanced students.
Lesson 3.7 American History • Reconstruction 3–61
 routine
Asking Questions
Step 1 Preview the strategy of asking
questions to find and clarify
information.
Step 2 Provide examples of questions
in social contexts.
Step 3 Describe generating questions
from listening to the teacher and
peers in academic situations.
Step 4 Model asking questions based
on content area text to generate
and respond to questions in
academic situations.
Step 5 Review the differences between
asking questions in social and
academic contexts.
Academic Language
academic language language used in the
classroom and related to classroom learning
social language language used between
peers and not related to classroom
instruction
3–62 Section 3 Content-Area Model Lessons
AFTER READING
Listening and Speaking Strategy
Asking Questions in Academic and Social Situations
This lesson describes how to ask for information ranging from social
to academic situations. Students will learn key words, expressions,
and language structures needed for basic communication. See how
the Asking Questions routine is modeled in the Interactive Question-
Response that follows.
Interactive Question-Response
Step 1 Today we are going to learn about asking questions. We ask
questions in everyday life and in school. Asking questions helps us get and
understand information. Ask a friend what he or she is going to do this
weekend. What are you going to do this weekend? Good. Did you notice how
your voice went up at the end of the question? Yes When we ask questions,
our voice rises at the end.
Step 2 Social questions are questions we ask friends and family members.
When do you ask social questions? when you want to find out something
about a person Yes, social questions help us find out things about people we
know or want to know more about. Listen to these social questions: Javier,
what do you like to do after school? Where did you grow up? What do you
like to do for fun? These questions help us learn more about Javier and his
interests. Turn to a partner and ask a social question.
Step 3 When do you ask questions in school? when you don’t understand
something Yes, we ask questions in school when we don’t understand or need
more information. We can also ask questions to help us understand a text.
Step 4 We can use words like who, what, when, where, why, and how to ask
questions. Listen to the following passage and think about questions you
might ask. Write down your questions.
Read aloud the passage: Reconstruction was a period of American history
following the Civil War. People worked to rebuild and reunite the nation.
Congress passed several amendments to the Constitution during this time.
What question beginning with when could you ask about this passage?
When did Reconstruction happen? What question beginning with what could
you ask? What was Reconstruction? What question beginning with how
could you ask? How did people rebuild the nation? Good.
Step 5 Let’s review asking questions. What happens to our voice when
we ask a question? It goes up at the end of the question. When do we ask
social questions? We ask social questions to find out about a person. When do
we ask academic questions? when we want to find out information in class
or to understand a topic What words can we use to help us ask academic
questions? who, what, when, where, why, how Turn to a partner. Ask your
partner one social question and one academic question about a passage
from your text book. Respond to your partner’s questions.
LISTENING AND SPEAKING STRATEGY
Reaching All English Language Learner Proficiency Levels
Beginning Provide pairs of students with simple social questions, such as What class do you
like best? What kind of food / sports / movies / music / books do you like best? Have
students take turns asking the questions and responding with single words or simple
phrases.

Intermediate Provide pairs of students with sentence starters for social questions and responses,
such as What kind of food / sports / movies / music / books do you like best? and
I like _____ because _____. Have students take turns asking and answering the
questions using complete sentences. Support students in asking follow-up questions
as they are able.

Advanced Have students work in pairs to ask and respond to a social question. Then reread a
passage from their textbook and have pairs ask each other an academic question
based on the passage. Encourage students to answer each other’s questions.

Advanced Read aloud a passage from an academic subject. Have pairs work together to ask
High and write questions about the passage using each of the question words who, what,
when, where, why, and how. Then have students work together to answer two of
their questions.

NOTES
3

Lesson 3.7 American History • Reconstruction 3–63

 3
routine
Identifying Word Families
Step 1 Display word families that key
words in the text belong to.
Discuss the related meanings of
the words.
Step 2 Preview the text with students,
identifying words from the word
families displayed.
Step 3 Read the text aloud, discussing
the meaning and use of the key
words and other words in the
word family.
Step 4 Review the content with
students, paraphrasing it
using the key words and other
members of the word family.
Step 5 Have students complete the
Pyramid Chart with the word
families of key words.
Go To Section 2 for information on the lesson
strategies.
Identifying Word Families,
pp. 2–22 to 2–27
Generating Questions, pp. 2–176 to 2–185
Go To Section 4 for Blackline Masters.
Pyramid Chart, p. 4–76
QAR Chart, p. 4–77
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 3 then Lesson 8.
3–64 Section 3 Content-Area Model Lessons
LESSON 3.8 SOCIAL STUDIES MODEL LESSONS
World Geography | U.S. and Canada
▲
The following pages are adapted from a typical
social studies student text.
See how the strategies and routines described in Section 2 are
modeled in the accompanying Interactive Question-Responses. See
corresponding letters, such as A , on student pages for related text or
images.
BEFORE READING
Vocabulary Strategy
Identifying Word Families
Before beginning strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
Draw students’ attention to the words interdependence A , dependent B ,
exports C , and imports D on the student page. Use the Identifying
Word Families routine to introduce the words to students.
Interactive Question-Response
Step 1 Write the base word depend on the board. Then write its related
words dependent and interdependence. Word families are related because
they share a base word. Knowing the base word will help you understand
the words in the family. Say each word with me. What does the word
depend mean? to rely on someone for something that you need or want Good.
Notice that you see the word depend in the other words dependent and
interdependence. This means that both of these words have something to
do with relying on others.
Step 2 Let’s skim the passage for words that belong in each word family.
What words are in the word family depend? interdependence, dependent
What words have the base word port? export, import
Continue the strategy instruction during and after reading.
Step 3 Follow along as I read the passage aloud. The word interdependence
is in the title. What is the base word? depend What word part do you see at
the beginning of the word? inter- What word part do you see at the end
of the word? -ence Say each part with me. Inter-depend-ence Inter– means
“between” and –ence means “the state of.” Using this information, can
you figure out what interdependence means? the state of dependence
between people
Continue reading aloud, up to the word dependent. Let’s talk about the
word dependent. What does it mean? having to rely on someone else Right.
What other words do you know that belong in the word family with
depend, interdependence, and dependent? dependable, dependence
(continued)
 MODEL LESSON IN SOCIAL STUDIES

Trade and %XPORTSßANDß)MPORTS D

A Interdependence
C earns from exports. The resulting trade deficit, the
-!).ß)DEA ß ß 4HEß5NITEDß3TATESßANDß#ANADAßAREß
CONNECTEDßTOßOTHERßCOUNTRIESßTHROUGHßTRADEßANDßINß
FACINGßTHEßCHALLENGESßOFßGLOBALßTERRORISMßANDßBUILDINGß
AßMOREßPEACEFULßWORLD
'%/'2!0(9ß!.$ß9/5 ß $OßYOUßKNOWßWHEREßYOURß
SHOESßWEREßMADEß7ASßITßINßANOTHERßCOUNTRYß2EADß
TOßLEARNßHOWßTHEßECONOMIESßOFßTHEß5NITEDß3TATESßANDß
#ANADAßAREßCONNECTEDßTOßOTHERßCOUNTRIES
Expanded trade between countries around the
world has led to a global economy, the merging of
economies in which countries are interconnected and
B become dependent on one another for goods and
services. The United States and Canada, which are
among the world’s major trading countries, play a
pivotal role in this new global economy.
The United States spends more on imports than it
difference in value between a country’s imports and
exports, is hundreds of billions of dollars. The U.S.
trade deficit results from the country’s large consumer
population and growing industries that require costly
energy purchases. Also, some countries charge high
tariffs, or taxes, on imports, thus raising the price of
U.S. products and reducing their sales abroad.
Canada, by contrast, enjoys a trade surplus, earning
more from exports than it spends for imports.
Canada’s smaller population makes its energy needs
less costly. Although both countries are spending
more on imports, Canada’s annual export revenues are
closer in total amount to imports than those of the
United States.

adapted from Glencoe World Geography and Cultures © 2008

3
Interactive Question-Response, continued
Finish reading the first paragraph aloud. The text mentions the United States
and Canada. What do you think we will learn about these countries? The
United States and Canada are interdependent.
Continue this step to discuss the meanings of import and export in the selection.
Step 4 Let’s use the words in the word families to review what we read.
What can you tell me about the trade relationship between the United Pyramid Chart
States and Canada? There is interdependence in their trade with each other.
How do exports help the United States? The United States earns money
from its exports. Right. The United States makes some goods here in this
depend
country, and then sells them to other countries.
The text says that the United States spends more on imports than it
earns from exports. What does that mean? The United States buys more
things from other countries than it sells to other countries.
dependent
Step 5 Let’s make a Pyramid Chart for each of the word families in the
passage. Write the base word depend in the top field of the pyramid.
Write the words dependent and dependence in the next two fields. What dependence
is another word that belongs in this word family? interdependence Write
that in the bottom field.
Next, let’s make a chart for the base word port. What word family words interdependence
did we talk about? export, import Write the words in the pyramid.

Lesson 3.8 World Geography • U.S. and Canada 3–65

 routine DURING READING
Generating Questions
Comprehension Strategy
Step 1 Preview the topic. Record it on Generating Questions
the QAR Chart. Have students Before beginning strategy instruction, use the Preparing Students for
brainstorm questions about the Learning routine in Section 1, p. 1–32.
topic and write them in the On
See how the Generating Questions strategy is modeled in the teacher
My Own box on their chart.
routine and Interactive Question-Response below to help English
Step 2 Use a Think Aloud to model Language Learners comprehend the paragraph.
asking and answering questions
while reading. Interactive Question-Response
Step 1 Listen while I read the heading of the paragraph: United Against
Step 3 Discuss Right There questions
Terrorism. E United means “working together.” Terrorism is violence by
and have students add to their a group to try and hurt and scare others. So what do you think the topic
chart. is? People working together against violence. Write the topic United Against
Step 4 Discuss Think and Search Terrorism in the Right There box of your QAR Chart.
questions and have students Let’s brainstorm some questions about the topic. Remember that questions
add to their chart. often start with one of these words: who, what, when, where, why, or how.
I’ll ask a sample question: Who is united against terrorism? the United States
Step 5 Discuss Author and Me and Canada Now write your own questions that you have about the topic in
questions and have students the On My Own box of your chart.
add to their chart. Step 2 Listen while I read the first sentence aloud. F Now I’m going to
Step 6 Have students respond to the stop and think before I read any more. What are assets and funds? I know
the answer from my own experience—assets are things that someone
questions.
owns, and funds means “money.” Now I’ll ask myself another question:
What makes it easier to move assets and funds? When I reread, I see that
the sentence says technology and communications
are more integrated. That means they all work better
QAR Chart together. I think the sentence means that it’s easier now
In The In My to move money from a bank in one country to a bank
Book Head in another country. It’s easy to move things and people
using airplanes that fly all over the world.
Right There Author and Me Step 3 Sometimes the answer to a question is easy to
• United Against Terrorism • Does the author think the find in the text. We call these Right There questions.
cooperation will benefit Listen as I read the next sentence. Here’s an example of
• When did the United States a Right There question: When did the United States and
the two countries, other
and Canada create the Canada create the Smart Border action plan? Demonstrate
than fighting terrorism?
Smart Border action plan? the intonation pattern of raising inflection at the end of a
The author might think the
after the terrorist attacks of question sentence. Write the question in the Right There
program is helping the two
September 11, 2001 box on your chart. Now write one more question of your
countries work together
own. What does the Smart Border plan do?
better.
Step 4 Sometimes you have to think about a question
Think and Search On My Own and then search or look for the answer in the text. Listen
• How are the two countries • Who is united against while I read the rest of the paragraph. Here’s an example
united against terrorism? terrorism? the United of a Think and Search question: How are the two
They created programs to States and Canada countries united against terrorism? Write the question in
watch the border more the Think and Search box on your chart. Now write one
carefully and to screen more question of your own. What do the countries use to
screen people and cargo?
people and cargo.

(continued)
3–66 Section 3 Content-Area Model Lessons
 MODEL LESSON IN SOCIAL STUDIES

E 5NITEDß!GAINSTß4ERRORISM The Free and Secure Trade (FAST) program

F As technology, communications, and travel improve
and worldwide trading and financial systems become
more integrated, terrorist organizations can easily
collect and move funds, assets, and people around the
G world. After the terrorist attacks of September 11,
2001, the United States and Canada created the Smart
Border action plan to enhance border security. The plan
focuses on monitoring the flow of people and goods,
securing infrastructure, and sharing information.
establishes complete and reliable records for all cargo.
Tunnels, bridges, and other infrastructure in the
border region are watched by both countries, and
X-ray machines are used to screen people and cargo.
Intelligence sharing and coordination between U.S.
and Canadian law enforcement agencies have increased
greatly under the Smart Border plan.
ßßß2%!$).'ß#HECKß -OVEMENTß (OWßAREßTHEß5NITEDß
3TATESßANDß#ANADAßCONNECTEDßTOßOTHERßNATIONS

adapted from Glencoe World Geography and Cultures © 2008

Interactive Question-Response, continued

Step 5 After you read, you may also be interested in finding out more
about the subject. There are questions you may have that were not
answered by the text, but the author may know the answers if you could
interview him or her. Here’s an example of an Author and Me question:
Does the author think the cooperation will benefit the two countries, other
than fighting terrorism? Write that question in the Author and Me box on
your chart. Now write one more question of your own. Do you think the
3
cooperation between the United States and Canada will work to stop terrorists?
Step 6 Let’s reread the paragraph to answer the questions on our chart.
What is the answer to the question in the Right There box? after the
terrorist attacks of September 11, 2001 G Correct. Work with a partner to
ask and answer the remaining questions on your chart. Write the answers
underneath the questions.

Lesson 3.8 World Geography • U.S. and Canada 3–67

 VOCABULARY AND COMPREHENSION STRATEGIES
Reaching All English Language Learner Proficiency Levels
Beginning Intermediate
Oral Language Development Have students Oral Language Development To expand their
VOCABULARY

highlight the base word depend on the Pyramid
Chart. Have them say the word depend aloud. Then
have students decode the word parts inter-, -dent,
and -dence. Have them say all of the word family
words and tell how they are different.
repertoire of learning strategies, have students write
each of the base words on a separate index card.
Say a sentence using one of the family words on
the Pyramid Chart. Have students hold up the card
with the correct base word. Say the base word and
sentence again and have students repeat.

Point out the border between the United States
and Canada on a map or globe. Use the following
paraphrase of the text:
This paragraph tells us how the United States
and Canada work together to fight terrorism.
Terrorists can use computers or cell phones to send
and get messages. They can fly all over the world
in airplanes. On September 11, 2001, terrorists
attacked the United States. After September 11,
COMPREHENSION
Oral Language Development Have students
review the text before reading. Discuss how
previewing helps them ask better questions.
Students may need extra assistance to figure
out which question word to use when forming
questions. Use a Think Aloud to model choices:
I see the time word after and the date
September 11, 2001. I know that I use a when
question with a time word and a date: When did

the United States and Canada made a plan. The

the United States and Canada create the Smart
two countries watch the people who go between
Border action plan? Next, I read about the things
the United States and Canada. The two countries
the two countries use to check the border. I can
look carefully at the goods, or things, that move
use a what question to ask about things: What do
between their countries. The United States and
the countries use to screen, or check, people
Canada share the information they find.
and cargo?
Ask yes/no questions and guide students to find the
Make sure students are raising their inflection at the
answers in the text:
end of question sentences.
Did the United States and Canada make the Smart
Border plan before September 11, 2001? no, after
September 11, 2001
Do the United States and Canada watch the
people who go between the countries? yes
Do the two countries share information? yes

Accelerating English Language Learners

Beginning Intermediate
Quick Check

If students are able to identify a base word
in each word family word and are able
to answer yes/no questions about the
paragraph,
Then involve them in some of the activities for
Intermediate students.
If students are able to correctly identify
a base word with each word family word
and say a sentence using the word, as well
as use the correct question words to form
questions based on the paragraph,
Then involve them in some of the activities for
Advanced students.

3–68 Section 3 Content-Area Model Lessons

Advanced
Oral Language Development Provide an oral
cloze sentence for a word on the Pyramid Chart
for the base word depend. Have students supply the
missing word and say the base word. Repeat the
activity for words on the other charts.
Cooperative Learning Activity After reading the
paragraph and completing the QAR Chart, have
students work in small groups to form additional
questions and answers. Challenge groups to use
each of the question words at least once. Have
groups record their questions and answers on the
chart. Then rearrange students so that one student
from each original group is in a new group. Have
each student read his or her group’s question aloud.
Correct students’ intonation as needed. The other
students in the group should look in the paragraph
for the answer. Invite students to give one another
constructive feedback on the accuracy and
effectiveness of the questions.
Advanced
If students can identify the vocabulary words
in context and find the base words, as well as
form additional questions and answers,
Then involve them in some of the activities for
Advanced High students.
Advanced High
Cooperative Learning Activity Have students
VOCABULARY
work in small groups to add more word family
words to each Pyramid Chart. Have students use
a dictionary to check their work. Then have each
group read their completed chart to the class and
use the words in sentences of their own.
Cooperative Learning Activity After reading
the paragraph and completing the QAR Chart,
have students work in pairs to generate additional
questions. Have them write two more questions for
each box on their chart. Have students trade papers
and answer the questions on each other’s charts.
Encourage students to discuss why they chose their
particular questions.
Next, have students extend their Author and Me
COMPREHENSION
questions by writing a short letter to the author
of the paragraph. Students should ask the author
additional questions they have about the topic.
Have students read aloud their letters in small 3
groups.
Advanced High
Students should be able to generate additional
Quick Check
questions and word family words and use them
in sentences. They should also pose additional
questions they could ask the author of the
paragraph. If students are having difficulty,
then involve them in some of the activities for
Advanced students.
Lesson 3.8 World Geography • U.S. and Canada 3–69
 routine AFTER READING
Using Formal and Informal
English
Listening and Speaking Strategy
Using Formal and Informal English
Step 1 Define formal and informal The passage below introduces formal and informal English and how to
English. distinguish between the two. See how the Using Formal and Informal
English routine is modeled in the Interactive Question-Response
Step 2 Give specific examples of each.
that follows.
Use gestures and intonation.
Use a Two-Column Chart with Formal and Informal English
two heads, Formal English and Imagine you are giving a presentation to a group. In this situation,
Informal English. you use formal English. When you use formal English, you are serious
and polite. You generally use formal English when talking to adults or
Step 3 Describe a formal or informal
people you do not know. When you talk to a friend, however, you use
situation. Preview key words
informal English. Informal English is casual and friendly. In everyday
such as please. life, people use both formal and informal English, depending on the
Step 4 Describe an everyday situation. situation.
Model role-playing formal and
informal English with volunteers
Interactive Question-Response
and then other students. Step 1 Listen as I read a passage about formal and informal English. Read
aloud the passage. As you heard, formal English is very polite. When do you
Step 5 Review the differences between use formal English? when I talk to an adult or people I do not know well Yes,
formal and informal English. you use formal English with adults or people you do not know well. But
informal English is relaxed and friendly. When do you use informal English?
Academic Language when I talk to my friends Yes, you use informal English for conversations
with friends.
formal used in official or serious situations
Step 2 Now I will give examples of formal and informal English. Let’s write
informal relaxed and friendly the examples in your Two-Column Chart. Label the columns Formal English
and Informal English. When you talk to a teacher, you use formal English.
Listen to how I act and use my voice. Use formal gestures and intonation.
You say, “Good-bye, Mrs. Jones.” How do you greet me in the morning?
Good morning, Mrs. Jones. Yes. Write these examples in your chart. When
you say good-bye to a friend, you use informal English. Listen to how I act
and use my voice. You might say “Bye, Carlos! See you
later!” How do you greet a friend? Hey, Carlos! What’s up?
Good. Now write this in your chart.
Two-Column Chart
Step 3 Which kind of English you use depends on the
Formal English Informal English situation. When you talk to your little brother or sister,
do you use formal or informal English? informal English
Good-bye, Mrs. Jones. Bye, Carlos! See you later! Yes. When you ask an adult for something, what kind of
Good morning, Mrs. Jones. Hey, Carlos! What’s up? English do you use? formal English Yes. Now, when you
want something, what polite word do you use? please
Excuse me. Can you please Can you help me? Write the word please. Repeat for excuse me and thank
help me? you.
Hey, Keiko! This is my friend, Step 4 Imagine you are at the library. You need help
Mrs. Jones, this is my friend, Carlos. from the librarian. Have volunteers help you role-play the
Carlos. Hi, Keiko. Nice to meet you! situation. What you do you say? Excuse me. Can you
Hello, Mrs. Jones. I’m happy to Nice to meet you too!
meet you.
Nice to meet you, Carlos.
(continued)
3–70 Section 3 Content-Area Model Lessons
Interactive Question-Response, continued
please help me? Now, did you use formal or informal English? formal English
Good. Write this in your chart. Invite other students to role-play formal English
with you.
Step 5 We can see that formal and informal English are different. What is
a difference in formal English? I am more polite. Yes. What about informal
English? I can be more friendly. I use it with friends.

LISTENING AND SPEAKING STRATEGY

Reaching All English Language Learner Proficiency Levels
Beginning Write Formal English and Informal English on the board. Model saying greetings
and good-byes in formal and informal English. Use intonation and gestures. Have
students repeat and then guide them in role-playing. After each exchange, have
students point to or say the form of English used.

Intermediate Model formal and informal ways of making requests, such as borrowing a book. Use
intonation and gestures. Guide students in role-playing. After each exchange, ask
students which form of English they used.

Advanced Model formal and informal introductions. Have students write and title the
expressions you used. Invite students to role-play introductions in each situation.
After each exchange, change the situation to formal or informal and have students
adapt their language accordingly.

Advanced Model formal and informal ways of making suggestions. Ask students to identify 3
High whether you are using formal or informal English. Then have students describe and
role-play situations. After each exchange, have students change the situation to
formal or informal and adapt their language accordingly.

NOTES

Lesson 3.8 World Geography • U.S. and Canada 3–71


3 Literature | After Twenty Years
ROUTINE
Idioms and Expressions
Step 1 Point out how understanding
the individual words in an idiom
or expression do not necessarily
help the reader understand its
meaning.
Step 2 Emphasize the use of context to
figure out the meaning of the
idiom or expression.
Step 3 Point out that dictionaries
and other resources, such as
conversations with peers, can
help confirm meanings.
Step 4 Direct students to make Flash
Cards as a record of idioms and
expressions found in texts.
Go To Section 2 for information on the lesson
strategies.
Idioms and Expressions, pp. 2–58 to 2–63
Retelling Stories and Summarizing
Information, pp. 2–186 to 2–195
Grammar: Using Possessives, Negatives,
and Contractions, pp. 2–256 to 2–265
Go To
Section 4 for Blackline Masters.
Flash Cards, p. 4–71
Table Notes, p. 4–79
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 3 then Lesson 9.
3–72 Section 3 Content-Area Model Lessons
LESSON 3.9 LANGUAGE ARTS MODEL LESSONS
▲
The following pages are adapted from a typical
literature student text.
See how the strategies and routines described in Section 2 are modeled
in the accompanying Interactive Question-Responses. See corresponding
letters, such as A , on student pages for related text or images.
BEFORE READING
Vocabulary Strategy
Identifying Idioms and Expressions
Before beginning strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
Draw students’ attention to the vocabulary phrases A , B , and C on
the student page. Use the Idioms and Expressions routine to introduce
the words to students.
Interactive Question-Response
Step 1 In the story “After Twenty Years” by O. Henry, a man named Bob
has traveled from out West to meet his friend Jimmy. Bob is waiting for
Jimmy outside. Bob hasn’t seen Jimmy for twenty years. The author wrote
this story in a way that shows how people speak when talking to someone
they know well. Sometimes people use idioms when they speak to friends.
Idioms are expressions or phrases. These types of phrases may mean
something different from what each individual word means by itself. Let’s
read to find those phrases in the story.
Continue the strategy instruction during and after reading.
Step 2 Read the text aloud with students. Pause at the line that includes
“lost track of each other.” A Let’s use the context, or other word in this
paragraph, to find out what “lost track of each other” means. In the
sentence that came before, what did the characters do? They corresponded.
The word correspond means “to write letters.” If they had corresponded,
but after time went by they “lost track of each other,” what can we assume
happened? They stopped writing. Yes, they stopped being in contact with
each other. Read aloud phrases at B and C . The man is explaining why
they did not keep in contact. A proposition is “a challenging opportunity.”
At one time, the West was mostly wilderness, but full of resources like
wood, oil, and gold. Why would people want to go there? for the opportunity
to make money Now look at “hustling around over it pretty lively.” Does the
word lively mean that something is moving around or being still? moving
around Yes. So Bob was out West, trying to make a living. But I wish I knew
what the word hustling means exactly.
(continued)
 MODEL LESSON IN LANGUAGE ARTS

After Twenty Years

O. Henry

“It sounds pretty interesting,” said the policeman.
“Rather a long time between meets, though, it seems to
me. Haven’t you heard from your friend since you left?”
“Well, yes, for a time we corresponded,” said the
A other. “But after a year or two we lost track of each
B other. You see, the West is a pretty big proposition, and
C I kept hustling around over it pretty lively. But I know
Jimmy will meet me here if he’s alive, for he always was
the truest, staunchest old chap in the world. He’ll never
forget. I came a thousand miles to stand in this door
tonight, and it’s worth it if my old partner turns up.”
The waiting man pulled out a handsome watch, the
lids of it set with small diamonds.
“Three minutes to ten,” he announced. “It was exactly
ten o’clock when we parted here at the restaurant door.”
“Did pretty well out West, didn’t you?” asked the
policeman.
“You bet! I hope Jimmy has done half as well. He
was a kind of a plodder,” though, good fellow as he
was. I’ve had to compete with some of the sharpest
wits going to get my pile. A man gets in a groove in
New York. It takes the West to put a razor-edge on
him.”
The policeman twirled his club and took a step or two.
“I’ll be on my way. Hope your friend comes around
all right. Going to call time on him sharp?”
“I should say not!” said the other. “I’ll give him half
an hour at least. If Jimmy is alive on earth he’ll be here
by that time. So long, officer.”

adapted from Glencoe Literature: Reading with Purpose © 2007 3

Interactive Question-Response, continued

Step 3 Sometimes you can’t tell what a word means
only from context. When that happens you can look
the word up in a dictionary or talk about it with your
Flash Cards
partner. Look up the word hustling in your dictionary.
What does it mean? It means to get money in an energetic
or dishonest manner. So you can picture him hustling lost track of each other stopped being in contact
around out West, (demonstrate with a gesture), going
here and there. But you can also think of him as possibly
being dishonest, because if he is dishonest, maybe he
can’t stay in one place too long. pretty big proposition challenging opportunity to
make money
Step 4 Show how to make Flash Cards of phrase A .
Write the phrase on one side, and the definition on the
other. Then have students also make flash cards for phrases hustling around getting money in a dishonest
B and C . Use a dictionary to find the definition, then manner
discuss with a partner what you are going to write on
your flash cards. Use the cards to review the definitions
with the class.

Lesson 3.9 Literature • After Twenty Years 3–73

 routine
Retelling and Summarizing
BEFORE READING
Step 1 Preview the text. Point out
features that give clues about
the topic.
DURING READING
Step 2 Read the first two sentences
aloud. Model how to retell the
information in your own words.
DURING READING
Comprehension Strategy
Retelling and Summarizing
Before beginning the strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
See how the Retelling and Summarizing strategy is modeled in the
teacher routine and Interactive Question-Response below to help
English Language Learners comprehend the story.

Step 3 Have volunteers read one or two Interactive Question-Response

sentences aloud and retell the Step 1 In this story, we know that Bob is waiting to meet his friend Jimmy.
content of each. Bob has come from out West, and he hasn’t seen Jimmy in twenty years. As
AFTER READING we read aloud, we can pause to summarize the story to ourselves to keep
Step 4 Instruct students to write Who, track of what is happening.
What, Where, When, Why, and Step 2 Read the first three sentences aloud. What can I tell is happening
How in the left column of the here? I will retell this part of the story: The weather is windy and rainy.
Table Notes. People are walking by quickly so they don’t get wet. A man is waiting
in a doorway.
Step 5 Model how to fill in the key
Step 3 Now let’s retell the next part. Choose volunteers to read the next two
points from the text. sentences aloud. The man in the doorway waited twenty minutes, and then
Step 6 Have students write a summary what happened? A tall man came up to him. Continue to have students read
of the text using the information aloud and retell the remainder of the selection.
in their chart. Step 4 Let’s fill out the Table Notes. Write the title of the story at the top.
What is the title? After Twenty Years Now write Who, What, Where, When,
Why, and How down the left column.
Step 5 Let’s fill in the chart. The story is about Bob, the man from the West.
So next to Who, I’m going to write “Bob, from the West.” Next, I’m going
to take notes on what happens in the story. Bob is
waiting to meet Jimmy. He gets arrested. I’ll write this
Table Notes next to What. Now, let’s take notes on where the story
takes place. Where does it happen? on a rainy street, in a
Title: After Twenty Years doorway Can you be specific about the kind of area? in
the city Good. Write this next to Where. Now, when does
Who Bob, from the West the story happen? one rainy day, after their last meeting
twenty years ago Why does Bob get arrested? because
What meets his friend Jimmy, gets Jimmy recognized him from a wanted poster How does
arrested Bob get arrested? A note explains that Jimmy sees Bob,
recognizes him, and has an undercover policeman arrest him.
Where on a rainy street, in a
Step 6 Now we are going to use our chart to create
doorway, in the city a brief summary of the story. We will use each of the
When one day after not seeing notes from the chart, but the notes do not have to be
Jimmy for twenty years in the exact order they appear in the chart. What is the
title of the story? After Twenty Years So we will begin
Why getting in touch with old our summary with the phrase “In the story ‘After Twenty
friend Years’. . .” Who is our main character? Bob Good. So in the
How Jimmy saw Bob, recognized story “After Twenty Years,” Bob does what? He goes to the
him from a wanted poster, city to meet his friend Jimmy. How long has it been since
turned him in to the police
(continued)
3–74 Section 3 Content-Area Model Lessons
 MODEL LESSON IN LANGUAGE ARTS

“Good-night, sir,” said the policeman, passing on
along his beat, trying doors as he went.
There was now a fine, cold drizzle falling, and the
wind had risen from its uncertain puffs into a steady
blow. The few foot passengers astir in that quarter
hurried dismally and silently along with coat collars
turned high and pocketed hands. And in the door of
the hardware store waited the man who had come a
thousand miles to fill an appointment, uncertain almost
to absurdity, with the friend of his youth.
About twenty minutes he waited, and then a tall man
in a long overcoat, with collar turned up to his ears,
hurried across from the opposite side of the street. He
went directly to the waiting man.
“Is that you, Bob?” he asked, doubtfully.
“Is that you, Jimmy Wells?” cried the man in the door.
“Bless my heart!” exclaimed the new arrival, grasping
both the other’s hands with his own. “It’s Bob, sure as
fate. I was certain I’d find you here if you were still in
existence. Well, well, well!—twenty years is a long time.
The old restaurant’s gone, Bob; I wish it had lasted, so
we could have had another dinner there. How has the
West treated you, old man?”
The man from the West stopped suddenly and
released his arm.
“You’re not Jimmy Wells,” he snapped. “Twenty years
is a long time, but not long enough to change a man’s
nose from a Roman to a pug.
“It sometimes changes a good man into a bad one,”
said the tall man. “You’ve been under arrest for ten
minutes, ‘Silky’ Bob. Chicago thinks you may have
dropped over our way and wires us she wants to have a
chat with you. Going quietly, are you? That’s sensible.
Now, before we go on to the station here’s a note I was
asked to hand you. You may read it here at the window.
It’s from Patrolman Wells.”
The man from the West unfolded the little piece of
paper handed him. His hand was steady when he began
to read, but it trembled a little by the time he had
finished. The note was rather short.
BOB: I was at the appointed place on time.
When you struck the match to light your
cigar I saw it was the face of the man
wanted in Chicago. Somehow I couldn’t
do it myself, so I went around and got a
plain clothes man to do the job.
Jimmy
3

adapted from Glencoe Literature: Reading with Purpose © 2007

Interactive Question-Response, continued

Bob has seen Jimmy? twenty years Okay, so in the story “After Twenty Years,”
Bob goes to the city to get in touch with his old friend Jimmy. He has not
seen Jimmy in twenty years. Where is Bob waiting for Jimmy? On a street
in the rain. Right. While Bob is waiting for Jimmy, something happens that
surprises Bob. What is it? Jimmy saw Bob and recognized him from a wanted
poster. Jimmy told the police, and Bob got arrested. Good! So here is our
completed summary: “In the story ‘After Twenty Years,’ Bob goes to the city
to get in touch with his old friend Jimmy. He has not seen Jimmy in twenty
years. Bob is standing in the rain on a street, waiting, when Jimmy sees
Bob. Jimmy recognizes him from a wanted poster. Jimmy tells the police,
and Bob gets arrested.” Now, rewrite our summary in your own words,
again using the notes from your chart. Have volunteers share their story with
the class.

Lesson 3.9 Literature • After Twenty Years 3–75

 VOCABULARY AND COMPREHENSION STRATEGIES
Reaching All English Language Learner Proficiency Levels
Beginning
Oral Language Development After reading, use
the Flash Cards to review the meaning of idioms.
VOCABULARY
Display a flash card to the students. Draw or act out
the phrase, and have the students guess what it is.
Have students point at the flash card as they say the
phrase aloud.
Oral Language Development Before reading,
preview the story for the class. Make an audio
recording of a simplified version of the story and
play it for students, using pictures and gestures to
help you tell the story. Draw a man on the board.
COMPREHENSION
Label it Bob. Say: Bob is waiting for his friend Jimmy.
Draw a picture of another man and label it Jimmy.
Pantomime looking at your watch and waiting. Bob
hasn’t seen Jimmy in twenty years. Draw a line from
Jimmy to the man. Draw another man. A man comes
up to Bob. He says, “You’re arrested.” Draw a police
badge, maybe handcuffs. The man gives Bob a note.
Mime reading the note. The note says, “Bob, I saw your
face on a wanted poster.” Draw a wanted poster with
Bob’s face. “I told this policeman to arrest you, Jimmy.”
Refer to the drawings when filling out the chart.
Accelerating English Language Learners
Beginning
Quick Check
If students can identify the phrases and
understand the story by looking at images,
Then involve them in some of the activities for
Intermediate students.
3–76 Section 3 Content-Area Model Lessons
Intermediate
Oral Language Development In pairs, students
use Flash Cards to monitor each others’
understanding of the phrases. First, students
show the definition and say the phrase. In the
second round, they show the phrase and provide
the definition. Have students use the phrases in
sentences that demonstrate their meaning.
Cooperative Learning Activity After the class
reading, have students markup copies of the text to
use to fill out the Table Notes.
You will fill out these six sections with Who, What,
When, Where, Why, and How. Write these in the left
column. In pairs you will read through the text to
underline the information. Who is the story about?
What happens in the story? Where does the story take
place? When does the story happen? Why does Bob get
arrested? How does Bob get arrested?
Pairs work through the text. Then they use the
underlined text to fill in the chart.
Check the answers together as a class and have
students orally summarize the story before they
write their summary.
Intermediate
If students can identify the phrases and use
the vital information to retell the story,
Then involve them in some of the activities for
Advanced students.
 Advanced
Oral Language Development Have students
work in pairs and use the Flash Cards to create
sentences. Allow each team five minutes to think
of as many good sentences as they can using
each phrase. Have them take turns sharing their
sentences with the class.
Oral Language Development Before writing, have
pairs use the chart to retell the story. One student
should ask Who, What, Where, When, Why, and How
questions to get information. The other student
can refer to his or her chart to answer. For example,
Who is the story about? It’s about Bob, a man from
the West. Then they switch roles. Students should
try to include as many details as they can think of.
Have pairs write and then compare their written
summaries.
Advanced
If students can readily use the new phrases
and retell the story,
Then involve them in some of the activities for the
Advanced High level.
p3-77_ELV912_TX_S3_LA_L09_89344977 77
Advanced High
Cooperative Learning Activity After completing
the routine for the strategy, have students work
VOCABULARY
in pairs to rewrite each sentence in the story and
replace the idiom with words that they would use
instead. For example, for “a pretty big proposition,”
they might say “The West was the place to be!” Have
pairs share their results with the class.
Cooperative Learning Activity Have students
listen to a recording of this story, “After Twenty
Years.” After listening to the story, have students
work in pairs or small groups. Have them use their
completed Table Notes to summarize the story.
COMPREHENSION
After they have discussed the events of the story,
they should work together to discuss the following
questions: Was Jimmy right to turn his friend Bob
in to the police? What do you think Bob did wrong?
Why would Jimmy give Bob a note instead of talking
to him? Have students use their table notes to help
them formulate their opinions. Then, have pairs
share their opinions with their classmates.
3
Advanced High Quick Check
Students should interpret the new phrases and
engage in debates on the story readily. If students
are having difficulty, then involve them in some of
the activities for the Advanced Level.
Lesson 3.9 Literature • After Twenty Years 3–77
2/10/10 4:19:16 PM
 routine
Using Possessives,
Negatives, and
Contractions
Step 1 Review the meanings and proper
usage of possessives, negatives,
and contractions with students.
Step 2 Introduce the passage. Tell
students it contains both correct
and incorrect use of possessives,
negatives, and contractions and
that the class will find and correct
those errors.
Step 3 Work with students to correct
errors in possessives and to
talk about those that are used
correctly.
Step 4 Work with students to correct
errors in the use of negatives
and to talk about those that are
used correctly.
Step 5 Work with students to correct
errors in the use of contractions
and to talk about those that are
used correctly.
Bob was Jimmys Jimmy’s friend from a long
time ago. Now they were going to meet up again,
Bob told the policeman. Bob knew that Jimmy
wouldnt’ wouldn’t let him down. The policeman
left, but Bob waited for his friend even though
Jimmy didn’t not arrive on time. Finally hi’s
his old friend showed up. But Bob wasn’t
no exactly sure it was Jimmy because he looked
somewhat different.
“Im I’m not Jimmy, but I am a
plainclothes policeman,” the stranger said. “You
Your
friend was the policeman you talked to
earlier.”
3–78 Section 3 Content-Area Model Lessons
AFTER READING
Writing Strategy
Using Possessives, Negatives, and Contractions
The student paragraph below is from a lesson on Language Arts.
See how the Using Possessives, Negatives, and Contractions routine is
modeled in the Interactive Question-Response that follows.
Bob was Jimmys friend from a long time ago. Now they were going to
meet up again, Bob told the policeman. Bob knew that Jimmy wouldnt’
let him down. The policeman left, but Bob waited for his friend
even though Jimmy didn’t not arrive on time. Finally hi’s old friend
showed up. But Bob wasn’t no exactly sure it was Jimmy because he
looked somewhat different.
“Im not Jimmy, but I am a plainclothes policeman,” the stranger said.
“You friend was the policeman you talked to earlier.”
Interactive Question-Response
Step 1 Before we read a student paragraph about the short story “After
Twenty Years” by O. Henry, let’s review possessives, negatives, and
contractions. A possessive shows ownership. Sometimes we use the
possessive pronouns my, your, his, her, or their. In the sentence “Mike ate
his pizza,” what is the possessive pronoun? his Good. Sometimes we use a
noun with an apostrophe to show possession. In the sentence “Ming’s dog
was barking,” whose dog is barking? Ming’s Yes, Ming’s is the possessive.
Remember that possessive pronouns never use an apostrophe but
possessive nouns always do.
A negative shows the meaning no or not. In the sentence “It did not rain
yesterday,” what is the negative? not Correct. We do not use two negatives
in a sentence. You would not say “It did not no rain yesterday.”
A contraction is two words that are combined into one shorter
one by leaving out one or more letters. An apostrophe is used
in place of the letters. I’m is the contraction for I am. Don’t is a
contraction for do not. Several contractions are also negatives.
The word not is usually shortened to n’t. What is the contraction
for did not? didn’t
Step 2 Now let’s look at the student passage. This passage
has correct information about the story, but it also has several
errors in possessives, negatives, and contractions. We will find
and correct the errors together.
Step 3 Follow along as I read the passage aloud. Listen and look
for examples of incorrect possessive usage. Remember to look
for ownership to determine if there is possession. When you
hear an incorrect example, raise your hand. We’ll stop and talk
about it. Begin reading. Good, you raised your hand after the
first sentence. Post this sentence and correct the error.
Bob was Jimmys Jimmy’s friend from a long time ago.
(continued)
Interactive Question-Response, continued
Which word shows possession? Jimmys What is incorrect in the word? There
should be an apostrophe before the s. Correct. Repeat this strategy with the two
other examples of errors with possessives from the passage: his and yours.
Step 4 When I read the paragraph this time, listen for examples of
negatives used incorrectly. Raise your hand when you hear the examples,
and we’ll talk about them. Read the fourth sentence. What example did you
hear? didn’t not Post this sentence and correct the error.

The policeman left, but Bob waited for his friend even though Jimmy didn’t
not arrive on time.

Why is this negative incorrect? didn’t not should be didn’t Repeat the strategy
with the other example of the negative error in the sixth sentence. (wasn’t no)
Step 5 What is a contraction? two words shortened into one word What
symbol is used in a contraction and why? an apostrophe, to show that letters
are missing Post this sentence and correct the error.

Bob knew that Jimmy wouldnt’ wouldn’t let him down.

Why is this contraction incorrect? The apostrophe should be between the n

and t in wouldn’t. Repeat the strategy with the other example of the contraction
error in the second paragraph. (Im)

3
WRITING STRATEGY
Reaching All English Language Learner Proficiency Levels
Beginning Divide students into three teams and give each team a piece of poster board. Assign
possessives, contractions, or negatives to each team. Tell them to look through
familiar books to find examples and write them on the poster board. Have each
group read their poster to the class. Choral read simple sentences using the words.

Intermediate Write several nouns and their corresponding possessive pronouns on separate index
cards. Read each card aloud and have students chorally repeat. Distribute the cards.
Have students walk around and match up their cards, then read them to the class.
Repeat for contractions. Have students use the words in sentences.

Advanced Have students work in small groups. Tell each group to spend ten minutes
brainstorming lists of possessive nouns and pronouns, negatives, and contractions.
Have each group read their lists to the class and use them in sentences.

Advanced Have students write their own summary paragraph based on the O. Henry reading.
High Tell them to include at least one correct example each of a possessive noun, a
possessive pronoun, a negative, and a contraction. Have students exchange papers
with a partner and check their partner’s paper for accuracy.

Lesson 3.9 Literature • After Twenty Years 3–79


3 Literature | The Necklace
routine
Review and Memorize
Step 1 Preview the text and
identify unfamiliar words.
Step 2 Write one vocabulary word in
the center of the Four Square.
Step 3 Write the definition in the
left corner of the four square.
Step 4 Work with students to identify
and add characteristics,
nonexamples, and examples
to the appropriate boxes of the
four square.
Step 5 Have students list additional
characteristics, examples, and
nonexamples.
(continued)
Go To Section 2 for more information on the
lesson strategies.
Reviewing and Memorizing Vocabulary,
pp. 2–70 to 2–75
Using Prior Knowledge and Experiences,
pp. 2–76 to 2–85
Writing a Narrative Paragraph,
pp. 2–306 to 2–315
Go To Section 4 for Blackline Masters.
Four Square, p. 4–73
KWL Chart, p. 4–74
Story Map, p. 4–78
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 3 then Lesson 10.
3–80 Section 3 Content-Area Model Lessons
LESSON 3.10 LANGUAGE ARTS MODEL LESSONS
▲
The following pages are adapted from a typical
literature student text.
See how the strategies and routines described in Section 2 are
modeled in the accompanying Interactive Question-Responses. See
corresponding letters, such as A , on student pages for related text or
images.
BEFORE READING
Vocabulary Strategy
Reviewing and Memorizing Vocabulary
Before beginning strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
Draw students’ attention to the vocabulary word A prosperous on the
student page. Use the Review and Memorize routine to introduce the
word to students.
Interactive Question-Response
Step 1 We will be reading a story entitled “The Necklace” by Guy de
Maupassant. The story is about a woman who lived in France and had little
money. Before we begin, let’s identify a word that may be unfamiliar to us.
Find the word prosperous in the first paragraph. Say the word.
Step 2 We will now use our Four Square to explore and study this word.
Write the vocabulary word prosperous in the center of the four square.
Notice that the word has an -ous ending. Usually, this ending means a
word is an adjective. What does an adjective do? It describes someone or
something. So what might the word prosperous do in this passage, since it
features characters? describe someone
Continue the strategy instruction during and after reading.
Step 3 I am going to read aloud. Raise your hand when you hear the word
prosperous. Think about what I just read. The woman in the story was born
into a family with no money, and, as a result, the story says she could not
marry a man who was prosperous. What do you think prosperous means? rich
Yes. Prosperous means “rich” and “successful.” Write the definition “rich and
successful” in the upper-left corner of the four square. What kind of word is
prosperous? an adjective Write that in the upper-left box with the definition.
(continued)
 MODEL LESSON IN LANGUAGE ARTS

S
he was one of those pretty and charming girls,
born, as if by an accident of fate, into a family
of clerks. With no dowry1, no prospects, no
way of any kind of being met, understood, loved, and
married by a man both prosperous and famous, she
was finally married to a minor clerk in the Ministry
of Education.
She dressed plainly because she could not afford
fine clothes, but was as unhappy as a woman who has
come down in the world; for women have no family
rank or social class. With them, beauty, grace, and
charm take the place of birth and breeding. Their
natural poise, their instinctive good taste, and their
mental cleverness are the sole guiding principles
which make daughters of the common people the
equals of ladies in high society.
She grieved incessantly, feeling that she had been
born for all the little niceties and luxuries of living.
She grieved over the shabbiness of her apartment,
the dinginess of the walls, the worn-out appearance
of the chairs, the ugliness of the draperies. All these
things, which another woman of her class would
not even have noticed, gnawed at her and made her
furious.

6OCABULARY
1. A dowry is money or property that a woman brings to
her husband at the start of a marriage. incessantly (in ses' nt lē) adv. endlessly; constantly
e

“The Necklace” by Guy de Maupassant adapted from Glencoe Literature, Course 4 © 2010

Interactive Question-Response, continued routine

Step 4 Another word I can think of that means the same thing as prosperous continued 3
is thriving. Can you think of any other words that might mean the same Step 6 Create a mnemonic device for
thing? wealthy Yes. Write those words in the upper-right corner. How about one section of the four square.
words that mean the opposite of prosperous? poor; struggling Write those
words in the lower-right box. Step 7 Have partners use the four
Step 5 Let’s add other ideas we have about the word prosperous. I’ve square to review and memorize
heard successful businesses described as prosperous. I’ll write that in the each word.
four square. Write an example sentence that uses the
word prosperous. What would be something that is not
prosperous? a farm during a year with no rain Four Square
Step 6 Draw a picture to help you remember the word
by the definition in the four square. Ask several students:
rich, successful, adjective thriving, wealthy
What did you draw?
Step 7 Work with a partner to remember the word.
Describe the word. Read your sentence. Explain how you
will remember it. Demonstrate with a volunteer.

prosperous

A successful business is
prosperous. A farm during poor, struggling
a year with no rain is not
prosperous.

Lesson 3.10 Literature • The Necklace 3–81

 routine
Using Prior Knowledge
BEFORE READING
Step 1 Distribute copies of the KWL
Chart. State the topic of the text
and have students complete the
From Experience section.
Step 2 Preview the text and have
students record facts they know
related to previewed terms.
Step 3 Have students record their
questions in the W section.
DURING READING
Step 4 Read the paragraph aloud.
Guide students to connect their
prior knowledge and experience
to the text.
AFTER READING
Step 5 Complete the L column.
Step 6 Have students write down what
they want to know more about.
Step 7 Discuss ways they can learn
more. Have them record their
ideas.
3–82 Section 3 Content-Area Model Lessons
DURING READING
Comprehension Strategy
Using Prior Knowledge and Experiences
Before beginning the strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
See how the Using Prior Knowledge strategy is modeled in the teacher
routine and Interactive Question-Response below to help English
Language Learners comprehend the text.
Interactive Question-Response
Step 1 Distribute copies of the KWL Chart. Explain that at this point in the
story, Madame Loisel loses a precious necklace that she borrowed from a friend.
How do you think this makes her feel? bad Have you ever lost or misplaced
something valuable that belonged to a friend? yes What was it? a music player
How did you feel? scared, embarrassed Write what you know about your
experience in the From Experience part of the K section of the KWL chart.
Step 2 What do we know about the necklace? Madame Loisel borrowed it
from a friend. And what else do we know about Loisel and her husband?
They did not have much money. Write down these facts about the Loisels and
the necklace and anything else you know about the story in the K-From
Previewing section.
Step 3 You already know about how it feels to lose something. And you
know some facts about the necklace and the Loisels. So what do you want
to know next? Write a question in the W-What I Want to Learn column.
Step 4 Read the text aloud. Is this like how you felt when you lost
something? yes How? I was very embarrassed and scared. Madame Loisel may
have felt this way too. What did you do? I looked for it like Loisel’s husband did.
Step 5 Now that we’ve read that section, was your question answered?
What did you learn? They lost the necklace and couldn’t find it. Madame
Loisel was very upset, like I was when I lost something. How did your prior
experience help you understand the story? I could understand how Madame
Loisel was feeling because I also lost or broke something that didn’t belong to me.
Write what you learned in the L-What I Learned column.
Step 6 What do you want to know now? what happens next What specifically
do you want to know? Do they find the necklace? Does Madame Loisel tell her
friend? Write down the questions that you have at the bottom of the chart.
Step 7 How can we find out the answers to our questions? continue reading
What can we do while we are reading? refer back to the information and
questions in our chart; take notes Good. Write this in the How I Will Learn
More column of your chart.
 MODEL LESSON IN LANGUAGE ARTS

Before the mirror, she let the wraps fall from her
shoulders to see herself once again in all her glory.
Suddenly she gave a cry. The necklace was gone.
Her husband, already half undressed, said, “What’s
the trouble?”
She turned toward him despairingly, “I . . . I. . . I
don’t have Mme. Forestier’s necklace.”
“What! You can’t mean it! It’s impossible!”
They hunted everywhere, through the folds of the
dress, through the folds of the coat, in the pockets.
They found nothing.
He asked, “Are you sure you had it when leaving
the dance?”
“Yes, I felt it when I was in the hall of the
Ministry.”
“But if you had lost it on the street we’d have
heard it drop. It must be in the cab.”
“Yes, quite likely. Did you get its number?”
“No. Didn’t you notice it either?”
“No.”
They looked at each other aghast. Finally Loisel
got dressed again.
“I’ll retrace our steps on foot,” he said, “to see if I
can find it.”
And he went out. She remained in her evening
clothes, without the strength to go to bed, slumped
in a chair in the unheated room, her mind a blank.
Her husband came in about seven o’clock. He had
had no luck.
He went to the police station, to the newspapers
to post a reward, to the cab companies, everywhere
the slightest hope drove him.
That evening Loisel returned, pale, his face lined;
still he had learned nothing.
“We’ll have to write your friend,” he said, “to
tell her you have broken the catch and are having
it repaired. That will give us a little time to turn
around.”

adapted from Glencoe Literature, Course 4 © 2010

KWL Chart
K - What I Already Know
From Experience From Previewing
I felt scared when I lost a The necklace was very fancy and
friend’s music player. valuable. The Loisels did not have
much money.

W - What I Want to Learn

I wonder if they will find the necklace.

L - What I Learned
Madame Loisel was very upset; may have felt like I did when I
lost something

What I Want to Know

More About
Do they find the necklace?
Does Madame Loisel tell
her friend that she lost the
necklace?
How I Will Learn More
continue reading; refer back to
the information and questions
in our chart; take notes

Lesson 3.10 Literature • The Necklace 3–83

 VOCABULARY AND COMPREHENSION STRATEGIES
Reaching All English Language Learner Proficiency Levels
Beginning
Oral Language Development After the vocabulary
routine, write vocabulary words on blank cards and
VOCABULARY
place them around the room. Say a word. Students
should point to the appropriate card as they repeat
the word. Have students use the cards to review and
memorize new vocabulary words.
Oral Language Development Use realia or
pictures to preview the story and introduce the
learning strategy. For example, bring in pictures of a
fancy necklace or a nice dress. Use simple sentences
COMPREHENSION
and gestures to convey the story. Show the pictures.
Explain to students that Madame Loisel could not
buy such things, so she borrowed a necklace from a
friend. Then ask the students questions that can be
answered with one or two words to help them use
prior knowledge to relate to the story. For example,
Have you ever borrowed something? Have you ever
wanted something but didn’t have the money to
buy it?
Accelerating English Language Learners
Beginning
Quick Check
If students can identify new vocabulary
and match correct cards with word
pronunciations,
Then involve them in some of the activities of the
Intermediate students.
3–84 Section 3 Content-Area Model Lessons
Intermediate
Oral Language Development Have partners use
Flash Cards to check each other’s understanding
and pronunciation of new vocabulary words.
For each word, they should take turns to provide
an example sentence that uses the vocabulary
word. Students can use this method to review and
memorize words.
Oral Language Development After reading, have
pairs compare and contrast how their experience
of losing something was similar or different to “The
Necklace.” Students may use their Four Square to
express how they felt and what happened to them
in relation to the events of the story. For example, I
lost a valuable watch; it was my mom’s. I felt bad like
Loisel. I told my mom. Encourage students to ask one
another questions to find more information. For
example, How did you feel when you lost it? Did you
try to find it?
Intermediate
If students can provide example sentences
and are able to make simple comparisons
from their own life to the text,
Then involve them in some of the activities for
Advanced students.
 Advanced
Oral Language Development Have pairs of
students pick objects that remind them of that
word and describe the objects to another student.
For example, a student might use a beautiful
necklace to remind them of the word prosperous.
Students should write down the words and their
corresponding objects. Pairs of students can then
explain to the class why they selected the objects to
go with the words.
Oral Language Development After reading, orally
review the facts of the story with the class. Then
have groups of students perform a skit based on the
reading selection. One student will play the part of
a reporter and interview the Loisels to ask questions
about the missing necklace. For example, the
reporter could ask, Why did you borrow the necklace?
How did you feel when you realized the necklace was
gone? Each student should use prior knowledge
and experiences to give appropriate answers to
the reporter’s questions. Students can also use the
information in their Four Square to help them
answer the reporter’s questions.
Advanced
If students can use mnemonic devices
to learn vocabulary words and answer
questions about the story by using their own
experiences for background,
Then involve them in some of the activities for
the Advanced High students.
p3-85_ELV912_TX_S3_LA_L10_89344985 85
Advanced High
Oral Language Development After reading, have
pairs of students write one or two false definitions
VOCABULARY
for new vocabulary words along with the correct
definitions. Then students can trade definitions with
another pair and decide which are correct.
Oral Language Development Have students
listen to a recording of the story, “The Necklace.” In
pairs, students should discuss what happened. At
a few points in the story, pause the recording and
COMPREHENSION
ask students what another course of action might
have been, based on their own prior experiences.
For example, Why didn’t both of the Loisels go to look
for the necklace? Why didn’t they go to the carriage
company and ask if they had found a necklace?
To follow up their discussion, have each student
write a brief summary of what they would have 3
done differently if they were a character in the story.
Advanced High
Quick Check
Students should be able to comprehend new
vocabulary words and their definitions and be
able to use their experiences to discuss the story. If
students are having difficulty, then involve them in
some of the activities for Advanced students.
Lesson 3.10 Literature • The Necklace 3–85
2/17/10 3:19:46 PM
 routine AFTER READING
Narrative Writing
Writing Strategy
Step 1 Review the prompt for key Writing a Narrative Paragraph
words and direction words to Use the Narrative Writing routine and Interactive Question-Response
determine a writing purpose below to guide English Language Learners through writing a narrative
and create a checklist for writing paragraph. This lesson focuses on the prewriting and drafting stages
the narrative paragraph. of the writing process. For more detailed information on using all the
Step 2 Use a Story Map and link it to stages of the writing process, see Using the Writing Process, Section 2,
the writing purpose. p. 2–296, and Writing a Narrative Paragraph, Section 2, p. 2–306.
Step 3 Review paragraph structure and Writing Prompt
link sentence types to the map. Write a fictional narrative paragraph telling the story of misplacing
something important. A narrative includes a character, setting, conflict,
Step 4 Read the writing frame aloud.
events, and a resolution.
Have students mark connections
and ideas on their map. Interactive Question-Response
Step 5 Work with students to develop a Step 1 Before we begin writing, let’s look closely at the prompt. First let’s
topic sentence, body sentences, scan for key words. What key words do you see? story, misplacing, something
and a conclusion. important Now let’s scan for direction words, or words that tell us what to do.
write, fictional narrative paragraph, character, setting, conflict, events, resolution
Step 6 Have students work in pairs to Good. Those words tell us what we are supposed to do. Let’s use this
revise and edit their narrative information to create a checklist. Our checklist should include all the things
paragraph. we need to do in our writing. Work with students to develop a checklist.
Here’s what our checklist will include:
Step 7 Have students share their
completed narrative paragraph. ˛ Write a paragraph that tells a story.
˛ Tell about a fictional experience in which someone
misplaces something important.
Story Map
˛ Include all the elements of a narrative: character,
Title: The Day I Lost My Good Luck Charm setting, conflict, events, and resolution.
Setting: my home Step 2 We can use a Story Map to organize the
information we need to write our paragraph by parts of
Character or narrator my mom a narrative. We will gather ideas on what might happen if
Characters: someone lost their good luck charm. This story will be told
a little sister in the first person by a narrator. Next to the label Character,
write narrator. Work with students to complete the map.
Conflict, or I can’t find my good luck charm.
Problem: Step 3 A paragraph has three parts; a topic sentence,
It was in my pants pocket yesterday, so I looked body sentences, and a conclusion. A topic sentence
Event 1
in the dirty clothes basket. states the purpose of the paragraph. When we write to
Event 2 I looked in my room. tell a story, what information should our topic sentence
include? the conflict, or problem that we’re going to resolve
Event 3 I asked my mom if she had seen it. Yes. What about body sentences? Body sentences
support, or provide more information about, the topic
Event 4 I saw my little sister wearing it. sentence. What information belongs there? specific events
that tell the story of how the conflict was resolved Good.
What about a conclusion? How does it tie everything
Resolution: It turns out that I had dropped it on the together? It ends the story by telling the resolution.
floor, and my little sister found it there. Even Look at the map. What part will we use for the topic
without the charm, I’m pretty lucky. sentence? the conflict Yes. How about for the body
sentences? the specific events And what about the
conclusion? the resolution
3–86 Section 3 Content-Area Model Lessons
(continued)
Interactive Question-Response, continued
Step 4 As I read the writing frame for a paragraph narrating the experience
of misplacing a good luck charm, mark connections or ideas on your map.
Read the writing frame.
Step 5 Let’s focus on completing the topic sentence to tell what the
story will be about. We should start by looking at the conflict. What is the
problem facing the narrator? can’t find his or her good luck charm That’s
right. Let’s add that information to the sentence and read it aloud together.
Choral read, “I can’t find my good luck charm.”
Now let’s focus on the body sentences. How can we complete these body
sentences to narrate, or tell about the conflict we just introduced?
use the events listed in the story map Let’s focus on the second, third, and
fourth blanks. Where did the narrator last see the good luck charm? It was in
his or her pants pocket yesterday. Okay, good. Where are those pants now? in
the dirty clothes basket Was the good luck charm still in the pocket? no Let’s
fill in those blanks and turn our attention to the fifth blank. What does the
narrator do next? search his or her room Was the good luck charm found?
no Let’s add that information to the body sentences and read them aloud
together. Choral read, “Yesterday it was in my pants pocket. I looked in the dirty
clothes basket. My pants were there, but my good luck charm was not. I looked
all over my room, but I couldn’t find it anywhere.”
Work with students to complete each body sentence.
Finally, let’s work on the conclusion to tie all the ideas together. Often the
conclusion restates what was already said, but in a slightly different way.
Let’s start by thinking about the solution to the problem. How did the
narrator figure out where his or her good luck charm was? his or her little
sister was wearing it Where had the little sister found it? on the kitchen floor
3
How did it get there? The narrator dropped it by accident. What does the
narrator realize? Even without a good luck charm, he or she is lucky. Let’s
read the conclusion together. Choral read, “It turns out that I dropped it on the
floor without knowing. Even without my good luck charm, I’m pretty lucky!”
Work with students to complete the conclusion to their own
paragraph.
Step 6 Now switch paragraphs with a partner. Read the paragraph I can’t find my good luck charm . Yesterday
once and look for any wrong answers. Read it again and look for it was in my pants pocket . I looked in the
spelling and grammar errors. Work together to make changes. dirty clothes basket. My pants were there ,
Step 7 To complete the writing process, you will publish and but my good luck charm was not. I looked
present your paragraph. Create a clean, formatted copy. Share
all over my room, but I couldn’t find it anywhere .
your writing by reading it aloud to your partner.
Finally I asked my mom if she had seen it.
She had not seen it anywhere . I was about to
give up hope, when I saw my little sister.
She was wearing my good luck charm !
“Where did you get that?” I asked her.
“The kitchen floor ,”
she said. It turns out that I
dropped it last night on the floor without
knowing . Even without my good luck charm,
pretty lucky
I’m !

Lesson 3.10 Literature • The Necklace 3–87

WRITING STRATEGY
Reaching All English Language Learner Proficiency Levels
Beginning Intermediate

I can’t find my good luck annocharm . I can’t find my anno

good luck charm . Yesterday

Yesterday it was in myanno

pants pocket . it was in my pants anno
pocket . I looked in the

I looked in the dirty clothes basket. My dirty clothes basket. My pants were there ,
pants were there, but my good luck but my good luck charm was not. I looked all
charm was not. I looked all over my over my room, but I couldn’t find it anywhere .

room, but I couldn’t find it anywhere. Finally I asked Finally I asked my mom if she had seen
mom had not seen it anywhere
my if she had seen it. She it. She . I was

had not seen it anywhere. I was about to give up hope, when I saw my little sister. She
wearing my good luck charm
about to give up hope, when I saw my little sister. She was !

was wearing my good luck charm ! “Where did you get that?” I asked her. “The
kitchen floor
“Where did you get that?” I asked her. “The kitchen ,” she said. It turns out that
floor dropped it last night on the floor without knowing
,” she said. It turns out that I I .
dropped it last night on the floor without Even without my good luck charm, I’m pretty

knowing. Even without my good luck charm, I’m lucky !

pretty lucky !

Oral Language Development Before beginning
instruction, review each item on the Story Map. Have
students make drawings to represent the various
elements represented on the map. Work with students
to label each drawing. Then have students read each
label aloud.
Revise the writing frame by filling in more information.
Ask students to provide one-word responses only.
Students can refer to their completed map for
vocabulary. They should use the class paragraph as a
model. Work slowly through each sentence, having
students match a drawing or word to each blank.
Cooperative Learning Activity After reading
through the writing frame and completing the topic
sentence as a class, place students in cooperative
learning groups. Before beginning the cooperative
learning activity, remind students of the function of
body sentences and conclusion, as in Step 5 of the
routine. Review where they can find information for
these sentences on their Story Map. Tell them to use
the class paragraph as a model.
Create four small groups and label them A through D.
Assign each small group a sentence in the writing
frame to develop. Then number students 1–4 within
each group. Have students move to their new group
and work together to complete the writing frame
using information from their map.
Oral Language Development Return students to
their original groups to talk about what they have
learned. Finally, lead the class in a discussion of the
final version of the paragraph.

3–88 Section 3 Content-Area Model Lessons

Advanced Advanced High

I can’t find my anno

good luck charm . Yesterday (Topic Sentence) anno
I can’t find my good luck charm.
anno anno
it was in my pants pocket . I looked (Body Sentences) Yesterday it was in my pants pocket.
in the dirty clothes basket
. My pants were there , I looked in the dirty clothes basket. My pants were there,
my good luck charm was not
but . I looked all over my but my good luck charm was not. I looked all over my
but I couldn’t find it anywhere
room, . Finally I asked room, but I couldn’t find it anywhere. Finally I asked my
my mom if she had seen it had not seen it anywhere
. She .I mom if she had seen it. She had not seen it anywhere.
when I saw my little sister
was about to give up hope, . She I was about to give up hope, when I saw my little sister.
wearing my good luck charm Where did you get that
was !“ ?” I She was wearing my good luck charm! “Where did you

asked her. “ The kitchen floor ,” she said. It turns out get that?” I asked her. “The kitchen floor,” she said.

that I dropped it last night on the floor without knowing

. (Conclusion) It turns out that I dropped it last night

Even without my good luck charm, I’m pretty lucky !
Revise the writing frame to provide lead-ins to
sentences only. Remind students of the purposes of
the topic sentence, body sentences, and conclusion.
Then have students work independently to complete
the paragraph frames using information drawn from
their Story Map. Students can use the class paragraph
as a model.
Oral Language Development Place students in pairs
to check and revise their work. Have students present
their final paragraph to their partner.
on the floor without knowing. Even without my good
3
luck charm, I’m pretty lucky!
Provide students with a revised writing frame that only
provides the structural elements of the paragraph.
Have students work independently to complete the
writing frame using information from their Story Map.
Suggest that they use the class paragraph as a model,
as shown above.
Oral Language Development Place students in pairs
to check and revise their work. Have students present
their final paragraph to their partner.

Lesson 3.10 Literature • The Necklace 3–89


3 Literature | My Bondage and My Freedom
routine
Using Context Clues
Step 1 Preview the text with students
to prepare them for reading
the content. Guide them to
identify unfamiliar content area
vocabulary.
Step 2 Read the text aloud. Pause to
model identifying a context
clue and using it to find a word’s
meaning.
Step 3 Guide students to fill in the first
two columns of their Three-
Column Chart.
Step 4 Work with students to
determine and write the
meaning of the unfamiliar word
in the last column on their chart.
Step 5 Reread the sentence to confirm
the word’s meaning.
Go To Section 2 for information on the lesson
strategies.
Using Context Clues, pp. 2–34 to 2–39
Distinguishing Main Idea from Details,
pp. 2–136 to 2–145
Go To Section 4 for Blackline Masters.
Three-Column Chart, p. 4–80
Main Idea and Details Chart, p. 4–75
Table Notes, p. 4–79
3–90 Section 3 Content-Area Model Lessons
LESSON 3.11 LANGUAGE ARTS MODEL LESSONS
▲
The following pages are adapted from a typical
literature student text.
See how the strategies and routines described in Section 2 are
modeled in the accompanying Interactive Question-Responses. See
corresponding letters, such as A , on student pages for related text
or images.
BEFORE READING
Vocabulary Strategy
Using Context Clues
Before beginning strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
Draw students’ attention to the vocabulary word benevolent A on the
student page. Use the Using Context Clues routine to introduce the
word to students.
Interactive Question-Response
Step 1 The text we are about to read is about Frederick Douglass. It is from
the book My Bondage and My Freedom written by Douglass. Douglass lived
in Maryland in the early 1800s as an enslaved person. Later, when he was
free, he wrote about his life. Enslaved people had to do what others—their
masters—told them to do. Mrs. Auld, the wife of Douglass’s master, started
teaching Douglass how to read, but her husband made her stop. In this
section, Douglass describes Mrs. Auld. He refers to her as mistress, another
word for “owner.” Skim the text for the word benevolent. Repeat it after me.
As we read we will look for context clues that help us understand what
benevolent means.
Continue the strategy instruction during and after reading.
Step 2 Use contextual support to enhance and confirm understanding of
the text. Read the text aloud. I see the word benevolent. I don’t know what
it means. What word is it describing? design Yes, “her benevolent design.”
Design is a noun meaning “a plan or an intention.”
I will now use context clues to figure out the meaning of benevolent. What is
the topic of this reading? Mrs. Auld’s interest in teaching Douglass to read Yes,
so I think benevolent might mean something positive because the context
indicates she wants to teach Douglass, an enslaved person, to read. As I read
further, I will see if I was correct in thinking benevolent means “positive.”
(continued)
 MODEL LESSON IN LANGUAGE ARTS

My Bondage and My Freedom by Frederick Douglass

I lived in the family of master Hugh, at Baltimore,
seven years, during which time—as the almanac1
makers say of the weather—my condition was
variable. The most interesting feature of my history
here, was my learning to read and write, under
somewhat marked disadvantages. In attaining this
knowledge, I was compelled to resort to indirections
by no means congenial to my nature, and which were
really humiliating to me. My mistress—who, as the
reader has already seen, had begun to teach
1. An almanac is a reference book that is published
yearly. It includes calendars with weather forecasts and
astronomical information.
Vocabulary
benevolent (ba nev'a lent) adj. doing or desiring
to do good; kind
depravity (diprav' a te) n. the state of being
morally bad or corrupt
A
me—was suddenly checked in her benevolent design
by the strong advice of her husband. In faithful
compliance with this advice, the good lady had not
only ceased to instruct me, herself, but had set her
face as a flint against my learning to read by any
means. It is due, however, to my mistress to say, that
she did not adopt this course in all its stringency at
the first. She either thought it unnecessary, or she
lacked the depravity indispensable to shutting me up
in mental darkness. It was, at least, necessary for her
to have some training, and some hardening, in the
exercise of the slaveholder’s prerogative, to make her
equal to forgetting my human nature and character,
and to treating me as a thing destitute of a moral or
an intellectual nature. Mrs. Auld—my mistress—was,
as I have said, a most kind and tender-hearted
woman; and, in the humanity of her heart, and the
simplicity of her mind, she set out, when I first went
to live with her, to treat me as she supposed one
human being ought to treat another.

adapted from Glencoe Literature: The Reader’s Choice, American Literature © 2007
3

Interactive Question-Response, continued

Step 3 First, we will take notes on what we know in our Three-Column
Chart. Label the columns in the chart Word, Context Clues, and Meaning. Write
the word benevolent in the first column. Write the context
clue in the second column. What is it? interested in teaching
an enslaved person to read
Three-Column Chart
Let’s read further. How does he describe her in the next
sentence? good lady Yes. Write that under Context Clues
Word Context Clues Meaning
on your graphic organizer.
Step 4 Now, I know that Mrs. Auld helped an enslaved benevolent interested in wanting to do
person to read and that she is a “good lady.” Using these teaching an good
clues, what do you think her “benevolent design” means? enslaved person
that she wanted to do good So benevolent must mean to read; good lady
“wanting to do good.” Write that in the Meaning column.
Step 5 Now that we’ve used context clues to
understand the meaning of the word, lets reread the
sentence again to confirm the meaning. Read aloud
the sentence in the selection that includes the word
benevolent. Does our definition make sense? Substitute
the meaning we wrote in place of the word. What was
her “benevolent design”? Her benevolent design was
Mrs. Auld wanting to do good. Does that make sense? yes

Lesson 3.11 Literature • My Bondage and My Freedom 3–91

 routine
Main Idea and Details
BEFORE READING
Step 1 Preview the text with students
to prepare them for reading the
content. State the topic of the
text for them.
DURING READING
Step 2 Introduce the text. Paraphrase
the material and ask guided
questions about the main idea
and details as you read the text
aloud.
Step 3 Paraphrase the main idea of the
text you just read.
AFTER READING
Step 4 Review details from the text
that support the main idea.
Step 5 Instruct students to list these
details on their Main Idea and
Details Chart.
Step 6 Ask students to restate the main
idea of the text.
Step 7 Instruct students to write the
main idea on their chart.
people who were suffering. What detail showed how she felt bad? There was
no sorrow nor suffering for which she had not a tear. Yes. Name other details.
Main Idea and Details Chart
Main Idea:
Mrs. Auld was kind and a good person.
DURING READING
Comprehension Strategy
Distinguishing Main Idea from Details
Before beginning strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
See how the Distinguishing Main Idea from Details strategy is modeled
in the Interactive Question-Response below to help English Language
Learners comprehend the main idea B and supporting details
C D E of the reading selection.
Interactive Question-Response
Step 1 In this section of the text we are going to learn more about Mrs.
Auld, the woman who began to teach Frederick Douglass to read. He will
describe what she was like. What do we already know about her? She was
good-hearted.
Step 2 Read the text aloud, pausing to explain. What does Douglass say
Mrs. Auld was like? a model of affection and tenderness Let’s read on. He
describes her more in the next sentence. Do we know what the topic of this
paragraph is? Mrs. Auld If the text says, “There was no sorrow nor suffering
for which she had not a tear,” how did Mrs. Auld feel when she saw others
suffering? Did she feel bad or happy? She felt bad and cried for them. How
about “No innocent joy for which she had not a smile”? What might that
mean? She felt people’s happiness. “She had bread for the hungry”? She fed
people. Yes. Finish reading aloud.
Step 3 Think about all of the things we read about Mrs. Auld. If we put
them all together, what is the main idea of this paragraph? that Mrs. Auld
was a kind person
Step 4 What supporting details did we read that show that? She felt bad for
She fed hungry people. She gave clothes to people. She
comforted mourners. Is the fact that she fed people the
main idea of this section? no How about the fact that she
shed a tear if other people were sad? no What are these
sentences? details Yes, details are examples that illustrate
the main idea.

Supporting Supporting Supporting

Detail Detail Detail
She had “tears.” She fed hungry She gave clothes to
people. people.
Supporting Supporting Supporting
Detail Detail Detail
She comforted
people.
(continued)
3–92 Section 3 Content-Area Model Lessons
 MODEL LESSON IN LANGUAGE ARTS

When I went into their family, it was the abode of and to conscience, in arresting the benevolence that
happiness and contentment. The mistress of the would have enlightened my young mind. In ceasing
B house was a model of affection and tenderness. to as
instruct me, she
[PROD: pick up text from page 340 indicated in must begin to justify herself to
file 458_L11_
Her fervent piety and watchful uprightness made
LangArts_GLN_AmerLit_339-340.pdf it herself; and, once consenting to take sides in such a
impossible to see her without thinking and feeling— debate, she was riveted to her position. One needs
Specifically
C “that woman is a Christian.” Theresection that starts at bottom
was no sorrow of left
very little columnofup
knowledge to right:
moral philosophy, to see
nor suffering for which
From she“When
had not Ia went
tear, and
intothere where my
their family….” mistress
Until “Everynowmourner
landed. She finally became
that
D was no innocent joy for which she had
came within her reach.” not a smile. even more violent in her opposition to my learning
She had bread for the hungry, clothes for the naked, to read, than was her husband himself. She was not
E and comfort for everyPROD:
mourner Addthatcircle
came A nearher
within sentence:satisfied
“The mistress
with simplyof the
doinghouse was
as well as her husband
reach. Slavery soon aproved
model its…tenderness”
ability to divest her of had commanded her, but seemed resolved to better
these excellent qualities, and her home of its early his instruction. Nothing appeared to make my poor
happiness. ConsciencePROD:cannotAddstandcircles
much near phrases asmistress—after
violence. indicated below: her turning toward the downward
Once thoroughly broken down,
B “no sorrow” who is he that can path—more angry, than seeing me, seated in some
repair the damage? It may be broken toward the slave nook or corner, quietly reading a book or a newspaper.
on Sunday, and towardC “nothe innocent
master on joy”
Monday. It I have had her rush at me, with the utmost fury, and
cannot endure such shocks. It must stand entire, or snatch from my hand such newspaper or book, with
it does not stand at D
all.“gave bread” waxed bad,
If my condition something of the wrath and consternation which a
that of the family waxed not better.
E “gave clothes” The first step, in traitor might be supposed to feel on being discovered
the wrong direction, was the violence done to nature in a plot by some dangerous spy.
F “gave comfort”]

adapted from Glencoe Literature: The Reader’s Choice, American Literature © 2007
3
Interactive Question-Response, continued
Step 5 List these details in the areas of your Main Idea and Details Chart
that say Supporting Detail.
Step 6 What was the main idea of the text? Mrs. Auld was kind and a good
person.
Step 7 Write this in the part of the graphic organizer that says Main Idea.
See how the details are facts that support the main idea.

Lesson 3.11 Literature • My Bondage and My Freedom 3–93

ELV912_TX_S3_LA_L11_893449.indd 93 2/10/10 5:25:13 PM

 VOCABULARY AND COMPREHENSION STRATEGIES
Reaching All English Language Learner Proficiency Levels
Beginning
Oral Language Development On cards, write
words used in the selection that range from familiar
VOCABULARY
to unfamiliar. Then, say a sentence leaving out a
word written on a card. Students should repeat the
sentence after you and fill in the blank by saying
the word and pointing to the card. Provide students
with the missing words by holding up the card if
necessary.
Oral Language Development Before beginning
the strategy, paraphrase the information. Use visual
support of gestures and pictures to demonstrate
details about Mrs. Auld. For example, use images
of a soup kitchen, a charity clothing store, and
someone comforting someone else. When
mentioning that Mrs. Auld would feed hungry
people, show the picture of a soup kitchen. When
COMPREHENSION
telling how Mrs. Auld would help to clothe people,
show a picture of a charity clothing store. Mention
that Mrs. Auld would help to comfort sad people
and show a photo of this. Then use the pictures
to elicit simple answers from students about the
details you just explained to confirm understanding.
For example: What did Mrs. Auld give to hungry
people?
Accelerating English Language Learners
Beginning
Quick Check
If students can point to words correctly to
complete sentences and can understand the
details about a main idea,
Then involve them in some of the activities for
Intermediate students.
3–94 Section 3 Content-Area Model Lessons
Intermediate
Cooperative Learning Activity Before the
vocabulary routine, have students scan the text
to find unfamiliar words in context. Help them
pronounce the words. Give them time to discuss
possible word meanings with a partner.
Cooperative Learning Activity Before filling out
the Main Idea and Details Chart, have students
mark up the text in order to visually distinguish the
main idea from the supporting details. Provide pairs
of students with copies of the text to mark up as
you read the paragraph. Have them underline the
main idea twice and the supporting details once.
Pairs can use the text they underlined to complete
the chart.
When I went into their family, it was the abode
of happiness and contentment. The mistress
of the house was a model of affection and
tenderness. Her fervent piety and watchful
uprightness made it impossible to see her without
thinking and feeling—“that woman is a Christian.”
There was no sorrow nor suffering for which she
had not a tear, and there was no innocent joy for
which she had not a smile. She had bread for the
hungry, clothes for the naked, and comfort for
every mourner that came within her reach.
Intermediate
If students can find context clues for
vocabulary words and distinguish a main
idea from its supporting details,
Then involve them in some of the activities for
Advanced students.
Advanced
Oral Language Development After the vocabulary
routine, have students put the new vocabulary
words on Flash Cards with their definitions on the
back. In pairs, they take turns drawing a card, and
then, without saying the word, explain what the
word means. The partner uses the explanation to
guess the word and use it in a sentence.
Oral Language Development Before beginning
the strategy, have pairs of students preview the text
and paraphrase it. They should discuss what they
think the main idea and details are.
After reading, have pairs of students use the Main
Idea and Details Chart to categorize sentences.
Students should take turns saying a sentence, such
as “Mrs. Auld was caring.” The other student will then
categorize the statement as a main idea or detail.
Advanced
If students can categorize statements as main
ideas or details,
Then include them in some of the Advanced High
activities.
Advanced High
Cooperative Learning Activity Before the
vocabulary routine, have pairs of students scan
VOCABULARY
the text to find unfamiliar vocabulary words. Have
students explain to a partner what they think the
words might mean by using words and phrases near
the unknown words to guess the meaning.
Oral Language Development After reading, have
pairs of students paraphrase their Main Idea and
Details Chart with a partner. They will relate what
they know about Mrs. Auld from their chart to the
fact that she quit teaching Frederick Douglass how
to read. Have pairs discuss why a good-hearted
person like Mrs. Auld might have had to quit
teaching someone how to read. Have students
COMPREHENSION
express their opinions, ideas, and feelings related to
this topic. Students must include details to support
their ideas. After the discussion, have pairs present
their ideas to the class. For example: We think Mrs.
Auld was kind. She fed hungry people and did other
3
good acts. But her husband forced her to quit teaching.
He gave her “strong advice.”
Advanced High
Quick Check
Students should interpret the meaning of new
words by using context and identify the main idea
and supporting details of a text. If students are
having difficulty, then involve them in some of the
activities for Advanced students.
Lesson 3.11 Literature • My Bondage and My Freedom 3–95
 routine AFTER READING
Using Classroom
Communication
Listening and Speaking Strategy
BEFORE READING Using Classroom Communication
Step 1 Build background about This lesson describes common forms of classroom communication,
classroom communication. including directions, questions, and giving information. Students will
learn and use language structures, expressions, and basic vocabulary
Step 2 Provide an overview of
regularly used in the classroom. See how the Using Classroom
different types of classroom
Communication routine is modeled in the Interactive Question-
communication.
Response that follows.
Step 3 Model examples of directions
and have students use their Interactive Question-Response
Table Notes to record examples. Step 1 Today we are going to learn about different kinds of classroom
communication. Does anyone know what communication means? talking,
Step 4 Model examples of asking exchanging messages That’s right. Communication means talking to one
questions and giving another or exchanging information. As a student in a classroom, whom do
information and have students you communicate with? my teacher, other students Yes, in a classroom, you
use their chart to record exchange ideas, questions, and information with your teacher and other
examples. students.
Step 2 There are different ways of communicating in a classroom. For
Step 5 Review examples of classroom
example, if I tell you to do something, such as “open your books” or “read
communication and role play this paragraph,” what am I doing? giving directions Yes, giving directions is
situations with students. one way I communicate with you in the classroom.
Directions can also tell you how to do something using different steps in a
Academic Language process. When have you heard directions in school? solving a math problem,
communication the process of exchanging doing a science experiment Good. Directions for working on math problems
ideas or information and doing science experiments are examples of classroom communication.
If a student raises her hand and asks, “Could you explain that, please?” what
directions information that tells what to do
is she doing? asking a question Yes, asking questions is another form of
classroom communication.
I also communicate with you by providing information.
What’s an example of information I have provided?
Communication is exchanging information. Yes, giving
Table Notes information is a way to communicate.
Step 3 Let’s talk more about directions. Write directions
Kind of Communication Examples in the left column of your Table Notes. In the right
column, we’ll add examples of these kinds of classroom
directions Open your book.
communication. If a teacher says, “Open your book,”
Read pages 12–15.
that is an example of directions. What other classroom
Do a science experiment. directions can you think of? Look at the picture. Take
Build a model. out a piece of paper. Read your book. Good. Remember
questions Could you say that again, that directions also tell you steps to follow when you’re
please? (formal) doing something. What are some examples of following
Do you understand this? directions in school? solving a math problem, doing a
science experiment, researching a report, building a model
(informal)
giving information Teacher gives information.
Students answer questions.
Class discusses topic.
(continued)
3–96 Section 3 Content-Area Model Lessons
Interactive Question-Response, continued
Step 4 Next write questions and giving information in the left column of
your chart. If I am talking and you don’t understand something, what kind
of question might you ask? Could you repeat that, please? Yes. Remember
that when you talk to a teacher, you use formal language. How would you
ask a classmate a question? Ana, do you understand this? Good! You use
informal language to talk to a classmate. Think of examples of giving or
getting information in the classroom. Add those to your chart.
Step 5 What are some kinds of classroom communication? directions, asking
questions, giving information Work with a partner and add examples of these
to your chart.

LISTENING AND SPEAKING STRATEGY

Reaching All English Language Learner Proficiency Levels
Beginning Give students simple classroom directions and have them follow them. Use directions
such as Open your book to page 42. Close your book. Look at the map. Work with a
partner. Check that students understand classroom directions. Then have students
find and read examples of directions in environment print, such as classroom signs
and posters. Help students add these examples to their Table Notes.

Intermediate Ask students to practice asking a formal and informal classroom question. Read
aloud a short content-area passage and have students ask a question about it that 3
includes the word please. Then have students turn to a partner and ask an informal
question, such as Chen, did you understand that?

Advanced Have students work in small groups to brainstorm additional examples for each
type of communication in their Table Notes. Then have students practice giving
directions and asking both formal and informal questions.

Advanced Have students work independently to write directions for completing a familiar
High multi-step process, such as making a peanut butter sandwich. Then have students
work with a partner to compare instructions. If possible, have students try to follow
their partner’s directions and suggest revisions.

NOTES

Lesson 3.11 Literature • My Bondage and My Freedom 3–97


3 Literature | FDR’s Address to Congress
routine
Applying Phonics Skills
Step 1 Say each vocabulary word.
Have students repeat. Point out
common phonics rules as you
pronounce words.
Step 2 Encourage students to
make connections between
vocabulary words and words
they already know.
Step 3 Read the list again, pausing
after each word to give a brief
explanation or to use another
method (such as showing images
or realia) to introduce words.
Step 4 Distribute the Flash Cards, and
help students complete.
Go To Section 2 for information on the lesson
strategies.
Applying Phonics Skills to New
Vocabulary, pp. 2–10 to 2–15
Differentiating Fact from Opinion,
pp. 2–196 to 2–205
Go To Section 4 for Blackline Masters.
Flash Cards, p. 4–71
Two-Column Chart, p. 4–82
Table Notes, p. 4–79
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 3 then Lesson 12.
3–98 Section 3 Content-Area Model Lessons
LESSON 3.12 LANGUAGE ARTS MODEL LESSONS
▲
The following pages are adapted from a typical
language arts student text.
See how the strategies and routines described in Section 2 are
modeled in the accompanying Interactive Question-Responses. See
corresponding letters, such as A , on student pages for related text or
images.
BEFORE READING
Vocabulary Strategy
Applying Phonics Skills to New Vocabulary
Before beginning strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
Draw students’ attention to the boldface vocabulary words on the
student page. Use the Applying Phonics Skills routine to introduce the
words to students.
Interactive Question-Response
Step 1 This selection is taken from a speech given to Congress by Franklin
Delano Roosevelt in 1941. I am going to read the new vocabulary words
that are in the text. Point to each word and repeat after me as I read each
word. Notice the sound -tion makes in solicitation. What other words do
you know that have the “shun” sound? vacation, reservation, desperation,
hesitation Notice the stress in each of these words is the syllable right
before -tion. So-li-ci-TA-tion. Va-CA-tion. Repeat. Continue this step with the
other words in the list.
Continue the strategy instruction during and after reading.
Step 2 Do you recognize any of the vocabulary words? Do any parts of
them look familiar? I don’t know squadron, but I know the word squad. I’ve
heard of a football squad or a cheerleading squad, so I think a squadron may be a
group of something. Do any of these other words look like words you already
know? I know the word league in colleague. Where have you heard it before?
baseball league; bowling league How do you think colleague is similar to
league? A colleague might be someone in the group. Continue this step with the
other words on the list.
Step 3 Let’s look at the word squadron again. Hold up a picture of an
airplane squadron, such as the Blue Angels. Do you know what these planes
are? a group of airplanes This group of airplanes is a squadron. A squadron is
an organized group, usually in the military. It is often a group of planes or
ships. Repeat this step for the other words.
(continued)
 MODEL LESSON IN LANGUAGE ARTS

Address to Congress Requesting a

Declaration of War
Franklin Delano Roosevelt

M r. Vice President, and Mr. Speaker,

and Members of the Senate and House
of Representatives:
Yesterday, December 7, 1941—a date which will
live in infamy—the United States of America was
suddenly and deliberately attacked by naval and
air forces of the Empire of Japan.
The United States was at peace with that
Nation and, at the solicitation of Japan, was
still in conversation with its Government and
its Emperor looking toward the maintenance
of peace in the Pacific. Indeed, one hour after
Japanese air squadrons had commenced bombing
in the American Island of Oahu, the Japanese
Ambassador to the United States and his
colleague delivered to our Secretary of State a
formal reply to a recent American message. And
while this reply stated that it seemed useless to
continue the existing diplomatic negotiations, it
contained no threat or hint of war or of armed
attack.

3
adapted from Glencoe Literature: The Reader’s Choice, American Literature © 2007

Interactive Question-Response, continued

Step 4 Listen while I read aloud. “December 7, 1941—a date which will live
in infamy. . .” Listen to how I pronounced that word—“IN-famy.” Notice how
I stressed the in-. Sometimes the word part in- means “not” or “opposite
of.” The word infamy reminds me of the word infamous. What word is the
opposite of infamous? famous If famous means “well-known for a good
reason,” then what must infamous mean? well-known for a bad reason If
the president said the date “will live in infamy,” what is he saying about
it? We will remember it for something bad that happened. Continue reading,
stopping at each vocabulary word to repeat this step. Write the word infamy
on one side of one of the Flash Cards. On the other side of the card, write
a short definition of the word. Then draw a picture or
make a note that will help you remember the word. For
example, I will underline the letters i-n so I remember to Flash Cards
stress that syllable. But for the word colleague I will draw
two people with a circle around them, so I know they infamy bad reputation
are “in league together.” Using the cards, work with a
partner to practice saying and defining the words.

Lesson 3.12 Literature • FDR’s Address to Congress 3–99

 routine
Fact and Opinion
BEFORE READING
Step 1 Preview text, looking for clue
words or phrases that indicate
fact or opinion.
Step 2 Make a list of the clues. Have
students underline in the text.
Step 3 Review the topic and write it at
the top of a Two-Column Chart.
DURING READING
Step 4 Read text aloud. Pause after
each statement that has a clue.
Have students vocally indicate
“fact” or “opinion” or raise their
left hand for facts and their right
hand for opinions.
Step 5 Write facts in the left column
and opinions in the right
column. Call attention to
clues that indicate a fact or an
opinion.
AFTER READING
Step 6 Reread each statement with
a clue. Under Fact, underline
which clues show they are facts.
Under Opinion, underline which
clues show they are opinions.
3–100 Section 3 Content-Area Model Lessons
DURING READING
Comprehension Strategy
Differentiating Fact from Opinion
Before beginning the strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
See how the Differentiating Fact from Opinion strategy is modeled
in the teacher routine and Interactive Question-Response below to
help English Language Learners comprehend the facts and opinions
underlined in the paragraph.
Interactive Question-Response
Step 1 When we read, think of the difference between facts and opinions.
What are facts? information that can be checked to be true Facts are
statements that can be proven. What are opinions? what someone thinks
Can opinions be proven? no We can tell facts from opinions by the words
the author uses. For example, look at the words in the sixth paragraph,
“I believe that I interpret the will of the Congress . . .” I see the words
I believe. This tells me his words are probably his own ideas. We can’t prove
for certain whether they are right or wrong. Underline the words I believe.
These are clue words.
Step 2 Now look at the third line in the first paragraph, “the Japanese
Government has deliberately sought to deceive the United States . . .” What
word sounds like he is judging what someone else is thinking? deliberately
Right. Sometimes words that sound like judging other people’s thoughts
are an opinion. Underline the clue word deliberately. Repeat this step for
other statements made in the text.
Step 3 Don’t forget this is from a speech by President Franklin Delano
Roosevelt. What is the topic of this speech? the Japanese attack on Pearl
Harbor Why is the president making this speech? to declare war on Japan
Write that at the top of your Two-Column Chart.
Step 4 As I read the text, raise your left hand if what I read is a fact. Raise
your right hand if it is an opinion: “The attack yesterday on the Hawaiian
Islands has caused severe damage . . .” fact How do we know? The damage
can be seen. We can prove who did it.
(continued)
 MODEL LESSON IN LANGUAGE ARTS

It will be recorded that the distance of Hawaii
from Japan makes it obvious that the attack was
deliberately planned many days or even weeks
ago. During the intervening time the Japanese
Government has deliberately sought to deceive
the United States by false statements and
expressions of hope for continued peace.
The attack yesterday on the Hawaiian Islands
has caused severe damage to American naval
and military forces. I regret to tell you that very
many American lives have been lost. In addition
American ships have been reported torpedoed
on the high seas between San Francisco and
Honolulu. . . .
Japan has, therefore, undertaken a surprise offensive
extending throughout the Pacific area. The facts
of yesterday and today speak for themselves. The
people of the United States have already formed
their opinions and well understand the implications
to the very life and safety of our Nation.
As Commander in Chief of the Army and
Navy I have directed that all measures be taken
for our defense.
But always will our whole Nation remember
the character of the onslaught against us.
No matter how long it may take us to overcome
this premeditated invasion, the American people
in their righteous might will win through to
absolute victory. I believe that I interpret the
will of the Congress and of the people when
I assert that we will not only defend ourselves
to the uttermost but will make it very certain
that this form of treachery shall never again
endanger us. . . .
I ask that the Congress declare that since the
unprovoked and dastardly attack by Japan on
Sunday, December 7, 1941, a state of war has
existed between the United States and the
Japanese Empire.

3
adapted from Glencoe Literature: The Reader’s Choice, American Literature © 2007

Interactive Question-Response, continued

Step 5 List the phrases that are facts in the left column of the chart. List
the phrases that are opinions in the right column. How about deliberately:
“the Japanese Government has deliberately sought to deceive the United
States. . .”? Can we really know what the Japanese government was thinking?
probably not This must be an opinion. Opinions often use
the word I or include a descriptive word like deliberately.
Facts are statements like “has caused.” How about “The Two-Column Chart
attack yesterday on the Hawaiian Islands has caused severe
damage . . .”? Fact or opinion? fact How do you know? “Has President Roosevelt’s Speech to Declare War on Japan
caused severe damage” can be proven.
Step 6 Reread the “The attack yesterday” statement. We
Fact Opinion
will underline “Has caused severe damage,” because that
tells us it is a fact. Reread the “deliberately sought to deceive”
has caused severe damage I believe I interpret the will of
statement. We will underline deliberately. This clue shows it
Congress; deliberately sought
is an opinion.
to deceive

Lesson 3.12 Literature • FDR’s Address to Congress 3–101

 VOCABULARY AND COMPREHENSION STRATEGIES
Reaching All English Language Learner Proficiency Levels
Beginning
Oral Language Development After completing
the routine, help students identify the sounds in the
VOCABULARY
new vocabulary words. Put Flash Cards up or write
on the board. Say a sound, then point to a word or a
syllable in a word. Have students give a thumbs up
if it is the same sound, and a thumbs down if it is a
different sound.
Oral Language Development Before beginning
the strategy, present the concepts of facts and
opinions with students. Give several simple
examples, for example: I am a teacher. Fact or
COMPREHENSION
opinion? Raise your left hand for a fact. Right hand
for an opinion. fact You are a teenager. fact I believe
we should come to school on Saturdays. Fact or
opinion? opinion How can you tell? You can’t prove
it. That’s right. While reading the text, if students
have difficulty distinguishing between facts and
opinions, tell them to ask themselves “Can I prove
this statement?”
Accelerating English Language Learners
Beginning
Quick Check
If students are able to identify the sounds of
the new words and understand the concepts
of facts and opinions,
Then involve them in some of the activities for
Intermediate students.
3–102 Section 3 Content-Area Model Lessons
Intermediate
Cooperative Learning Activity Have pairs of
students work together to make their Flash Cards.
They should discuss how the words are divided
into syllables as they write the word, underline the
stressed syllable, and practice pronouncing the
word together. They can use a dictionary to write
the definition.
Cooperative Learning Activity When you begin
to present the strategy, write the definitions of fact
and opinion on the board. Read the text aloud with
students and have them underline the fact and
opinion phrases. Then write the directions for the
Two-Column Chart on the board: Write facts in the
left column. Write opinions in the right column.
Then have pairs of students read through the text
and follow the directions to complete the chart.
After students have completed the chart, check
answers as a class.
Intermediate
If students can readily understand the new
vocabulary and identify facts and opinions
with a partner,
Then involve them in some of the activities for
Advanced students.
 Advanced
Oral Language Development Before beginning
the strategy, focus students’ attention on the sounds
of the new words. Don’t let students look at the
words. Pronounce the words and have the students
repeat a few times after you. Then have students
scan the text to find the new words that they heard.
Have students pronounce the words aloud.
Cooperative Learning Activity Have students
listen to a recording of FDR’s Address to Congress.
Have pairs of students work together to fill out
the Two-Column Chart. Pairs should listen to the
recording together and discuss each phrase they
will write as fact or opinion. Pairs should also discuss
FDR’s reason for giving the speech to Congress.
Advanced
If students are able to connect the sounds of
the vocabulary to the text and can identify
facts and opinions independently,
Then involve them in some of the activities for
Advanced High students.
p3-103_ELV912_TX_S3_LA_L12_89344103 103
Advanced High
Oral Language Development After partners
practice the new words using their Flash Cards,
VOCABULARY
have them work together to discuss the strategies
they used to remember the words. Did they draw
pictures or make notes? What connections did they
make with the new words and words that they
know? Have them express other ideas for strategies
they may use to remember words or concepts.
Oral Language Development After completing
their Two-Column Chart, have students present
their chart and underlined text to a partner.
Students should explain why they think each phrase
COMPREHENSION
is a fact or an opinion. They should evaluate each
statement in relation to Roosevelt’s purpose of
declaring war. Why would he choose a fact or an
opinion? For example, “American ships have been
reported torpedoed.” This is a fact because it can be
proven. This fact makes Roosevelt’s request for war
stronger. Or “The people of the United States have
already formed their opinions.” This is an opinion. It
makes it seem like the people are on Roosevelt’s side.
3
Advanced High
Quick Check
Students should be able to apply phonics rules
to sound out words and to identify the main
facts and opinions of the article. If students are
having difficulty, then involve them in some of the
activities for Advanced students.
Lesson 3.12 Literature • FDR’s Address to Congress 3–103
2/10/10 4:26:15 PM
 routine
Expressing Opinions
Step 1 Introduce expressing opinions
in social situations and have
students practice expressing an
opinion.
Step 2 Read aloud the sample passage
and have students identify
examples of opinions in spoken
text. Record opinions in the
Table Notes.
Step 3 Have students use language
structures and expressions to
express opinions on the passage.
AFTER READING
Listening and Speaking Strategy
Expressing Opinions in Social Situations
In the passage below, two students express opposing opinions about
high school basketball teams. See how the Expressing Opinions routine
is modeled in the Interactive Question-Response that follows.
Basketball Discussion
Tino: I think the Oakville Hornets are the best basketball team in our
league. They are exciting to watch. They make a lot of amazing plays. I
believe the most important thing about a basketball team is how many
points they score.
Mimi: I disagree. I believe the Springfield Wolves are the best team. It’s
fun to watch the Wolves because they have great passing skills. The
players also have positive attitudes and are not selfish with the ball.

Step 4 Model formal and informal Interactive Question-Response

opinions. Step 1 In this lesson, we’re going to learn about expressing opinions. Does
anyone know what an opinion is? It’s saying what you think or how you feel
Step 5 Demonstrate asking others for
about something. That’s right. An opinion expresses a person’s feeling or belief
their opinions and restating and about a topic. How is an opinion different from a fact? A fact tells something
clarifying the opinions of others. that you can prove. An opinion is a personal view and can’t be proved. Look
outside. First tell me a fact about the weather today. It’s sunny. Now tell me an
Academic Language opinion about the weather. The weather is beautiful. I think it’s a nice day.
opinions statements that express a person’s Step 2 Read aloud the sample opinions from Tino and Mimi. Tino and Mimi
view or belief each express opinions about basketball teams. What opinions does Tino
have about the Hornets? They are the best team; they are exciting; they make
formal official or serious amazing plays. Let’s write the topic Hornets in the left column of our chart
informal relaxed and friendly and the opinions about the Hornets in the right column. What opinions
does Mimi have? The Wolves are the best; it’s fun to watch the Wolves; they
have great passing skills. Let’s add this information to our
Table Notes.
Table Notes Step 3 We can use phrases to express opinions. What
phrase tells you Tino is giving an opinion? Read aloud
Topics Opinions the first sentence. I think Good! Now listen for an
opinion phrase in Mimi’s sentence. Read Mimi’s second
Hornets They are the best team. sentence. I believe Yes, the phrases I believe and I think
signal an opinion. Practice giving an opinion about one
They are exciting.
of the teams. Turn to a partner and use I think or I believe.
They make amazing plays. Step 4 We can use formal or informal language to
Wolves basketball team The Wolves are the best. express an opinion. When do you use formal language?
in school; when talking to an adult Listen to Mimi’s first
It’s fun to watch the Wolves. two sentences. Read the sentences in a formal tone. Is
They have great passing skills. this formal or informal language? formal How could you
restate Mimi’s opinion in informal language? No way!
The Wolves are the best team!

(continued)
3–104 Section 3 Content-Area Model Lessons
Interactive Question-Response, continued
Step 5 In addition to stating our own opinion, we can ask someone else
for their opinion. For example, “Manuel, which team do you think is best?”
Allow the student to respond. Then restate the student’s opinion. So you think
that (Manuel’s opinion). Turn to a partner and ask your partner what he or
she thinks. Then restate what your partner said.

LISTENING AND SPEAKING STRATEGY

3
3
Reaching All English Language Learner Proficiency Levels
Beginning Provide students with a simple and accessible sentence frame, such as The most
exciting sport is or The best kind of pet is .
Have students share their opinion with the class.

Intermediate Have students practice expressing opinions using formal and informal language.
Provide them with the sentence frames above. Have students work in pairs to state
their opinion. Then have partners respond with the words I agree or I disagree.

Advanced Have partners express opinions to each other on a topic such as the best TV show,
the best kind of music, or the most interesting sport. Encourage students to explain
or support their opinion as they are able. Have them record their topic and opinion in
their Table Notes.

Advanced Model asking someone for an opinion on a social topic such as the best TV show, the
High best kind of music, or the most interesting sport. Restate the person’s opinion. Then
have students work in pairs to practice asking for an opinion, giving an opinion, and
restating an opinion.

NOTES

Lesson 3.12 Literature • FDR’s Address to Congress 3–105


3 Geometry | Inductive Reasoning
routine
Focusing on Key Words
Step 1 Present and pronounce the key
vocabulary words. Have students
repeat. Elicit definitions or
have students use dictionaries.
Explain definitions if necessary.
Step 2 Use the key vocabulary to make
predictions about the text.
Step 3 Read aloud the text together.
Have students stop and
paraphrase the key vocabulary
in context.
Step 4 Help students complete a
Definition Map.
Step 5 Use cooperative learning
activities to help students
internalize the key words.
Go To Section 2 for more information on the
lesson strategies.
Focusing on Key Words, pp. 2–40 to 2–45
Using Inductive Reasoning,
pp. 2–216 to 2–225
Taking Notes, pp. 2–286 to 2–295
Go To Section 4 for Blackline Masters.
Definition Map, p. 4–68
Fishbone Diagram, p. 4–70
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 3 then Lesson 13.
3–106 Section 3 Content-Area Model Lessons
LESSON 3.13 MATHEMATICS MODEL LESSONS
▲
The following pages have been adapted from a
typical geometry student text.
See how the strategies and routines described in Section 2 are modeled
in the accompanying Interactive Question-Responses. See corresponding
letters, such as A , on student pages for related text or images.
BEFORE READING
Vocabulary Strategy
Focusing on Key Words
Before beginning strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
Draw students’ attention to the New Vocabulary A feature on the
student page. Use the Focusing on Key Words routine to introduce the
words to students.
Interactive Question-Response
Step 1 Look at the new vocabulary words. The first is pronounced con-jec-ture.
Please repeat after me: conjecture. conjecture A conjecture is a guess based on
known information. For example, a weather forecaster makes guesses about
what the weather will be based on what he or she knows about past weather
patterns. Do you think conjectures are always correct? Turn to a partner to
discuss whether conjectures are always correct. No, conjectures are not always
correct. Weather forecasters don’t always predict the weather correctly.
The second new vocabulary term is inductive reasoning. Please repeat
the term after I say it: inductive reasoning. inductive reasoning Inductive
reasoning uses specific examples to make a generalization or prediction. For
example, if we observe that the first snow of the year has arrived in the last
week of October for several years in a row, we might use inductive reasoning
to predict that it will snow around the end of October. Turn to your learning
partner and think together about another example of inductive reasoning.
Have partners share their examples with the class as time allows.
Step 2 We know that conjecture and inductive reasoning are key words
in the text. What do you think the topic of this section is? how to make
conjectures by using inductive reasoning
Continue the strategy instruction during and after reading.
Step 3 Listen as I read the first paragraph aloud. Read the first paragraph.
Model paraphasing the text. A long time ago in Asia, people taught
mathematics by looking for patterns and then predicting that the pattern
will continue. What is this called? inductive reasoning Complete this
sentence using one of the key words: Using inductive reasoning, scientists
can make conjectures .
 MODEL LESSON IN MATHEMATICS

)NDUCTIVEß2EASONINGßANDß#ONJECTURE

Main Ideas '%4ß2%!$9ßFORßTHEß,ESSON

„ß -ß AKEßCONJECTURESßBASEDß
ONßINDUCTIVEßREASONING
„ß &ß INDßCOUNTEREXAMPLES
A New Vocabulary
CONJECTUREß
INDUCTIVEßREASONINGß
COUNTEREXAMPLE
People in the ancient Orient developed mathematics to assist in farming,
business, and engineering. Documents from that time show that they taught
mathematics by showing several examples and looking for a pattern in the
solutions. This process is called inductive reasoning.
-AKEß#ONJECTURES A conjecture is an educated guess based on known information.
Examining several specific situations to arrive at a conjecture is called inductive
reasoning. Inductive reasoning is reasoning that uses a number of specific
examples to arrive at a plausible generalization or prediction.

adapted from Glencoe Geometry © 2008

Interactive Question-Response, continued

Step 4 Create a Definition Map for inductive reasoning. Write Inductive
Reasoning as the idea of your map. What is the definition? generalizing from a
pattern to make a prediction Write this in the top box. Think about jobs that use
3
inductive reasoning. Give some examples of how people who do these jobs
use inductive reasoning. predicting the
weather, predicting results of an experiment
Write these examples in the bottom three
Definition Map
boxes. Describe some characteristics or Definition
requirements of inductive reasoning. (What is it?)
generalizing from Characteristics
There must be examples that show a pattern. (What is it like?)
a pattern to make a
There must be several examples that show
prediction must have examples
a pattern before one can use inductive
reasoning. Add these to your map.
Step 5 Have students work in pairs. Each examples must
Word or Idea

pair should create a pattern. The pattern show a pattern

can be numbers, geometric shapes, or Inductive Reasoning
whatever you want, but the pattern should
be fairly obvious and predictable. Write
down your pattern, but not an explanation
of how the pattern works. Trade patterns
with another pair. Then write a conjecture
about what the next element in the
pattern is. Explain your inductive reasoning
to the creators of the pattern, using the predicting results of predicting changes
predicting the weather
correct vocabulary. I received the pattern 1, an experiment in the stock market
4, 7, 10 . . . I reasoned that each number was Examples
the previous number plus 3. My conjecture is (What are some examples?)
that the next number in the pattern is 13.

Lesson 3.13 Geometry • Inductive Reasoning 3–107

 routine
Using Inductive Reasoning
BEFORE READING
Step 1 Review the definition of
inductive reasoning with
students. Give an example of
inductive reasoning.
Step 2 Preview the text with students
by reading the first sentence
aloud.
Step 3 Paraphrase the text, pointing
out examples of inductive
reasoning.
DURING READING
Step 4 Guide students to identify facts
or observations in the text.
Have them write them on their
Fishbone Diagram.
AFTER READING
Step 5 Guide students to state the
conclusion that logically comes
from the facts. Have students
write the conclusion on the
single line on the left of their
diagram.
3–108 Section 3 Content-Area Model Lessons
DURING READING
Comprehension Strategy
Using Inductive Reasoning
Before beginning the strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
See how the Using Inductive Reasoning strategy is modeled in the
teacher routine and Interactive Question-Response below to help
English Language Learners comprehend the example. B
Interactive Question-Response
Step 1 What is inductive reasoning? Inductive reasoning is using a pattern
to make a generalization or prediction. We know that inductive reasoning
involves looking for patterns to make generalizations or predictions about
those patterns. Review the inductive reasoning problem that students created
in Step 5 of the Focusing on Key Words routine (p. 3–107).
Step 2 What is the title of the example? Patterns and Conjecture Remember
that a conjecture is a guess based on known information. From the title,
what do you think the example will be? making conjectures, or guesses, based
on patterns. That’s right.
Step 3 Read the text aloud. So the example is about what kind of reasoning?
inductive reasoning Yes, this example describes a pattern and asks us to
generalize and predict that pattern. Now let’s look at the boldface words
in the example. What do the words Observe, Find a Pattern, Conjecture, and
Check show? steps used in inductive reasoning
Step 4 As you move from one triangle to the next, what do you notice
about the number of rows of dots in them? Each triangle has one more row
of dots than the previous triangle. Right. Each triangle is formed by adding
another row of dots. Write this on the top line on your Fishbone Diagram.
How many dots are in each triangle? 1, 3, 6, 10, and 15 What is the difference
in number of dots between each pair of triangles? 2, 3, 4, and 5 Good, this is
the number of dots in the bottom row of each triangle. Summarize this on
the next line of your diagram.
What will the next triangle increase by? 6 That’s correct. Write this
information on the bottom line of your diagram.
Step 5 Look at the facts on your diagram. What conclusion or conjecture
can you make about the next triangle? The triangle will have 21 dots. Yes,
write that conclusion on the left line of your diagram. You have used
inductive reasoning to understand this information.
 MODEL LESSON IN MATHEMATICS

3TUDYß4IPß B %8!-0,%ß 0ATTERNSßANDß#ONJECTURE

#ONJECTURES
,ISTßYOURßOBSERVATIONSßANDß
 The numbers represented below are called triangular numbers.
IDENTIFYßPATTERNSßBEFOREßYOUß Make a conjecture about the next triangular number.
MAKEßAßCONJECTURE

#(%#+ß9OURß0ROGRESSß
 Make a conjecture about the next term in the sequence
20, 16, 11, 5, –2, –10.
3

adapted from Glencoe Geometry © 2008

Fishbone Diagram
Each triangle has one more row of
dots than the previous triangle.

The triangle will have The differences in number of dots are

21 dots. 15 + 6 = 21 2, 3, 4, and 5.

The dots will increase by 6.

Lesson 3.13 Geometry • Inductive Reasoning 3–109

 VOCABULARY AND COMPREHENSION STRATEGIES
Reaching All English Language Learner Proficiency Levels
Beginning
Oral Language Development Use images to
remind students of the word triangle. Then show
VOCABULARY
triangular numbers and have students determine
the pattern to move from one to the next. Students
should draw the next three consecutive triangular
numbers.
Cooperative Learning Activity Draw small
patterns of circles that increase by two. Model using
inductive reasoning to predict the next pattern.
Have students predict the next number. Then have
students form small groups: a “square” team and
a “triangle” team. Have each group draw patterns
using their shapes for the other group to predict the
next number in the pattern. Explain that students
are using inductive reasoning in this activity.
COMPREHENSION
Accelerating English Language Learners
Beginning
Quick Check
If students are able to relate to the concept
of inductive reasoning,
Then involve them in some of the activities for
Intermediate students.
3–110 Section 3 Content-Area Model Lessons
Intermediate
Have students scan the text and make a list of
important words and words they don’t know. The
important words are defined in the text. They
should write the definitions down. Then they should
look up words they don’t know and paraphrase
those definitions (for example, plausible).
Cooperative Learning Activity Use the
triangular numbers (in consecutive pairs) from
the comprehension section. Use the following
Interactive Question-Response.
Count the number of dots in each triangle and
write the number below each triangle. Move
around the room to make sure that students
understand and are completing the task. Write
a number sentence to move from one triangle
to the next. For example, to move from the six-
dot triangle to the next requires the addition of
a row of four dots: 6 + 4 = 10. Students should
write number sentences for at least four pairs of
triangles.
For each pair of triangles, circle the bottom row
of dots on the larger triangle and draw an arrow
to that number in the number sentence. In the
example above, I would draw a circle around
the four-dot row in the ten-dot triangle and an
arrow to the number 4 in the number sentence
6 + 4 = 10.
Guide students to the realization that each new
bottom row increases by one dot, and each triangle
increases by an increasing number of dots.
Intermediate
If students are readily identifying key words
in the vocabulary and able to follow the
directions for the comprehension activity
easily,
Then involve them in some of the activities for
Advanced students.
Advanced
Oral Language Development After reading,
write the words inductive reasoning on the board.
Ask students to list key words that describe
inductive reasoning. Some examples are conjecture,
generalization, and prediction. Students can use
dictionaries if necessary.
Cooperative Learning Activity In small groups,
students should write the definition of each of their
words from the vocabulary activity above, using
a dictionary. Have students select synonyms from
their definitions.
Then have students rewrite the paragraph Make
Conjectures (p. 3–107) substituting synonyms for
conjecture and inductive reasoning. Groups will
trade their paragraphs and read the other group’s
paragraph. They should practice reading the
paragraphs aloud and should decide if the original
meaning is still present.
Advanced
If students can read the paragraphs and
determine if the original meaning is still
present,
Then involve them in some of the activities for
Advanced High students.
Advanced High
Cooperative Learning Activity Pairs of students
should look up the definition of deductive reasoning
VOCABULARY
and complete a Definition Map for it. They should
then compare this definition map with the one they
created for inductive reasoning.
Oral Language Development Students work in
small groups, discussing their Definition Map and
coming up with an example of inductive reasoning
and an example of deductive reasoning.
Once they have examples for each term, students
should make a list of similarities between the two
types of reasoning and a list of differences.
Students can present their examples to the group as
a whole.
COMPREHENSION
3
Advanced High
Quick Check
Students should be able to compare and contrast
the two types of reasoning and describe their
examples. If they are having difficulty, then involve
them in some of the activities for Advanced
students.
Lesson 3.13 Geometry • Inductive Reasoning 3–111
 routine AFTER READING
Taking Notes
BEFORE READING
Writing Strategy
Step 1 State the topic of the text or Taking Notes
lecture for students. See how the Taking Notes routine is modeled in the Interactive
Step 2 Students can prepare for taking Question-Response that follows. The lesson guides students through
notes while listening to a lecture a process they can use to take notes while listening in class.
through research. Interactive Question-Response
Step 3 Students take notes in the right Step 1 Today we’re going to learn how to take notes in math class. The
column of the Cornell Notes as math topic we’ll discuss is inductive reasoning and conjecture. We learned
they are reading or listening. these terms earlier, but let’s review them. What is inductive reasoning?
using specific examples to make a generalization or a prediction Right. What’s a
Step 4 Students write questions in the conjecture? an educated guess, which is a guess based on information you have
left column of the chart about put together, like observations and facts That’s correct.
the notes they have taken. Step 2 Why do you think it’s important to learn to take notes? Notes help
Step 5 Students cover their notes and you remember and review what you learned in class. Correct. You cannot
answer the questions in their memorize everything you hear or read, so you can take notes to remember
the most important information. Today we’ll look at a sample of Cornell
own words.
Notes. Look at the notes and tell me what you see. How are the notes
Step 6 Students use the space at the divided? They are divided into three sections. The left column title is Questions.
bottom of the chart to summarize The right column title is Notes. The bottom section title is Summary. Good.
what they have learned. Usually, after preparing a Cornell Notes organizer, you would conduct
research to learn more about the lecture topic. Now, let’s see how one
student took notes during a math lecture on
Cornell Notes inductive reasoning and conjecture.
Questions Notes Step 3 The student who took these notes wrote
What is a conjecture? Conjecture is making an educated the main ideas of the lecture in the right column
of the chart. Listen while I read the notes to you.
guess based on information you
Read the notes aloud. Who can tell me one idea
have put together. in the notes? You need to find a pattern to make a
Why do you need a pattern If you watch for a pattern of prediction. Right. What is another main idea in
these notes? how to find a pattern Correct.
to make a conjecture? specific rules, you can make a
Step 4 After the student took notes, she wrote her
prediction about a general rule.
own quiz questions in the left-hand column. When
What do you do to find a pattern? Find a rule for each example; you do this, you’ll use the notes to study. Listen
see if the rules are similar as I read each of the study questions aloud. What
does the first question ask? What is a conjecture?
or repeated.
What does the second question ask? Why do you
need a pattern to make a conjecture? Why are these
quiz questions a helpful study tool? because they
Summary ask about the main idea of each note Yes, if you can
A conjecture is an educated guess based on specific information. answer each question correctly, then you can be
You can make a conjecture by finding a pattern and making sure that you know the information in the notes.

a prediction. Step 5 As we just talked about, the student who

took these notes can use them to quiz herself on
what she learned. Let’s practice doing that now too.
Use another sheet of notebook paper to cover the
notes in the right-hand column of the chart.

(continued)
3–112 Section 3 Content-Area Model Lessons
Interactive Question-Response, continued
Work with a partner to quiz each other on the questions you have in the
left column. You can look at the notes if you need help.
Step 6 Now listen while I read the summary. Read the summary aloud. Does
this summary explain the information in the notes? yes How? It takes the
main idea of each note and puts them all together into one complete main idea.
Very good.

WRITING STRATEGY
Reaching All English Language Learner Proficiency Levels
Beginning Give students a blank copy of the Cornell Notes. Have them work through the
note-taking process by copying the information from the sample chart.

Intermediate Have students write for five minutes to explain what they learned about taking notes.
Invite students to read their responses to the class.

Advanced Read a familiar text aloud to students. Students should listen and practice using
Cornell Notes independently to take notes about the topic of the text. Invite them to
read their completed chart to the class.

Advanced Pair Advanced High students with Beginning or Intermediate students. Tell the
High Advanced High students to read a familiar text aloud and guide their partners
through the note-taking process.
3

NOTES

Lesson 3.13 Geometry • Inductive Reasoning 3–113


3 Geometry | Three-Dimensional Figures
routine
Recognizing Cognates
Step 1 Define cognate and give
examples. Ask volunteers for
examples of cognates they know.
Step 2 Preview cognates in the
text. Practice differences in
pronunciations.
Step 3 Read the text aloud. Pause
to review meanings and
pronunciations in the text. Discuss
the concept of a false cognate.
Step 4 Write English words, cognates,
and definitions on the Three-
Column Chart. (Do not record
false cognates.)
Step 5 Use the chart to review cognates
in a cooperative learning activity.
Go To Section 2 for information on the lesson
strategies.
Recognizing Cognates, pp. 2–52 to 2–57
Using Visual and Contextual Support,
pp. 2–106 to 2–115
Writing a Descriptive Paragraph,
pp. 2–316 to 2–325
Go To Section 4 for Blackline Masters.
Three-Column Chart, p. 4–80
Table Notes, p. 4–79
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 3 then Lesson 14.
3–114 Section 3 Content-Area Model Lessons
LESSON 3.14 MATHEMATICS MODEL LESSONS
▲
The following pages are adapted from a typical
geometry student text.
See how the strategies and routines described in Section 2 are modeled
in the accompanying Interactive Question-Responses. See corresponding
letters, such as A , on student pages for related text or images.
BEFORE READING
Vocabulary Strategy
Recognizing Cognates
Before beginning the strategy instruction, use the Preparing Students
for Learning routine in Section 1, p. 1–32.
Draw students’ attention to the vocabulary cognates in the table A , on
the student page. Use the Recognizing Cognates routine to introduce the
words to students.
Interactive Question-Response
Step 1 Have you noticed that some English words look or sound like
some Spanish words? yes These words are called cognates. What is the
Spanish word for hospital? hospital This word is spelled exactly alike in both
languages. But cognates might just be similar. What is the Spanish word for
combination? combinación These pairs of words are called cognates—words
in two languages that sound or look similar to each other.
Continue the strategy instruction during and after reading.
Step 2 Many mathematics words are similar in both Spanish and English.
That can help you understand mathematics books, even if you don’t know
every word. Visual context can help us to develop vocabulary too. Look at
the table at the bottom of the page. What do you think the topic of this
section might be? prisms Do you recognize the word? Yes, it is similar to
prisma in Spanish. Do you recognize other cognates? triangle, rectangle, and
pentagon This reading will be about prisms with bases that are triangles,
rectangles, pentagons, or squares. Since the words sound a bit different in
English, let’s practice saying them. Pronounce each word clearly and slowly.
Have students repeat them after you say them several times.
Step 3 I will now read the text aloud. Follow along as I read. When you
hear or see a cognate, make a small mark next to it. What did you find?
dimension, solid, polygon, rectangle, triangle, pentagon Good. Review meanings
and pronunciations of the words in the text.
You can’t always assume that words that look similar in two languages have
the same meaning. For example, the word bizarro in Spanish translates to
brave. In English, when we say bizarre, we often mean “strange or different.”
(continued)
 MODEL LESSON IN MATHEMATICS

.EWß6OCABULARY )DENTIFYß4HREE $IMENSIONALß&IGURES

POLYHEDRONß
FACE A solid with all flat surfaces that enclose a single region of space is called a
EDGESß polyhedron. Each flat surface, or face, is a polygon. The line segments where
PRISM
BASESß
the faces intersect are called edges. Edges intersect at a point called a vertex.
VERTEX • A prism is a polyhedron with two parallel congruent faces called bases. The
REGULARßPRISM intersection of three edges is a vertex. Prisms are named by the shape of their
PYRAMID
REGULARßPOLYHEDRON bases. A regular prism is a prism with bases that are regular polygons. A cube
0LATONICßSOLIDS is an example of a regular prism.
CYLINDER
CONE
• A polyhedron with all faces (except for one) intersecting at one vertex is a
SPHERE pyramid. Pyramids are named for their bases, which can be any polygon.
SURFACEßAREA A polyhedron is a regular polyhedron if all of its faces are regular congruent
VOLUME
polygons and all of the edges are congruent.
Some common polyhedrons are shown below.
A

adapted from Glencoe Algebra 1 © 2008

Interactive Question-Response, continued

Step 4 Let’s use your Three-Column Chart to record Three-Column Chart
the cognates and their definitions. Name the columns
English, Spanish, and Definitions. Write down the English English Spanish Definitions
word in the first column. Now write the Spanish word 1. dimension 1. dimensión 1. something you
in the second column of your three-column chart. Now measure—length,
2. solid 2. sólido
write the definition in the third column. Have students width, depth
use a bilingual dictionary to check their definitions. Have 3. polygon 3. polígono
2. not hollow
students add other cognates from the text and definitions 4. rectangle 4. rectángulo
to their own charts (vertex, prism, regular, pyramid, base). 3. a many-sided
5. triangle 5. triángulo figure
Step 5 Let’s use the chart to review the cognates in
a group activity. Have students form two teams. Write 6. pentagon 6. pentágono 4. a quadrilateral
the English words on one side of index cards and the with right angles
corresponding Spanish words on the other. Hold up a card. 5. a three-sided
One team can say the English word, and the other can spell figure
the Spanish word.
6. a five-sided
figure

Lesson 3.14 Geometry • Three-Dimensional Figures 3–115

 routine DURING READING
Using Visual and
Contextual Support
Comprehension Strategy
BEFORE READING Using Visual and Contextual Support
Step 1 Introduce the text and have Before beginning the strategy instruction, use the Preparing Students for
students skim the images and Learning routine in Section 1, p. 1–32.
contextual features. See how the Using Visual and Contextual Support strategy is modeled in
Step 2 Model how to record the the teacher routine and Interactive Question-Response below to help
support and its type on the English Language Learners comprehend the text and tables B , C , D .
Three-Column Chart.
Interactive Question-Response
Step 3 Guide students to make Step 1 Preview the text by looking at the tables and first sentences. What
predictions or ask questions is the topic of the text? It looks like the text will be about Platonic solids.
based on their observations. How many Platonic solids are there? five How do you know that there are
Have them record their five? because the sentence says there are five types of polyhedra Right. And you
predictions on the chart. saw that the words Platonic solids were in boldface, which connected the
DURING READING two pieces of information. You used contextual support, or the text, to
Step 4 Relate visual and contextual understand what you read. Now look at the two tables. What do they show?
support to content with students. The first shows the five Platonic solids. The second table shows three solid
Have them record what they have figures. How did you know what each table showed? In the first table, there
learned on their chart. were pictures of five shapes. In the second table, there are pictures of just three
AFTER READING shapes. Right. You looked at the images in the tables and saw five shapes
in one and three shapes in the other. Using images to understand a text is
Step 5 Ask students to summarize the
called visual support. You knew the Platonic solids were probably the five
content using their chart.
shapes because you connected both contextual and visual supports.
Step 2 Label the first column on your Three-Column Chart What I See.
Label the second What I Think It Means (your predictions) and the third
What I Know It Means (your summarization). Let’s fill in the What I See
section with information you learned from previewing the text. What did
you see when you skimmed the text? two sentences about Platonic solids
and two tables Now, let’s write what you know about
those items in What I See. In the first sentence, we
Three-Column Chart learned there are five types of polyhedra. In the second
sentence, we saw that the words Platonic solids were
What I See What I Think It What I Know It
Means Means in boldface. We know this information because of
contextual support, so we will add that information in
There are five I think the text will Platonic solids parentheses. Fill in the remaining information about the
types of polyhedra compare Platonic are a tetrahedron tables with students.
(contextual) solids to other (four faces), a
kinds of solids. hexahedron Step 3 Now we need to fill out the What I Think It Means
The five types are section. What do you think the text will be about based
(six faces), an
Platonic solids on what you learned in the preview? I think it will be
octahedron
(contextual)
(eight faces), a about Platonic solids. It will compare Platonic solids to other
Table of Platonic dodecahedron types of solids and explain the differences. Good. You just
solids (visual) (twelve faces), and made a prediction, or what you think will be explained
an icosahedron in the passage. To make predictions about a text, you
Table of three
(twenty faces); might ask yourself questions, such as “What is the author
solids that are NOT
Platonic (visual) Cylinders, cones, trying to show with this information?” Have students
and spheres are record their predictions in the chart.
NOT Platonic
solids.
(continued)
3–116 Section 3 Content-Area Model Lessons
 MODEL LESSON IN MATHEMATICS

3TUDYß4IP B There are exactly five types of regular polyhedra. These are called the Platonic
#OMMONßß solids because Plato described them extensively in his writings.
-ISCONCEPTION
0RISMSßCANßBEßORIENTEDß
SOßTHEßBASESßAREßNOTß C
THEßTOPßANDßBOTTOMßOFßß
THEßSOLID

There are solids that are not polyhedrons. Some or all of the faces in each of these
types of solids are not polygons.
• A cylinder is a solid with congruent circular bases in a pair of parallel planes.
• A cone has a circular base and a vertex.
• A sphere is a set of points in space that are a given distance from a given point.

adapted from Glencoe Algebra 1 © 2008

Interactive Question-Response, continued

Step 4 What is a Platonic solid? A Platonic solid is a regular polyhedron.
Use visual and contextual support to help students grasp the language
structures. Notice that all the names in the first table end in -hedron, which is
pronounced hee-dron. What are the names of the Platonic solids? tetrahedron,
hexahedron, octahedron, dodecahedron, and icosahedron Good. How many faces
does a tetrahedron have? four That’s right; tetra means “four.” How many faces
does a hexahedron have? six That’s right; hexa means “six,” like a hexagon.
How about an octahedron? eight That’s right; octa means “eight.” How many
faces does a dodecahedron have? twelve What about an icosahedron? twenty
Name three solids that are NOT Platonic solids. cylinder, cone, sphere
Add what you found out to your chart in the What I Know It Means column.
Step 5 Now turn to your partner and use your chart to summarize the text.
When you summarize a text, you explain what you have read in your own words.
You should use the notes you took in the chart to restate each idea in a complete
sentence. For example, state a name of a Platonic solid and how many sides it
has. Practice saying the names correctly. Example: An octahedron has eight sides.
Lesson 3.14 Geometry • Three-Dimensional Figures 3–117
 VOCABULARY AND COMPREHENSION STRATEGIES
Reaching All English Language Learner Proficiency Levels
Beginning Intermediate
Oral Language Development Before beginning Oral Language Development Have partners
the vocabulary routine, write pairs of cognates use the index cards created in Step 5 of the
VOCABULARY

under the same picture. Have students repeat Recognizing Cognates routine to check each other’s
each cognate and point to the picture to connect pronunciation and understanding of the cognates.
meaning. Then have them pronounce only English cognates
in a row.

Oral Language Development Provide students
with realia of geometric shapes or enlarged copies
of their images. Introduce the name of the shape
and have students repeat. Discuss different parts
of the shape, pointing to each as you say it. Help
students label the image or the shape using sticky
COMPREHENSION
Cooperative Learning Activity Before reading,
have students take a close look at pictures or realia
of the geometric shapes. Introduce the name of
the shape, and have students write it. Then have
students use the picture or shapes as they work in
pairs to identify different parts of each shape. Guide

notes. Then have them point to each word as you students in identifying the face, edges, and base of
say it. For example: the shapes, and count the number of sides. Have
students form questions to ask each other, such as
Show a picture of a triangular prism or a realia
“How many sides does this shape have?” and “What
of the shape. Point to the triangular prism.
part is the edge?” Move around the room to monitor
Good. Now point to a side of the triangular
progress.
prism. How many sides does it have? Let’s count
them together. one, two three, four, five Does the
triangular prism look like a ball? no What other
object does this shape look like, a mountain or a
pencil? a mountain Repeat for other shapes.

Accelerating English Language Learners

Beginning Intermediate
Quick Check

If students readily understand the meaning If students are identifying the cognates and
of the cognates and repeat the geometric geometric shapes,
shapes,
Then involve them in some of the activities for
Then involve them in some of the activities for Advanced students.
Intermediate students.

3–118 Section 3 Content-Area Model Lessons

Advanced
Oral Language Development Have students scan
the lesson for cognates. Help them pronounce the
cognates correctly before reading the sentences
aloud. Point out the similarities that might help
them remember the meanings. Discuss how the
cognates are similar and different.
Cooperative Learning Activity Before beginning
the strategy routine, have students preview the
text by looking at pictures of the geometric shapes.
Have student pairs take turns reading aloud the
labels that identify the parts. Then have the pairs
cover the titles of the shapes with an index card
and name each shape without reading the labels.
Repeat for the parts of each shape, such as the
edges, faces, and vertices. Move around the room,
asking students to identify shapes or parts.
Advanced
If students can readily discuss the cognates
and identify geometric shapes and their
parts,
Then involve them in some of the activities for
Advanced High students.
Advanced High
Cooperative Learning Activity Before beginning
the strategy routine, model how to make
VOCABULARY
connections between cognates. Then preview
the concept of false cognates. Give a list of three
cognates and one false cognate. Have students
work together to look up their meanings using a
bilingual dictionary to determine which cognate
is false.
Cooperative Learning Activity Have students play
a “What Am I?” guessing game for identifying each
shape. Review the shapes with students and model
crafting your clues such as “I have five sides. My base
is a triangle. What am I? A triangular prism.” Have
students write their clues in advance. Then pair
COMPREHENSION
students and have them use an index card to cover
each geometric shape. Partners uncover each shape
to reveal the correct answer. Have students write
“What Am I?” clues for each shape in the charts.
Review the clues and answers with the class. Have
volunteers from other groups guess the answers.
3
Advanced High
Quick Check
Students should identify cognates and false
cognates and geometric shapes based on their
description clues. If students are having difficulty,
then involve them in some of the activities for
Advanced students.
Lesson 3.14 Geometry • Three-Dimensional Figures 3–119
 routine
Descriptive Writing
Step 1 Review the prompt for key
words and direction words to
determine a writing purpose and
create a checklist for writing the
descriptive paragraph.
Step 2 Use the Table Notes and link it
to the writing purpose.
Step 3 Review paragraph structure and
link sentence types to the table
notes chart.
Step 4 Read the writing frame aloud.
Have students mark connections
and ideas on their notes.
Step 5 Work with students to develop a
topic sentence, body sentences,
and a conclusion sentence.
Step 6 Have students work in pairs to
revise and edit their descriptive
paragraph.
Step 7 Have students share their
completed descriptive
paragraph.
Table Notes
Senses
What do I see? looks the same as the picture
in the textbook
What do I feel? round and flat on both sides
What do I hear? loud metal sound if I drop it
What do I smell? nothing
What do I taste? nothing
3–120 Section 3 Content-Area Model Lessons
AFTER READING
Writing Strategy
Writing a Descriptive Paragraph
Use the Descriptive Writing routine and Interactive Question-Response
below to guide English Language Learners through writing a descriptive
paragraph. This lesson focuses on the prewriting and drafting stages of
the writing process. For more detailed information on using all the stages
of the writing process, see Using the Writing Process, Section 2 p. 2–296
and Writing a Descriptive Paragraph, Section 2 p. 2–316.
Writing Prompt
Write a descriptive paragraph about a three-dimensional figure you
have seen in real life. Compare the real figure to the drawings you’ve
studied and relate your description to the senses.
Interactive Question-Response
Step 1 Before we begin writing, let’s look at the prompt. First we’ll scan for
key words. What key words do you see? three-dimensional object, real life,
drawings, senses Now let’s scan for direction words—words that tell us what
to do. write, descriptive paragraph, compare, relate
Good. Those are all words that tell us what we are supposed to do. Let’s
use this information to create a checklist. Our checklist should include all
the things we need to do in our writing. Work with students to develop a
checklist. Here’s what our checklist will include:
˛ Write a paragraph that describes a real three-dimensional object.
˛ Compare the real object to the figure in the book.
˛ Use the senses in the description (look, feel, taste, smell, hear).
Step 2 We can use the Table Notes to organize the
information we need to write our paragraph by placing
the five senses in the left column. We can write in the
right column the details that describe our object through
using the senses. To collect ideas, we can go back to the
passage on three-dimensional figures and use what we
Details have already learned. We will use a can of soup as our
object. We may not use all of our senses to describe it.
Work with students to label and complete the notes.
Step 3 A paragraph has three parts: a topic sentence,
body sentences, and a conclusion sentence. A topic
sentence states the general purpose of the paragraph.
When we write to describe, what information should
our topic sentence include? the topic and what we will be
describing Yes, what about the body sentences? Body
sentences support, or provide more information about,
the topic sentence. In a descriptive paragraph what
information belongs there? details about the look, feel,
taste, sound, and smell of an object Good. What about
a conclusion sentence? How can it tie everything
together? It will summarize all the ideas in the paragraph.
(continued)
Interactive Question-Response, continued
Look at the notes. What information will we use for the topic sentence? We
can talk about the can of soup and that we used our senses to study it. Yes. How
about for the body sentences? We can use the details. And what about the
conclusion sentence? We can use all of the information. We will summarize it.
Step 4 As I read the writing frame for a paragraph describing a can of soup,
a real life three-dimensional figure, you can mark connections or ideas on
your chart. Read the writing frame aloud.
Step 5 Let’s focus on completing the topic sentence to tell what we will be
describing. In the writing frame, I see the clue words can of soup and real
life. How are these words related to our topic? The can of soup is the three-
dimensional figure we are writing about. Yes, what other clue words are in
this sentence? explore, with Good. Explore might be a new word. It means
“to study to find out more.” What are we using to explore the can of soup?
our senses Very good. Let’s put this information into the sentence. Post the
complete sentence: “A can of soup is a real life three-dimensional figure that you
can explore with your senses.”
Now let’s focus on the body sentences. How can we complete these body
sentences to explain the topic we just introduced? Use the details from
the notes. Let’s focus on the first blank. Does anyone see any clue words?
it is a What is the pronoun it standing for? the can of soup Yes, we can ask:
What is a can of soup? It is a three-dimensional figure. Yes, that’s true but we
already said that. Can we be more specific? It is a cylinder. Good, what about
the next blank. Are there any clue words? studied, class What class did you
study the cylinder in? geometry Let’s put that information into the sentence
and read it aloud together. Choral read, “It is a cylinder, one of the figures I
studied in geometry class.” Now, let’s focus on the next body sentence. What 3
clue words do you see in that sentence? it, three, dimensions Yes. Do we
already know what it is? a can of soup Do the words three and dimensions
describe the can of soup? Yes, the can of soup is three-dimensional. We can
tell by the colon after the word dimensions that a list is coming up. There
are three different blanks in the list. What do you think the list
is made up of? the names of the three dimensions Right, height,
width, and length are the three types of measurements in a
three-dimensional object. Let’s put that information into the A can of soup is a real life
sentence and read it aloud together. Choral read, “It has three three-dimensional figure that you can explore
dimensions: height, width, and length.
with your senses . It is a cylinder , one of
Work with students to complete each body sentence.
Step 6 Now switch paragraphs with a partner. Read the the figures I studied in geometry class. It
paragraph once and look for any inaccurate answers. Read it has three dimensions: height , width
again and look for spelling and grammar errors. Work together
to make changes. and length . I can see that the can of

Step 7 To finish the writing process you will publish and soup looks like the drawing in my textbook .
present your paragraph. Create a clean, formatted copy. Share
I feel the round body and
your writing by reading it aloud to your partner. When your
partner reads the paragraph to you, listen for words that are flat top and bottom . If I drop it, I hear a
different from or the same as the words you included.
loud metallic sound. Even though I have seen

many cans of soup , I never realized that this

shape is a cylinder .

Lesson 3.14 Geometry • Three-Dimensional Figures 3–121

WRITING STRATEGY
Reaching All English Language Learner Proficiency Levels
Beginning Intermediate

anno
A can of soup is a real life three-dimensional figure anno
A can of soup is a real life three-dimensional figure
annoyour
that you can explore with senses . annoyour
that you can explore with senses .

It is a cylinder , one of the figures I It is a cylinder , one of the

studied in geometry class. It has three dimensions: figures I studied in

height , width geometry class. It has three

and length . I can see that the dimensions: height ,

can of soup looks just like the drawing in my width and length .
textbook . I feel the round I can see that the can of soup looks like

body and flat top and bottom. If I the drawing in my textbook . I feel the round body

drop it, I hear a loud metallic sound. and flat top and bottom . If I drop it, I hear a

Even though I have seen many cans of loud metallic sound. Even though I have seen

soup, I never realized that this shape is many cans of soup , I never realized that this

a cylinder. shape is a cylinder .

Oral Language Development Before reading the
writing frame aloud, provide students with an actual
model of a cylinder (preferably a can of soup). As you
reach each point in the paragraph, take a moment to
study the object, pointing out its height, width, and
length. Then allow students to make comparisons
between the object and the drawing in the textbook.
Have them discuss the descriptive paragraph based
on their own experiences with the object.
Revise the writing frame by filling in more information.
Require students to provide one-word responses
rather than multiple-word responses. Allow students
to refer to their Table Notes to aid their recollection of
the correct terms.
Oral Language Development After reading the
writing frame aloud, pair students. Before beginning
the oral language development activity, remind
students of the importance of enunciation. Tell them
they will be required to read the descriptive writing
frame aloud to their partner. Ask them if there are
any words they need help with and address those
pronunciations to the class. Then have each student
read the first half of the paragraph aloud to his or her
partner. Have the remaining partner read the last half.
Monitor fluency by walking around the room.
Pull struggling students aside and have them echo
your line-by-line reading of the paragraph. The
remaining students can find new partners and read
the entire passage to one another.

3–122 Section 3 Content-Area Model Lessons

Advanced
A can of soup is anno
a real life three-dimensional figure
anno
that you can explore with your senses .
It is a cylinder , one of the
figures I studied in geometry class. It has three
dimensions: height, width, and length . I can see that
the can of soup looks like the drawing in my textbook .
round body and flat top and bottom
I feel the
I drop it , I hear a loud metallic sound .
Even though I have seen many cans of soup , I never
realized that this shape is a cylinder .
Modify the writing frame so that students are given
only lead-in sentences. Before allowing them to
complete the frames, discuss the purpose and
function of each paragraph part (topic, body, and
conclusion sentences). Then have students work
independently to complete the frames.
Cooperative Learning Activity After the writing
frames are complete, place students in cooperative
learning groups. Have students analyze the
paragraph’s descriptions. Remind them that a
descriptive paragraph should incorporate as many of
the senses as possible. It should relate those sensual
descriptions to common experiences so the reader is
able to relate. Have students revisit the paragraph and
work as a group to add three or four more descriptions
that appeal to the senses. Then have the groups share
their additions aloud.
Advanced High
anno
(Topic Sentence) A can of soup is a real life three-
anno
dimensional figure that you can explore with your
senses.
(Body Sentences 1 and 2) It is a cylinder, one of
the figures I studied in geometry class. It has three
dimensions: height, width, and length. I can see that
the can of soup looks like the drawing in my textbook.
I feel the round body and flat top and bottom. If I
. If
drop it, I hear a loud metallic sound.
(Conclusion Sentence) Even though I have seen
many cans of soup, I never realized that this shape is a
cylinder.
Modify the writing frame so that students are given 3
only paragraph structure leads. Before allowing them
to complete the frames, discuss the purpose and
function of the topic, body, and conclusion sentences.
Then have students work independently to complete
the frames.
After the writing frames are complete, pair students.
Provide them with the Editing Checklist for Peer and
Self Reviews, p. 4–85. This checklist includes checks for
errors in spelling, grammar, and usage. Have students
exchange papers and proofread the paper for errors.
They should refer to the checklist. Then have students
return the papers and correct them accordingly.
Lesson 3.14 Geometry • Three-Dimensional Figures 3–123

3 Algebra | Solving Multi-Step Equations
routine
Using Prior Knowledge
With Vocabulary
Step 1 Introduce the new vocabulary
word. Activate students’ prior
knowledge.
Step 2 In pairs, have students
brainstorm ideas related to
the new word. Have students
add these ideas to their
Concept Web.
Step 3 Read aloud. Model the strategy
of identifying prior knowledge
for students. Guide students to
make notes on their web.
Step 4 Have students make
adjustments to their web.
Step 5 Have students discuss their final
web with a partner.
Go To Section 2 for information on the lesson
strategies.
Using Prior Knowledge,
pp. 2–76 to 2–85
Sequencing Information,
pp. 2–126 to 2–135
Go To Section 4 for Blackline Masters.
Concept Web, p. 4–66
Flowchart, p. 4–72
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 3 then Lesson 15.
3–124 Section 3 Content-Area Model Lessons
LESSON 3.15 MATHEMATICS MODEL LESSONS
▲
The following pages are adapted from a typical
algebra student text.
See how the strategies and routines described in Section 2 are
modeled in the accompanying Interactive Question-Responses. See
corresponding letters, such as A , for related text or images.
BEFORE READING
Vocabulary Strategy
Using Prior Knowledge With Vocabulary
Before beginning strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
Draw students’ attention to the vocabulary words. A Use the Using Prior
Knowledge with Vocabulary routine to introduce the words to students.
Interactive Question-Response
Step 1 Today, we’ll read a passage about solving multi-step equations.
You may be wondering what makes an equation “multi-step.” Do you
already know some words that start with multi? yes Can you think of a
math word that starts with multi-? multiply Multiply starts with multi-. Other
words that start with multi- are multiple, multiplication, multipurpose, and
multidimensional. Think about the meaning of multi- in these words. What
is one meaning of multi-? many Yes, multi- means “many.” So, one definition
of multi-step is “many steps.”
Step 2 Write multi-step in the center circle of your Concept Web. Write
many steps in one of the outer circles. Work with a partner to come up with
more ideas about the meaning of multi-step. What can you think about to
help you think of ideas? other words that start with multi- Think about other
words that start with multi- as you brainstorm. Record your ideas in the
remaining circles.
Continue the strategy instruction during and after reading.
Step 3 Now that you’ve finished brainstorming, we’re going to read the
text aloud. How can you use your concept web as we read? to make notes
Yes, you can make organized notes as we read. You can add, erase, or check
off ideas. Read the text in the section Solve Multi-Step Equations. B What
words give you a clue about the meaning of multi-? more than one Right!
More than one describes multi-. Check your concept web to see if that
matches any of the ideas you recorded in the outer circles. Did you find a
match? yes Our prior knowledge tells us that multi- means “more than one.”
(continued)
 MODEL LESSON IN MATHEMATICS

Main Ideas An alligator hatchling 8 inches long grows about 12 inches per year. The expression
8 + 12a represents the length in inches of an alligator that is a years old.
„ß 3OLVEßEQUATIONSßINVOLVINGß
MOREßTHANßONEßOPERATION
Since 10 feet 4 inches equals 10(12) + 4 or 124 inches, the equation 8 + 12a = 124 can
„ß 3OLVEßCONSECUTIVEßINTEGERß
be used to estimate the age of an alligator that is 10 feet 4 inches long. Notice that this
PROBLEMS
equation involves more than one operation.
A New Vocabulary
B 3OLVEß-ULTI 3TEPß%QUATIONS To solve equations with more than one operation, often
MULTI STEPßEQUATIONSß
called multi-step equations, undo operations by working backward.
CONSECUTIVEßINTEGERS
NUMBERßTHEORY
%8!-0,%ß ßß3OLVEß5SINGß!DDITIONßANDß$IVISION

adapted from Glencoe Algebra 1 © 2008

Concept Web
Interactive Question-Response, continued
Step 4 Look at the notes you took while we read
the text aloud. Make changes to your concept web multipurpose
as needed. Did your prior knowledge of words that
start with multi- help you understand the meaning of
many steps more than one step
multi-step? yes
Step 5 Discuss your final concept web with a partner.
Compare your web with your partner’s web.
multi-step

several steps multiple steps

multiply

Lesson 3.15 Algebra • Solving Multi-Step Equations 3–125

 routine
Sequencing Information
BEFORE READING
Step 1 Preview the text with students
to identify the topic and review
vocabulary.
DURING READING
Step 2 Read the text aloud, pausing
between each sequenced event
in the text to ask clarifying
questions that point out signal
words, such as first and next, to
indicate the sequence.
Step 3 Instruct students to record the
events or steps in order on their
Flowchart.
AFTER READING
Step 4 Review the sequence of events
on the flowchart. Have students
use their chart as a checklist to
explain or complete the task.
Flowchart
Solving a Multi-Step Equation
Write the original equation.
Add 25 to each side.
Simplify.
Multiply each side by 3.
2
Simplify.
3–126 Section 3 Content-Area Model Lessons
DURING READING
Comprehension Strategy
Before beginning strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
Sequencing Information
See how the Sequencing Information strategy is modeled in the teacher
routine and Interactive Question-Response below to help English
Language Learners comprehend the student text.
Interactive Question-Response
Step 1 Before we read this selection, let’s preview it to determine the topic.
Read the title Write and Solve a Multi-Step Equation aloud. What do you
think the example will show us? how to write and solve a multi-step equation
This example will show us how to write and solve a multi-step equation.
Let’s review for a moment. What does the word multi-step mean? more than
one step Now look at the box in the lesson that shows the steps. What do
these steps show us? how to solve the multi-step equation in the example Write
Solving a Multi-Step Equation above the boxes in your flowchart.
Step 2 Now follow along as I read the first step. Read the first step in the
solution. This step is labeled Original equation. How would you describe
the first step? Write the original equation. How can you find the next step?
by looking at the next line Even though the steps aren’t numbered, they are
listed in order from top to bottom or first to last. What is the next step? Add
25 to each side. Next you add 25 to each side of the equation. Continue to
look down to the next line to find the next step.
Step 3 We can use the Flowchart to help us follow the sequence of steps
in this process. When we talk about a sequence we’re talking about a series
of steps in a specific order. Let’s review the steps we just
read about. How many steps are shown in the example?
five There are five steps shown. What step should be
recorded in the first box of the flowchart? Write the
original equation. Now, continue to record the steps in
order in the boxes.
Step 4 Find a partner and review the steps in this
process. After you ensure that your charts are complete,
take turns explaining the process to your partner.
 MODEL LESSON IN MATHEMATICS

2EAL 7ORLDß%8!-0,%ß ß7RITEßANDß3OLVEßAß-ULTI 3TEPß%QUATION

2
3+)).'ßHugo is buying a pair of water skis that are on sale for 3
of the original price.
After he uses a $25 gift certificate, the total cost before taxes is $115. What was the original
price of the skis? Write an equation for the problem. Then solve the equation.

The original price of the skis was $210.

#(%#+ß9OURß0ROGRESS
ß ßWrite an equation for the following problem. Then solve the equation.
Sixteen is equal to 7 increased by the product of 3 and a number. ßßßßNß
3

adapted from Glencoe Algebra 1 © 2008

Lesson 3.15 Algebra • Solving Multi-Step Equations 3–127

 VOCABULARY AND COMPREHENSION STRATEGIES
Reaching All English Language Learner Proficiency Levels
Beginning Intermediate
Make word walls of words students know from Oral Language Development Before beginning
prior knowledge. As class content grows, add to the vocabulary routine, have students point to
VOCABULARY

these word walls with content-related vocabulary. some of the key words that are used in the first
As you add new words, have students repeat each three paragraphs, such as expression, equation, and
word and point to the examples as you review the operation. Have students describe the meaning of
vocabulary. each word to a partner.

Oral Language Development Before beginning
the comprehension routine, review the key
words in the focus portion of the example. Have
students repeat key words aloud as long as they are
comfortable doing so. To help students understand
the meaning of key vocabulary, tie the new content
to prior experiences in solving equations. Use the
COMPREHENSION
Cooperative Learning Activity Another way for
students to understand the sequence or order of
the steps is to number them from 1 to 5. Provide
a copy of the student page for pairs of students to
write on. Have students work together to number
the steps as you read through the example.
1. Write the original equation.

following Interactive Question-Response:

2. Add 25 to each side.
Point to the word original. Have you ever used 3. Simplify.
the word original before? When you used the 4. Multiply each side by 32.
word, did it mean “first”? 5. Simplify.
Point to the word simplify. Have you ever used Then have students number the boxes on their
the word simplify before? What do you think it flowchart in a similar manner.
means to simplify something?
Use a similar procedure to review any other
essential language that may be problematic for
students. If necessary, have Intermediate students
explain new vocabulary to Beginning students.

Accelerating English Language Learners

Beginning Intermediate
Quick Check

If students are readily identifying and reading If students are able to define key words and
key words, recognize sequence,
Then involve them in some of the activities for Then involve them in some of the activities for
Intermediate students. Advanced students.

3–128 Section 3 Content-Area Model Lessons

Advanced
Oral Language Development Have students
scan the lesson for important words. Help them
pronounce the words before reading the selection
aloud. Discuss meanings of the words with them.
Allow students to share any prior knowledge they
have of the words.
Cooperative Learning Activity Before beginning
the Sequencing Information routine, have students
preview the text by looking at the description of
each step in the solution of the equation. Point out
that the descriptions give a written explanation of
the mathematics involved in solving the equation.
Have students work in small groups to discuss
the meaning of the important words and then
paraphrase aloud the description given in each step.
After completing the routine, have students present
the information in their Flowchart to another student.
Advanced
If students can read and understand key
words in a selection and paraphrase the
descriptions,
Then involve them in some of the activities for
Advanced High students.
Advanced High
Oral Language Activity Have students work with
a partner to brainstorm other content areas in
VOCABULARY
which the term multi-step could be used, such as
to describe an experiment in a biology class. Have
them share their ideas with the class.
Cooperative Learning Activity Before beginning
the strategy routine, model how to use a simpler
problem to understand how sequencing
information applies to solving equations in
mathematics. Demonstrate the steps required to
solve an equation like x + 5 = 7 or 5x = 15. Include
descriptions of the actions taken in each step of the
COMPREHENSION
solution. Then have students work in small groups
to write and solve similar equations on their own.
Have them create a Flowchart to show the steps
they used. Ask groups to prepare a presentation for
the class to explain their work.
3
Advanced High
Quick Check
Students should be able to demonstrate an
understanding of the concept of sequencing in
solving equations by creating examples of their
own. If students are having difficulty, then involve
them in some of the activities for Advanced
students.
Lesson 3.15 Algebra • Solving Multi-Step Equations 3–129
 routine
Following Spoken Directions
Step 1 Introduce the concept of
following directions and
accessing students’ prior
knowledge.
Step 2 Read aloud a set of directions for
accomplishing a classroom task.
Step 3 Complete a Flowchart to
provide visual, contextual, and
linguistic support in following
directions.
Step 4 Model clarifying understanding
of the directions and requesting
assistance.
Step 5 Have partners practice
completing the assignment.
Academic Language
directions information that tells what to do
Flowchart
Choose a topic.
List questions about the topic.
Research the topic.
Take notes to answer the question.
Share what I learned.
3–130 Section 3 Content-Area Model Lessons
AFTER READING
Listening and Speaking Strategy
Following Spoken Directions
The passage below provides directions for students to research a topic.
See how the Following Spoken Directions routine is modeled in the
Interactive Question-Response that follows.
Researching a Topic
Today you are going to research a topic. First, choose a topic that you
want to know more about. Second, write down research questions
about the topic that you would like to answer. Next, research the topic
using the Internet, a book, or an encyclopedia. Then take notes to
answer your questions. Finally, share what you learned with the class.
Interactive Question-Response
Step 1 Directions help us get things done. Who can name a time when
you’ve followed a set of directions to do something? I’ve followed directions
to put something together; I’ve followed directions to get to a friend’s house.
Those are good examples of following directions. If you were trying to put
together a bike, what would make the directions easier to follow? pictures,
numbered steps That’s right. Pictures and diagrams make it easier to follow
directions. When you follow directions that are spoken aloud, you might
hear words that tell you the correct order of the steps. Can anyone think of
words that tell you the correct order of directions? first, second, third, next,
then, last, finally List the signal words on the board.
Step 2 Listen while I read the directions. Read aloud the directions. What are
these directions for? researching a topic That’s right. Did you hear any words
that told you what order to do the steps in? Yes; first, second, next, then,
finally Good! Those words tell us the order of the steps.
Step 3 Let’s use the Flowchart to help write the steps and make them
easier to understand and follow. Listen to the first
direction. Read the first step aloud. What should we
write in the first box? Choose a topic. Good. What do
we do after we choose a topic? Read the next step. List
questions about the topic. Yes, the second step is listing
questions about the topic. Continue the process with the
remaining steps.
Step 4 Now that we have written the steps in the
directions, let’s make sure we understand them. What
kind of sources can we use? Internet, book, encyclopedia
What do we do after we have taken notes? Share what
we learned with the class. Good. Remember that you can
ask questions to make sure you understand directions.
Does anyone have any questions?
Step 5 Work with a partner to follow the directions in
your chart. Add a drawing or diagram to your chart to
help you understand one of the steps.
LISTENING AND SPEAKING STRATEGY
Reaching All English Language Learner Proficiency Levels 3
Beginning Model giving simple, one-step directions to students, such as Choose a topic you
want to know more about. Have students write their topic next to the first step on
their Flowchart. Monitor students’ understanding, then increase the complexity of
directions by adding more steps, such as Write a question you have about this topic.
Support students in writing a word or phrase about their topic.

Intermediate Write the steps for the research project directions on separate index cards. Put
students in groups and give them a set of the cards in random order. Have groups
arrange the steps in the correct order. Have students check the order of their steps by
following the directions for researching a topic.

Advanced Have students work in pairs to write simple directions for an activity in a content
area, such as solving a mathematics operations problem or finding a location on a
map. Then have students read the directions to a different set of partners. Have the
partners try to follow the directions and ask for clarification as needed.

Advanced Have students work independently to write simple directions for an activity in a
High content area, such as solving a mathematics operations problem or finding a location
on a map. Then have students read the directions to a partner. Have the partners try
to follow the directions and ask for clarification as needed.

NOTES

Lesson 3.15 Algebra • Solving Multi-Step Equations 3–131


3 Algebra | Variables and Expressions
routine
Reviewing and Memorizing
Vocabulary
Step 1 Preview the text and identify
unfamiliar words.
Step 2 Write one vocabulary word in
the center of the Four Square.
Step 3 Write the definition in the upper
left corner of the chart.
Step 4 Work with students to identify
and add characteristics,
nonexamples, and examples to
the appropriate boxes of the chart.
Step 5 Have students list additional
characteristics, examples, and
nonexamples.
Step 6 Create a mnemonic device for
one section of the chart.
Step 7 Have partners use the chart to
review and memorize each word.
Go To Section 2 for information on the lesson
strategies.
Reviewing and Memorizing Vocabulary,
pp. 2–70 to 2–75
Drawing Inferences, pp. 2–206 to 2–215
Go To Section 4 for Blackline Masters.
Four Square, p. 4–73
Elliptical Chart, p. 4–69
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 3 then Lesson 16.
3–132 Section 3 Content-Area Model Lessons
LESSON 3.16 MATHEMATICS MODEL LESSONS
▲
The following pages are adapted from a typical
algebra student text.
See how the strategies and routines described in Section 2 are modeled
in the accompanying Interactive Question-Responses. See corresponding
letters, such as A , on student pages for related text or images.
BEFORE READING
Vocabulary Strategy
Reviewing and Memorizing Vocabulary
Before beginning strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
Draw students’ attention to the vocabulary on the student page. Use
the Reviewing and Memorizing Vocabulary routine to introduce the
words to students.
Interactive Question-Response
Step 1 Let’s preview the text to find important vocabulary. In the second
paragraph, I see the word variables. We know this word must be important
because it is in boldface. Let’s talk about the meaning of this word and find
information to help memorize its meaning.
Step 2 Look at your Four Square. Write the word variables in the center.
We will use the other areas of the chart to write information about the
word. Label the other areas of your four square Definition, Characteristics,
Examples, and Nonexamples.
Continue the strategy instruction during and after reading.
Step 3 Now let’s try to find the definition of the word. Look at the second
sentence where we read the word variables. Read aloud the second sentence
in the paragraph. A That sentence sounds like a definition. Symbols are
objects that represent, or stand for, something else. Unspecified means
“unknown.” So what is an unspecified number or value? a number or value
that is unknown Yes. Using this information, what are variables? symbols used
to represent unspecified, or unknown, numbers or values Write this definition in
the Definition box of the chart.
Step 4 Now let’s look for examples of variables to add to our chart. Read
the first sentence in the first paragraph. A What is an example of a variable
in that sentence? the letter s in 4s Yes, that is an example of a variable. Write
that example in the Examples box of the chart.
(continued)
 MODEL LESSON IN MATHEMATICS

6ARIABLESßANDß%XPRESSIONS

Main Ideas '%4ß2%!$9ßFORßTHEß,ESSON

„ß 7RITEßMATHEMATICALßEXPRESSIONSß A baseball infield is a square with a base at each corner. Each base lies the same distance from
FORßVERBALßEXPRESSIONS
the next one. Suppose s represents the length of each side. Since the infield is a square, you can
„ß 7RITEßVERBALßEXPRESSIONSßFORß
MATHEMATICALßEXPRESSIONS use the expression 4 times s, or 4s, to find the perimeter.
7RITEß-ATHEMATICALß%XPRESSIONS In the algebraic expression 4s, the letter s is called a variable.
New Vocabulary
A In algebra, variables are symbols used to represent unspecified numbers or values. Any letter may
VARIABLES be used as a variable. The letter s was used above because it is the first letter of the word side.
ALGEBRAICßEXPRESSION
FACTORS An algebraic expression consists of one or more numbers and variables along with one or more
PRODUCT
arithmetic operations. Here are some examples of algebraic expressions.
POWER B
BASE p
EXPONENT 5x 3x – 7 4 + q m × 5n 3ab ÷ 5cd
EVALUATE
In algebraic expressions, a raised dot or parentheses are often used to indicate multiplication as
the symbol × can be easily mistaken for the letter x. Here are several ways to represent the product
of x and y.

adapted from Glencoe Algebra 1 © 2008

Interactive Question-Response, continued

Now we’ll read the third sentence in the paragraph. A Read aloud the third
sentence in the paragraph. Any letter may be used as a variable. This sounds
like something that describes what variables are. It is a characteristic of
3
variables. Write this under Characteristics on your four square.
Step 5 Read aloud the first sentence in the second paragraph. B Did
you hear the word variables used? yes So that sentence may help us.
Consists of means “has” or “includes.” Read the sentence again. Where can
you find a variable? in an algebraic expression Good. That sounds like a
characteristic of variables. Write that information under
Characteristics.
At the end of the paragraph, there are some examples
Four Square
of algebraic expressions. We know there are variables in
algebraic expressions. The x in 5x is a variable. I’ll write “x Definition Characteristics
in 5x” under Examples on the chart. What is the variable symbols used to represent Any letter can be used as a variable.
in “3x – 7”? x Yes. Add that example to your chart. unspecified, or unknown, Variables are found in algebraic
numbers or values expressions. Variables can vary.
Nonexamples of variables would be numbers or values
that we do know, like the numbers 5, 21, and 13. Write
these under Nonexamples.
Step 6 Now let’s find a clue or connection that helps
variables
us remember the word. I see the root word vary in
variables. Vary means something changes. A variable
can change in number or value. Variables can vary. Say it
with me. Write this clue under “Characteristics.” Examples Nonexamples
s in 4s 5, 21, 13
Step 7 Review the information on your four square by
reading it aloud to a partner several times. Use the clue x in 5x
“variables can vary” to help you review and memorize x in 3x – 7
the meaning of the word variables.

Lesson 3.16 Algebra • Variables and Expressions 3–133

 routine DURING READING
Drawing Inferences Comprehension Strategy
BEFORE READING
Before beginning strategy instruction, use the Preparing Students for
Step 1 Preview the text with students Learning routine in Section 1, p. 1–32.
to identify the topic and review
vocabulary. Drawing Inferences
DURING READING
See how the Drawing Inferences strategy is modeled in the teacher
Step 2 Review students’ prior routine and Interactive Question-Response below to help English
knowledge about the topic Language Learners comprehend the table C .
and record their knowledge in
the center ring of the Elliptical Interactive Question-Response
Chart. Read the text aloud. Step 1 First, let’s preview this section to see if we can find out what the
topic is. As I skim the text, it seems to be about different ways of showing
Step 3 Record clue words and phrases
multiplication. Then I see the word factors in boldface. Factors means “the
from the text in the next ring of numbers that are multiplied.” I also see the word product, which is the result
the chart. of multiplying. So multiplication must be part of the topic.
Step 4 Help students connect the text Next, I see the words power, base, and exponent in boldface. The base
with prior knowledge to draw and the exponent are two parts of a power. I also see the word power
inferences. Record inferences in throughout the table. So powers must also be part of the topic. Putting this
the outer ring. together with multiplication, what is the topic of this section? multiplication
AFTER READING and powers
Step 5 Reread the text to verify the Step 2 I see that a power can refer to an expression. I also see that the word
inferences. power can refer to an exponent. Now write exponent as the title selection
of your Elliptical Chart. What do you know about an exponent? It indicates
the number of times a base is used as a factor. Write that information in the
center ring of your chart.
Now follow along as I read the selection from the beginning. Pay close
attention to the boldface words and their meanings.
Step 3 Direct students’ attention to the table. C The
Elliptical Chart first row says 3 with an exponent of 1 is read 3 to the
first power, and means 3. The second row tells us that 3
Exponent with an exponent of 2 is read 3 to the second power, and
means 3 times 3. Can you tell me how you would read
the number 3 with an exponent of 3? 3 to the third power
Right. And what does three to the third power equal? 3
times 3 times 3 Yes. And how would you read 3 with an
exponent of 4? 3 to the fourth power And what does 3 to
xn means 3 to the 3 to the the fourth power mean? 3 times 3 times 3 times 3 Correct.
x is used first power second power Record that information in the middle circle of your
as a factor =3 the number = 3•3 chart.
n times. of times a Step 4 Now let’s put together what we already know
base is used about multiplication with the facts we just learned
3 to the as a factor 3 to the about powers. I read that the word power can refer to
third power fourth power an exponent. I also read that an exponent indicates the
= 3•3•3 = 3•3•3•3 number of times a number is used as a factor. Using
this information and the information given in the table,
what inference, or conclusion, can we make about
x to the nth power? x is used as a factor n times. Right.
Remember that when you make an inference, you use
information that has been predated to you to draw a
(continued)
3–134 Section 3 Content-Area Model Lessons
 MODEL LESSON IN MATHEMATICS

In algebraic expressions, a raised dot or parentheses are often used to indicate multiplication as
the symbol × can easily be mistaken for the letter x. Here are several ways to represent the product
of x and y.
xy x.y x(y) (x)y (x)(y)
In each expression, the quantities being multiplied are called factors, and the result is called the
product.
An expression like xn is called a power. The variable x is called the base, and n is called
the exponent. The word power can also refer to the exponent. The exponent indicates the number
of times the base is used as a factor. The expression xn is read “x to the nth power.”
C 3YMBOLS 7ORDS -EANING
1
3 3 to the first power 3
32 3 to the second power or 3 .3
3 squared
33 3 to the third power or 3 3 .3 .3
cubed
34 3 to the fourth power 3 .3 .3 .3
2b 6
2 times b to the sixth 2 .b .b .b .b .b .b
power
xn x to the nth power x . x . x . .... . x /
n factors
By definition, x0 = 1 for the nonzero number x.

adapted from Glencoe Algebra 1 © 2008

3

Interactive Question-Response, continued

conclusion. Sometimes you may not know all the details about a topic. To
draw an inference, you must carefully review what you do know and use
your own judgment to come to a conclusion about the information. Write
your inference about powers in the outer ring of the chart.
Step 5 Now work with a partner and take turns rereading silently. Then
discuss the text and check each other’s charts to see if they make sense. Ask
each other questions and support your answers using the text and what
you already know. Move around the room to monitor progress.

Lesson 3.16 Algebra • Variables and Expressions 3–135

 VOCABULARY AND COMPREHENSION STRATEGIES
Reaching All English Language Learner Proficiency Levels
Beginning Intermediate
Oral Language Development Before beginning Cooperative Learning Activity Before beginning
the vocabulary routine, use a picture of a baseball the vocabulary routine, place students in mixed-
infield to review some words used in baseball, such proficiency pairings. Have the pairs work together
VOCABULARY

as square, base, and corner, that are used in the
student text. Have students repeat each word and
point to the examples as you review the vocabulary.
to find as many unfamiliar words or terms as
possible, and locate the definition for each term.
Using the Flash Cards graphic organizer, direct
pairs to make a flash card for each term with the
definition on the reverse side. Students can take
turns using the flash cards to review the words with
their partners and memorize their meanings.

Cooperative Learning Activity Provide students
with a modified version of the table from the lesson,
shown below. Review the meanings of the terms
factor, power, and exponent by pointing out, or
gesturing, to the features these terms refer to in
the table. Guide students to draw inferences as you
COMPREHENSION
Cooperative Learning Activity Provide students
with a completed Elliptical Chart prior to the
strategy routine. Use an Interactive Question-
Response to explain how the facts in the middle
ring will help them draw the inference in the outer
ring.

work with them to complete the table.

Symbols Words Meaning

1
3 3 to the first power 3
2
3 3 to the second 3•3
power
33 3 to the third power 3•3•3
4
3 3 to the fourth power 3 • 3 • 3 • 3
35 3 to the fifth power 3•3•3•3•3
6
3 3 to the sixth power 3•3•3•3•3•3

Accelerating English Language Learners

Beginning Intermediate
Quick Check

If students are readily identifying vocabulary
and are able to draw inferences to complete
the table,
Then involve them in some of the activities for
Intermediate students.
If students are able to define words using
flash cards and draw inferences from their
elliptical chart,
Then involve them in some of the activities for
Advanced students.

3–136 Section 3 Content-Area Model Lessons

Advanced
Oral Language Development Have students
scan the lesson for words that are unfamiliar.
After confirming the meaning of each word,
have students work with partners to come up
with mnemonic devices to remember each word.
For example, an algebraic expression contains
numbers, variables, and arithmetic operations. Use
the abbreviation NO for numbers, the letter V for
variables, and the letter A for arithmetic, to create
the acronym NOVA. Then have students share their
mnemonic devices with the class.
Oral Language Development Have students
use their completed Elliptical Chart to write a
summary that explains the inference drawn from
the text. Then pair them with students of different
proficiency levels to assist them in understanding
the inference and applying it to other algebraic
expressions.
Advanced
If students can create and use mnemonic
devices to memorize vocabulary and
summarize inferences using their chart,
Then involve them in some of the activities for
Advanced High students.
Advanced High
Cooperative Learning Activity Have students
work in pairs to brainstorm ways in which the word
variable is used in other content areas, such as in
VOCABULARY
science. Then have students research how that word
is used in that context, and create a Four Square
showing the definition, characteristics, examples,
and nonexamples for the word as it is used in that
discipline. For example, temperature, humidity,
and wind speed are examples of variables in
meteorology.
Oral Language Development Using the
information from their Elliptical Chart, have
students create their own table using symbols,
words, and meaning to explain algebraic
expressions with exponents. The expressions in
their tables should demonstrate understanding of
COMPREHENSION
the inference drawn from the text. Students can
compare their tables with one another to check that
they have drawn the correct inference and then 3
use them as a teaching tool with students of other
proficiency levels.
Advanced High
Quick Check
Students should be able to expand vocabulary
knowledge into other content areas and create
algebraic expressions drawn from inferences. If
students are having difficulty, then involve them in
some of the activities for Advanced students.
Lesson 3.16 Algebra • Variables and Expressions 3–137
 routine
Giving Information in
Social Situations
Step 1 Describe giving information in
social situations.
Step 2 Discuss a model of giving social
information in the classroom.
Step 3 Provide specific examples of
social language and expressions.
Model giving information in a
social situation.
Step 4 Model asking questions and
seeking clarification of spoken
information.
Step 5 Review giving information in
social situations.
Academic Language
social situations interactions between
students that are not related to classroom
instruction
3–138 Section 3 Content-Area Model Lessons
AFTER READING
Listening and Speaking Strategy
Giving Information in Social Situations
The passage below is a student classroom presentation about an
extracurricular activity. See how the Giving Information in Social
Situations routine is modeled in the Interactive Question-Response
that follows.
Presentation About the Green Club
Hi, everyone. My name is Maya. I’m a member of the school Green Club.
The Green Club does projects to help our school and community take
better care of the planet. For example, we put recycling bins in the
cafeteria. We also planted special trees that don’t need a lot of water
in front of the school. We have fourteen members today, but we’d like
to have even more. If you’re interested, I hope you’ll join us. We meet
every Tuesday afternoon.
Interactive Question-Response
Step 1 We use social language every day. For example, we use social
language to introduce ourselves to others. What are some examples of
introductions? Hi, my name is…, Hello, I’m… Good. People also use social
language to give information about themselves, their plans, and their
activities. Can someone give an example of giving information about
themselves or an activity? I’m acting in a school play. I’m on the baseball team.
Step 2 I’m going to read a presentation a student made about a school
club. Read aloud the passage. Who is giving this presentation? Maya What
is Maya giving information about? a school club That’s right. Maya is using
social language to give information. What kinds of information does Maya
give in her presentation? her name, what the club does, how many people are
in the club, when the club meets Good. Maya gives information about herself
and the club.
Step 3 Listen again to the first part of Maya’s presentation. Read the first two
sentences. What does Maya do first in her presentation? She greets people.
What does she do after her greeting? She introduces herself. That’s right.
What are some ways to greet and introduce yourself? Hello. My name is…,
Hi, I’m… Good. Saying hi or hello and your name is social language that
gives information. What two things does Maya say that the Green Club
did? They put recycling bins in the cafeteria and planted trees. Yes, she gives
information about the club.
(continued)
Interactive Question-Response, continued
Step 4 In Maya’s presentation, she says the Green Club meets every
Tuesday afternoon. If you wanted to go to a meeting, what else should
you ask Maya? Maya, what time do you meet? Where does the Green Club
meet? That’s right. You’d need to ask Maya for more information, such as
when and where the club meets. You could also ask if you need to bring
something or prepare for the meeting. Can you think of another question
you might ask Maya? What other projects does the Green Club plan to do?
Step 5 We can use social language to give information. What are some
kinds of information we can give? We can give our name, we can tell
something about ourselves, and we can give facts about something we do.

LISTENING AND SPEAKING STRATEGY 3

Reaching All English Language Learner Proficiency Levels

Beginning Write the sentence frames Hi, I’m and Hello, my name
is on the board. Model completing the greetings and
introductions with your name, using appropriate intonation and body language.
Have students work in pairs to practice the introductions. Expand the activity to
have students give one additional piece of information about themselves.

Intermediate Model a simple introduction and a statement giving information about a club,
sport, or activity that you’re a part of. Have students work in pairs to role-play giving
information.

Advanced Model stating several facts about a club, sport, or activity. Provide students with a
list of terms, such as the name of the activity, what the activity is or does, when the
activity meets, and where the activity meets. Have students write sentences for each
term and present their information in a group.

Advanced Have students work independently to create a presentation like Maya’s that gives
High information about a club, sport, or activity. Ask students to present their information
to the class. Prompt other students to ask questions and ask for clarifications.

NOTES

Lesson 3.16 Algebra • Variables and Expressions 3–139


3 Music | Musical Instruments
routine
Using Multiple-Meaning
Words
Step 1 Write a familiar multiple-
meaning word from the text.
Discuss the word’s meaning.
Explain that words can have
multiple meanings.
Step 2 Read the text aloud, identifying
familiar words used in new
ways. Determine if word
meanings known by students
make sense in the context.
Step 3 Use context and a dictionary to
check the words’ meanings.
Step 4 Remind students that some
words in English have more than
one meaning. Review methods
students can use to check a
word’s intended meaning.
Step 5 Use a Four Square to keep a
record of the multiple meanings
of familiar words.
Go To Section 2 for information on the lesson
strategies.
Using Multiple-Meaning Words,
pp. 2–46 to 2–51
Comparing and Contrasting,
pp. 2–146 to 2–155
Go To Section 4 for Blackline Masters.
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 3 then Lesson 17.
3–140 Section 3 Content-Area Model Lessons
LESSON 3.17 FINE ARTS MODEL LESSONS
▲
The following pages are adapted from a typical
music student text.
See how the strategies and routines described in Section 2 are modeled
in the accompanying Interactive Question-Responses. See corresponding
letters, such as A , on student pages for related text or images.
BEFORE READING
Vocabulary Strategy
Using Multiple-Meaning Words
Before beginning strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
Draw students’ attention to the multiple-meaning words tone A and
bow B on the student page. Use the Using Multiple-Meaning Words
routine to introduce the words to students.
Interactive Question-Response
Step 1 Write the words tone and bow on the board. What does the word
tone mean? the way your voice sounds Yes, that is one meaning of the word.
What does the word bow mean? a piece of ribbon Yes, that is one meaning of
the word. But the words tone and bow have more than one meaning. Words
like these are called multiple-meaning words.
Continue the strategy instruction during and after reading.
Step 2 Read the text aloud to students. Point out the words tone A and bow
B in the first paragraph. Look at the word tone in the second sentence.
Does the meaning of the word make sense here? no Right, you don’t
use your voice to play the violin. Now look at the word bow in the third
sentence. Does the meaning of the word make sense here? no Right, you
don’t use a piece of ribbon to play a violin. These words tone and bow are
used differently here.
Step 3 When you don’t know the meaning of a word, you can look for clues
in the words and sentences around it. These are called context clues. I see
that “tone” is something that “varies.” But I’m still not sure what it means.
Let’s look at a dictionary to find out. It says tone is “the quality of a sound.”
When I look back at the sentence in the selection, does it make sense to say
the tone varies among the string instruments? yes
Now let’s see if context clues can help me determine the meaning of the
word bow. Near the word bow, I see the clue “curved stick strung tightly
with horsehair.” So I know it is a curved piece of wood with strings of hair
on it. I also see a picture of a bow in the diagram, next to the violin. What
do you think this tells us about a bow? It’s used to play a violin.
(continued)
 MODEL LESSON IN FINE ARTS

adapted from Glencoe Music: An Appreciation © 2008

Interactive Question-Response, continued Four Square

Step 4 Many English words have more than one meaning. We
call them multiple-meaning words. There are several ways to
determine the meaning of a multiple-meaning word. Can you
the way your quality of a sound
tell me one way? look for context clues Context clues are a good
voice sounds
way to figure out the meaning of the word. What are some
other ways? use a dictionary or thesaurus, look at a diagram
Step 5 Let’s use our Four Square to take notes on the tone
meanings of the word tone. Write the word tone in the center.
What was the first meaning we thought of? the way your the feeling of a sound made
voice sounds Write that in one of the outside sections. What a piece of writing by electronic
meaning made sense in the section? the quality of a sound equipment
Write that in another outside section. Repeat this activity with
the word bow.
Lesson 3.17 Music • Musical Instruments 3–141

p3-141_ELV912_TX_S3_FA_L17_893443-141 3-141 2/10/10 3:57:48 PM

 routine
Comparing and
Contrasting
BEFORE READING
Step 1 Preview the text with students
and identify the topic. Review
vocabulary.
DURING READING
Step 2 Paraphrase the content, and
then read the text aloud.
Step 3 Ask guiding questions that
allow students to compare and
contrast information.
AFTER READING
Step 4 Review the topic and write it at
the top of the Venn Diagram.
Have students label the left
and right circles with the two
elements being discussed.
Step 5 Review the contrasts and record
them in the corresponding
section of the diagram.
Step 6 Review the comparisons and
record them in the intersecting
section of the diagram.
Venn Diagram
Woodwind Instruments
Flute Family Both Bassoon Family
have holes
use reeds, made of
made of metal, to vary
wood, low pitched
high pitched pitch
3–142 Section 3 Content-Area Model Lessons
DURING READING
Comprehension Strategy
Comparing and Contrasting
Before beginning the strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
See how the comparing and contrasting strategy is modeled in the
teacher routine and Interactive Question-Response below to help
English Language Learners comprehend the text C and chart D .
Interactive Question-Response
Step 1 Let’s look at some of the text features to preview what we will be
reading about. What is the heading of this section? woodwind instruments
What other text features do you see? a chart with four columns listing
different kinds of instruments What are some woodwind instruments listed
on the chart? flute, clarinet, oboe, bassoon Yes. So we know we will be
reading about different kinds of musical instruments, and that these kinds
of instruments are called woodwinds.
Step 2 This section talks about the different types of woodwind instruments.
It tells about how they are similar and how they are different. For example,
flutes and piccolos are played by blowing across the edge of a mouth hole.
Other woodwinds have reeds, or small, thin pieces of wood that vibrate
when a musician blows air into the instrument. Woodwinds have different
parts that musicians use to make a sound. However, all woodwinds have
sound holes that open and close to change how high or low the tones sound
coming from the instrument. I will read the text aloud. As I read, pay attention
to the similarities and differences among the instruments.
Step 3 Read aloud the first two sentences. C What are the piccolo and flute
made of? They are made of metal. Read aloud the rest of the paragraph. We just
learned that one way all the woodwinds are alike is they have little holes that
open and close. What does this do? changes the pitch Yes. Now let’s continue
with the next paragraph. Read aloud the next paragraph, and direct students’
attention to the table. D I see the instruments of the flute family are very
high in pitch. How is this different from the bassoon family? The flute family
has a higher range than the bassoon family. Continue reading aloud, guiding the
students to see the similarities and differences in the families.
Step 4 What was the selection about? woodwind
instruments Let’s write Woodwind Instruments at the top
of our Venn Diagram. Label the left circle Flute Family
and label the right circle Bassoon Family.
Step 5 Let’s review what we learned. What were some
of the differences between the piccolo flute family and
the bassoon family? The flute family is high pitched and the
bassoon family is low pitched. The bassoon family uses reeds,
and the flute family doesn’t. The flute family is made of metal,
and the bassoon family is made of wood. Let’s write made
of metal and high pitched in the flute circle, and put low
pitched in the bassoon circle. Continue guiding to fill in the
rest of the diagram.
(continued)
 MODEL LESSON IN FINE ARTS

7OODWINDß)NSTRUMENTS
C The woodwind instruments are so named because they produce vibrations of air within a tube that
traditionally was made of wood. During the twentieth century, however, piccolos and flutes came to
be made of metal. All the woodwinds have little holes along their length that are opened and closed
by the fingers or by pads controlled by a key mechanism. By opening and closing these holes, the
woodwind player changes the length of the vibrating air column and so varies the pitch.
The main woodwind instruments of the symphony orchestra are as follows, arranged in four
families, in approximate order of range from highest (piccolo) to lowest (contrabassoon). (Only the
two most frequently used instruments of each family are listed.)

Flute Family Clarinet Family Oboe Family Bassoon Family

piccolo
D flute clarinet oboe
English horn
bass clarinet
bassoon
contrabassoon
Woodwind instruments are great individualists and are much less alike in tone color than the
various strings. The flute, with its silvery tone, differs more from the nasal-sounding oboe than the
violin does from the viola. The woodwinds’ unique tone colors result largely from the different ways
in which vibrations are produced. Flute and piccolo players blow across the edge of a mouth hole
much as one makes sounds by blowing across the top of an empty bottle. (Players of the recorder, a
relative of the flute, blow through a “whistle” mouthpiece.) The rest of the woodwind instruments rely
on a vibrating reed. A reed is a very thin piece of cane, about 2/ inches long, that is set into vibration
by a stream of air. There are single- and double-reed woodwinds. In single-reed woodwinds the reed
is fastened over a hole in the mouthpiece and vibrates when the player blows into the instrument.
3
The clarinet and bass clarinet are single-reed woodwinds. The saxophone, too, an instrument used
mainly in bands, has a single reed.
In double-reed woodwinds two narrow pieces of cane are held between the musician’s lips. The
oboe, English horn, bassoon, and contrabassoon are double-reed woodwinds.

adapted from Glencoe Music: An Appreciation © 2008

Interactive Question-Response, continued

Step 6 How are the flute family and the bassoon family similar? Both have holes
in them to vary pitch. Let’s write “have holes to vary pitch” in the middle of the
diagram.
Now let’s try comparing and contrasting two other instruments, the clarinet and
oboe. Repeat Steps 4 through 6 for the clarinet and oboe.

Lesson 3.17 Music • Musical Instruments 3–143

 VOCABULARY AND COMPREHENSION STRATEGIES
Reaching All English Language Learner Proficiency Levels
Beginning
Oral Language Development To help students
comprehend multiple-meaning words, use images
VOCABULARY
or realia to introduce the different definitions
of the words. Have students point to the visual
representation as you call out the different multiple-
meaning words.
Oral Language Development One way for
students to recognize that an author is comparing or
contrasting items is to look for signal words. Reread
the following section with students:
The woodwind instruments are so named because
they produce vibrations of air within a tube that
was traditionally made of wood. During the
COMPREHENSION
twentieth century, however, piccolos and flutes
came to be made of metal.
Point out the word however to students. Tell them
that however is a signal word that the author uses
to show how certain items are different. Review
with students signal words such as also, same,
and like that show that the author is showing how
certain items are similar.
Accelerating English Language Learners
Beginning
Quick Check
If students can readily identify the different
meanings of multiple-meaning words,
Then involve them in some of the activities for
Intermediate students.
3–144 Section 3 Content-Area Model Lessons
Intermediate
Cooperative Learning Activity Have partners
check each other’s Four Square to compare the
different definitions of the multiple-meaning word
tone. Have them brainstorm other definitions of
the word, then share their completed chart with
the class.
Oral Language Development After reading
each paragraph of the selection, use an Interactive
Question-Response to discuss how the author
compares and contrasts the woodwind instruments.
Have students record the similarities and differences of
the selection in a Two-Column Chart as shown below.
Use the information in the chart to conduct
an Interactive Question-Response with
students about the author’s use of compare
and contrast. Have them look for signal
words that signify a comparison or a contrast.
Flute Family and Bassoon Family
Similarities Differences
Both have holes to vary Flute family has
pitch. highest pitch.
Bassoon family has
lowest pitch.
Intermediate
If students can use the multiple-meaning
words in different contexts and sentences
and can compare or contrast at least two
items,
Then involve them in some of the activities for
Advanced students.
Advanced
Oral Language Development Have students scan
the lesson for multiple-meaning words. Have them
define the words in context and then have them
choose different definitions for the multiple-meaning
words and use them in a sentence.
Cooperative Learning Activity Play a recording
of a musical piece for students. Then put students
into groups of two for a think-pair-share activity.
Assign an instrument to each group member. Play
the musical piece again. Tell them to think about
the details of their instrument. Then, have partners
create a Venn Diagram together, with each partner
listing their instrument’s attributes in a circle. Have
them put anything similar in the middle and review
the diagram to see how their instruments are similar
and how they are different. Have them share their
diagram with the rest of the class.
Advanced
If students can identify the multiple-meaning
words in various contexts and can compare
and contrast the meanings,
Then involve them in some of the activities for
Advanced High students.
Advanced High
Cooperative Learning Activity Have students
partner up. Give each pair a multiple-meaning word.
VOCABULARY
Have them brainstorm various definitions for the
word, then have them write a paragraph using the
word in at least three different ways.
Cooperative Learning Activity Remind students
to look carefully at the words that add details to
the items being compared and contrasted by the
author. With students, reread the selection aloud.
After the reading, have students compile a list of
vocabulary words the author uses to describe the
woodwind instruments. Make a master list on the
board. Make sure to add words such as wood, metal,
COMPREHENSION
holes, whistle, and tone. Call on students to add
more words to the master list. Ask students how
these words can be used to compare and contrast
these instruments. Put students in groups and have
them brainstorm ways to compare and contrast the
3
instruments using the words from their list.
Advanced High
Quick Check
Students should be able to use various strategic
learning techniques to compare and contrast
items. If students are having difficulty, then involve
them in some of the activities for Advanced
students.
Lesson 3.17 Music • Musical Instruments 3–145
 routine
Sentence Patterns and
Lengths
Step 1 Review the concept of
combining ideas with
connecting words.
Step 2 Use a Think Aloud to
demonstrate how to mark short
sentences that can be combined
to vary sentence length and
structure.
Step 3 Instruct students to mark places
where introductory elements
can be combined to vary
sentence length structure.
Step 4 Instruct students to mark places
where parallelism can be used
to vary sentence length and
structure.
Step 5 Have students finish revising
their paragraph. Then have
them review their revised
paragraph.
String Instruments
Violins, violas, and cellos are string instruments.
So are violas and cellos. When a bow is pulled
over strings, they vibrate and produce sound.
When or they are plucked, they also vibrate and
produce sound. String instruments can make
quick, high tones. They can also make or low,
slowly vibrating tones.
3–146 Section 3 Content-Area Model Lessons
AFTER READING
Writing Strategy
Sentence Patterns and Lengths
The student paragraph below is from a lesson on musical instruments.
See how the Sentence Patterns and Lengths routine is modeled in the
Interactive Question-Response that follows.
Interactive Question-Response
Step 1 Before we read a passage from a student essay, let’s talk about
sentence structure and length. Higher-level writing combines ideas in
longer sentences instead of repeating them in short, choppy sentences.
What words do you already know that can be used to join sentences? and,
or, for, but Correct. When we revise our work, we also look for ways to take
out repetition. Sometimes we’re able to combine subjects or predicates.
Listen to this description: This part of the sentence tells who or what the
sentence is about. Am I describing the subject or the predicate? the subject
Good. Remember that the subject of the sentence is a noun. What is the
predicate of a sentence? the part that tells something about the subject Yes.
Remember that the predicate of a sentence always has at least one verb.
This passage is about the stringed instruments in a symphony orchestra.
A symphony orchestra is a group of musicians that play a serious kind
of music called classical. Raise your hand if you have ever been to a
performance of a symphony orchestra, or if you have seen or heard a
recording of a classical piece.
Step 2 Listen as I read the first two sentences aloud. These sentences are
correct, but they are short and repetitive. Do they both have the same
subject? No. The subjects of the first sentence are violin and viola. The subjects
of the second sentence are cello and double bass. Do they both have the same
predicate? Yes, both are string instruments. Good. I’m going to take out the
repetition by removing the predicate are string instruments in the first
sentence. I’ll remove the words and and the and insert commas to show a
list of the instruments.
Step 3 Listen as I read the next two sentences. What is similar about them?
They both mention how the musician plays the stringed instrument.
What is different? They start in different ways. We can take out
the repetition by deleting the first part of the second sentence
and inserting the connecting word or.
Step 4 Now listen to the last two sentences. When we want to
emphasize something it’s OK to repeat a pattern. Making the
sentence parts match is called parallelism. The last sentence
has a mistake in parallelism. What is it? The subject is different in
the last sentence. Good. What is the difference? The first subject
is musicians but the second subject is instruments. How can we fix
it to match? by changing the second subject to match the first Yes,
but we don’t want to sound repetitive, so let’s use a pronoun in
place of musicians. What pronoun should we use? they Yes, mark
that change.
(continued)
Interactive Question-Response, continued
Step 5 Let’s finish revising our paragraph. When you finish revising, rewrite
your paragraph. Then work with a partner. Compare the original paragraph
to the revised version. Point out the techniques you used to vary sentence
structure or length. Ask for your partner’s opinion on the effectiveness of
your revisions.

WRITING STRATEGY
Reaching All English Language Learner Proficiency Levels
Beginning Before beginning the IQR lesson, show students pictures of the instruments
mentioned in the passage and play a short piece of classical music that includes
strings. Have students talk about what they hear. Encourage them to write any
related words that they know.

Intermediate Arrange students in pairs. Provide each pair with one additional example of a text
structure that was revised in the student passage. Tell pairs what kind of errors to
look for. Have pairs make revisions and explain their revisions to the class.

Advanced Provide students with another copy of the student passage text. Tell them to work in
pairs to revise the passage. Then have each pair trade papers with another pair and
check the papers for accuracy.

Advanced Have students write their own paragraph on a familiar topic. Tell them to include at
High least one correct example each of short sentences that have been combined, varied
sentence length, and parallelism. Invite students to read their paragraph to the class. 3

NOTES

Lesson 3.17 Music • Musical Instruments 3–147


3 Theater | Elements of Theater
routine
Using Vocabulary to Retell
Step 1 Preview the vocabulary
words and their meanings.
Tell students they can use
vocabulary words to retell
stories or information.
Step 2 Read the text aloud. Have the
students underline vocabulary
words and repeat them aloud.
Step 3 Have the class do a choral
reading of the text.
Step 4 Ask the class questions to
paraphrase key events or
information.
Step 5 Students use the information
and vocabulary words to
complete the Caption Notes.
Step 6 Students use the graphic
organizer to retell the story or
information.
Go To Section 2 for information on the lesson
strategies.
Using Vocabulary to Retell Stories
pp. 2–64 to 2–69
Analyzing and Evaluating Text,
pp. 2–236 to 2–245
Writing A Descriptive Paragraph,
pp. 2–316 to 2–325
Go To Section 4 for Blackline Masters.
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 3 then Lesson 18.
3–148 Section 3 Content-Area Model Lessons
LESSON 3.18 FINE ARTS MODEL LESSONS
▲
The following pages are adapted from a typical
theater student text.
See how the strategies and routines described in Section 2 are modeled
in the accompanying Interactive Question-Responses. See corresponding
letters, such as A , on student pages for related text or images.
BEFORE READING
Vocabulary Strategy
Using Vocabulary to Retell
Before beginning the strategy instruction, use the Preparing Students
for Learning routine in Section 1, p. 1–32.
Draw students’ attention to the vocabulary words A B C D
on the student page. Use the Using Vocabulary to Retell routine to
introduce the words to students.
Interactive Question-Response
Step 1 Let’s look at the vocabulary words theater, art form, audience,
and performance. Repeat the words after me. theater, art form, audience,
performance Let’s look up the definitions of the words in a dictionary. How
else can you learn the meanings of words you don’t know? context clues
Words chosen as vocabulary words are usually very important to the
meaning of a piece of text, so they can be used to retell the information in
the selection.
Continue the strategy instruction during and after reading.
Step 2 I will read the text aloud. Listen closely. When I come to a
vocabulary word, I want you to underline it and say it aloud. What are
the vocabulary words we should look for? theater, art form, audience,
performance
Step 3 Now let’s choral read the selection. What are we listening for as we
read? the vocabulary words
Step 4 Let’s paraphrase the information in the selection by using the
vocabulary words. The first vocabulary word is theater. What does the word
theater mean to you? a place to go see movies That’s right. However, theater
can also refer to a type of fine art in which people perform on stage to tell a
story. This article is about the elements of theater, or the specific parts that
are part of every theatric performance. How about the vocabulary term art
form? An art form is a specific type of fine art, such as painting, sculpture, dance,
or theater. What does audience mean in the context of the selection? the
people who watch the performance What about performance? the play or action
that takes place on the stage
(continued)
 MODEL LESSON IN FINE ARTS

4HEß!RTßOFß4HEATER A B
%LEMENTSßOFß4HEATER When we begin to examine theater as an art form, we discover that there are
certain elements common to all theater. These elements are present whenever a theater event takes place;
without them, an event ceases to be theater and becomes a different art form and a different experience.
!UDIENCEß Although this may not be readily apparent, a necessary element for theater is the audience. C
In fact, the essence of theater is the interaction between performer and audience. A theater, dance, or
musical event is not complete—one could almost say it does not occur—unless there are people to see and
hear it. When we read a play in book form, or listen to recorded music, what we experience is similar to
looking at a painting or reading a poem: it is a private event, not a public one, and the live performance is
re-created and imagined rather than experienced firsthand.
Later, we will explain this in more detail, but now we can note simply that in the performing arts a
D performance occurs when the event takes place, not before and not after. All the performing arts,
including theater, are like an electrical connection: the connection is not made until positive and negative
wires touch and complete the circuit. Performers are half of that connection, and audiences are the other
half.
One audience member who is not essential to the theater experience, but who can enhance it for other
audience members, is the critic. He or she can provide criteria by which audiences can judge productions
and can offer helpful information about the playwright, the play, theater history, and other important
subjects. The critic’s contributions make attendance at the theater more meaningful, and often more
enjoyable.

adapted from Glencoe Theater: The Lively Art © 2008

3
Interactive Question-Response, continued Caption Notes
Step 5 Let’s keep track of three vocabulary words in
the Caption Notes. Write theater on the first set of theater–
lines, audience on the second set, and performance
art form in which plays are
on the third set. Define the vocabulary words in the
performed for an audience
context of the selection. Then, in each box, draw
pictures that show the meaning of these key words.
Step 6 Everyone find a partner and use your notes
to describe with detail the elements of theater—or
to “retell” what we have learned. When you retell audience–
information, you put what you read or heard into the people who watch
your own words to tell what you have learned. In a performance
your description you should include all the key
points of the information, such as main ideas and
details as well as any facts and opinions. After you
have used the vocabulary words to retell what you
learned, listen to your partner as he or she does the
same. Have students share out loud as time allows.
performance–
the play or action on
the stage

Lesson 3.18 Theater • Elements of Theater 3–149

 routine DURING READING
Analyzing and
Evaluating Text
Comprehension Strategy
BEFORE READING Analyzing and Evaluating Text
Step 1 Distribute copies of the Before beginning the strategy instruction, use the Preparing Students for
Anticipation-Reaction Guide. Learning routine in Section 1, p. 1–32.
Preview the text with students. See how the Analyzing and Evaluating Text strategy is modeled in
Step 2 Describe the five patterns by the teacher routine and Interactive Question-Response below to help
which text can be organized. English Language Learners comprehend the major elements of theater.
DURING READING
Step 3 Read the passage aloud. Have Interactive Question-Response
students check “Agree” or Step 1 Fill out the Statement column of the Anticipation-Reaction
“Disagree” with the statements Guide and distribute copies to students. I will now pass out copies of the
in the guide. Anticipation-Reaction Guide. This guide will help you analyze and evaluate
the information we read. The selection is about the major elements of
Step 4 Have students record evidence theater. Look at the list of elements. E This list shows several of the key
to support their answers to the things that theater performances usually include. We will concentrate
statements. on the last three elements in the list: Director, Theater space, and Design
AFTER READING aspects.
Step 5 Review evidence from the text Step 2 Most texts are arranged in one of five ways: time order, comparison/
that supports students’ answers. contrast, listing, cause/effect, and problem/solution. When we can identify
one of the five text patterns, it helps us understand what we read. Our
Step 6 Have students review their selection is about the major elements of theater. What pattern do you think
responses in the first two columns the author will use to explain the elements of theater? listing That’s right.
on the guide and change them as Let’s scan the text. What clues do you see that tell you there is a listing
necessary. pattern? A different element is introduced at the beginning of each paragraph.
Correct. The summary of the selection is also
presented as a list, which is another clue that
Anticipation-Reaction Guide the text is organized using a listing pattern.
Agree Disagree Statement Evidence Page/Line # Step 3 Follow along as I read the text aloud.
On your guide, check whether you agree or
The passage is The author gives
disagree with each statement.
arranged as a a list and uses
✔ problem/solution its entries as the Step 4 Let’s go back over the selection and find
selection. headings. evidence for each statement in the guide. The
first statement in the guide is “The passage is
arranged as a problem/solution selection.” Is
The passage The author lists
explains the several elements
there any evidence to support this statement?
elements of theater of theater and how no How is the selection organized? listing What
✔
in detail. important they are. evidence did you find in the selection? the list
under To sum up and the headings at the beginning
of each paragraph Yes. Write this in the Evidence
The section on Costumes, sets,
column of your chart. The second statement is
design elements and lights are all
“The passage explains the elements of theater
✔ describes lights, listed as essential
sets, and costumes. elements.
in detail.” Is there evidence to support this
statement? yes What evidence is there for this
statement? The passage includes several elements
A good title for this The selection is that are needed for theater and explains why they
passage would be about the elements
are important. Good. Now write this your chart.
✔ “How to Direct a of theater, not
Theater Production.” how to direct a
production.
(continued)
3–150 Section 3 Content-Area Model Lessons
 MODEL LESSON IN FINE ARTS

$IRECTORß An additional key element of a theater production is the work of the director: the person
who rehearses the performers and coordinates their actions to make certain that they interpret the text
appropriately, intelligently, and excitingly. As we will see in Chapter 8, the separate role of the director
became prominent for the first time in modern theater, but many of the functions of the director have
always been present.
4HEATERß3PACEß Another necessary element of theater is the space in which performers and audiences
come together. It is essential to have a stage, or some equivalent area, where actors and actresses can
perform. It is also essential to have a place for audience members to sit or stand. We will discover that there
have been several basic configurations of stage spaces and audience seating. Whatever the configuration,
however, a stage and a space for the audience must be a part of it. Also there must be a place for the actors
and actresses to change costumes, as well as a way for them to enter and exit from the stage.
$ESIGNß%LEMENTSß Closely related to the physical stage is another important element: the design aspects of
a production. Design includes visual aspects—costumes, lighting, and some form of scenic background—
and a nonvisual aspect, sound.
A play can be produced on a bare stage with minimal lighting, and with the performers wearing everyday
street clothes. Even in these conditions, however, some attention must be paid to visual elements; there
must, for instance, be sufficient illumination for us to see the performers, and clothes worn onstage will
take on a special meaning even if they are quite ordinary. To sum up, the following are the major elements
of theater:
E Audience
Performers
Text, with its structure, characters, and point of view
Director
Theater space
Design aspects

3
adapted from Glencoe Theater: The Lively Art © 2008

Interactive Question-Response, continued

The third statement is “The section on design elements describes lights,
sets, and costumes.” What evidence is there to support this statement?
Costumes, sets, and lights are all listed as essential elements. The last statement
in our organizer is “A good title for this passage would be ‘How to Direct
a Theatre Production.’ ” Was this supported in the text? no What would be
a good title for the selection? The Elements of Theater That’s correct. That
would be a better title because it would reflect the content of the selection
Write this in your chart.
Step 5 Let’s review our guide. How many statements were supported by
evidence in the text? two How many statements were not supported by
evidence in the text? two We found that these statements were supported
or were not supported by the text by reviewing and analyzing the heads
and paragraphs.
Step 6 Now look back at whether you agreed or disagreed with the
statements before we looked for evidence in the passage. If you need to,
change your responses accordingly. Did recognizing the listing pattern in
the text help you understand the content? Yes. It helped me to realize that
the selection was a description of the main elements of theater.

Lesson 3.18 Theater • Elements of Theater 3–151

 VOCABULARY AND COMPREHENSION STRATEGIES
Reaching All English Language Learner Proficiency Levels
Beginning
Cooperative Learning Activity Introduce
additional vocabulary from the selection. Have
VOCABULARY
students repeat each word and point to it in the
text. Then have students complete the Caption
Notes to illustrate the new vocabulary. Have
students explain their drawings to partners as
time allows.
Oral Language Development Review key terms
with students. Have students repeat each term,
focusing on each syllable, and have them repeat
the definitions of the key terms in the context of the
selection. With students, choral read the selection
COMPREHENSION
and have them look and listen for the key terms. Ask
them to raise their hand when they hear a key term.
After reading the selection, have them evaluate how
many times they heard the different key terms and
phrases in the selection.
Accelerating English Language Learners
Beginning
Quick Check
If students can recognize key terms and can
find them in the selection,
Then involve them in some of the activities for
Intermediate students.
3–152 Section 3 Content-Area Model Lessons
p3-152_ELV912_TX_S3_FA_L18_893443-152 3-152
Intermediate
Oral Language Development Have students find
a partner and exchange their Caption Notes. Each
partner will retell the information in the selection
using their partner’s notes. Have them compare
their summaries and write down their similarities
and differences.
Oral Language Development Explain to students
that the best way to find evidence for the statements
in their Anticipation-Reaction Guide is to look for
key words within the statements. Tell students to
circle any key words they think they will find in the
text. Have students reread the selection. Tell them
to underline any word or phrase that matches the
key word or phrase they circled in their guide. When
they are finished, tell students to partner up and
have them switch their guides and their underlined
selections. Have partners check each other’s work
to see if the circled key words match the selection’s
underlined words or phrases.
Intermediate
If students can distinguish between true and
false statements based on evidence in the
text,
Then involve them in some of the activities for
Advanced students.
2/10/10 4:00:02 PM
Advanced
Cooperative Learning Activity Review
pronunciations of the vocabulary words. Have
students look up the definitions of the words in a
dictionary. Then choral read the selection aloud. Have
students write a paragraph retelling the selection in
their own words. Tell them to trade paragraphs with a
partner and have them read each other’s paragraph
aloud.
Oral Language Development Split the class into
groups. Tell each group to reread the selection,
paying attention to any facts within it. Have each
group come up with six statements. Tell the groups
to make three true statements and three false
statements and put each statement on a separate
piece of paper. Remind students that they need
to find detailed evidence to support whether
the statement is true or false. Have them write
the evidence on the backs of the corresponding
statements. Let each group present their statements
to the class. Have the rest of the class call out if they
think the statement is true or false after the group
reads it. Then have the group tell the class if they
were right or not and recite the evidence to back up
their answers.
Advanced
If students can recognize the text structure
of the selection and can elaborate on
the evidence supporting true and false
statements in the text,
Then involve them in some of the activities for
Advanced High students.
Advanced High
Oral Language Development Have students cut
and paste text from photocopies of the student
VOCABULARY
selection so that the paragraph headings do not
match the definitions of key terms. Have students
work in pairs to match the proper definitions with
the headings. They should then read the fixed
selection aloud to one another.
Cooperative Learning Activity Break students
into groups. Show them pictures of different
theatrical productions. Have them pay attention
to the different elements of the productions.
Have each group pick a director, set designer,
COMPREHENSION
costume designer, actors, or other positions as
you determine. The students can then perform
a Readers’ Theater of the text, with each student
reading the paragraph from the selection that
would be related to their duties in a production.
Other students can draw pictures to help the class
understand each person’s job and how it relates to
a production.
3
Advanced High
Quick Check
Students should be able to recognize the structure
of the text, match definitions with the proper
headings, and read text with minimal support. If
students are having difficulty, then involve them in
some of the activities for Advanced students.
Lesson 3.18 Theater • Elements of Theater 3–153
 routine AFTER READING
Descriptive Writing
Writing Strategy
Step 1 Review the prompt for key Writing a Descriptive Paragraph
words to determine a writing Use the Descriptive Writing routine and Interactive Question-Response
purpose and create a checklist below to guide English Language Learners through writing a descriptive
for writing the descriptive paragraph. This lesson focuses on the prewriting and drafting stages of
paragraph. the writing process. For more detailed information on using all the stages
Step 2 Use the Table Notes and link it of the writing process, see Using the Writing Process, Section 2, p. 2–296,
to the writing purpose. and Writing a Descriptive Paragraph, Section 2, p. 2–316.
Step 3 Review paragraph structure and Writing Prompt
link sentence types to the chart. Write a descriptive paragraph of an experience at a live theater
Step 4 Read the writing frame aloud. performance. Use sensory details to describe this experience.
Have students mark connections
and ideas on their notes. Interactive Question-Response
Step 1 Before we begin writing, let’s look at the prompt. First we’ll scan for
Step 5 Work with students to develop a key words. What key words do you see? experience, live theater performance,
topic sentence, body sentences, sensory details Now let’s scan for direction words—words that tell us what
and a conclusion sentence. do. write, descriptive paragraph, describe
Step 6 Have students work in pairs to Good. Those are all words that tell us what we are supposed to do. Let’s
revise and edit their descriptive use this information to create a checklist. Our checklist should include all
the things we need to do in our writing. Work with students to develop a
paragraph.
checklist. Here’s what our checklist will include:
Step 7 Have students share their ˛ Write a paragraph that describes.
completed descriptive ˛ Talk about what a live theater performance is like.
paragraph.
˛ Use sensory details to describe the experience.
Step 2 We can use Table Notes to organize by sensory
details the information we need to write our paragraph.
Table Notes To collect ideas, we can go back to the passage on this
topic and use what we have already learned. Work with
students to complete the table.
Senses Details Step 3 A paragraph has three parts: a topic sentence,
body sentences, and a conclusion sentence. A topic
What do I see? colorful costumes sentence states the general purpose of the paragraph.
When we write to describe, what information
should our topic sentence include? the experience
What do I hear? actors and actresses speaking we are going to describe Yes, what about the body
loudly, without being sentences? Body sentences support, or provide more
embarrassed information about, the topic sentence. If we are
What do I smell? audience’s cologne and writing a descriptive paragraph about an experience,
what information belongs in the body sentences?
perfume
specific sensory details that describe the experience Good.
What do I taste? cold water from the drinking What about a conclusion sentence? How can it tie
fountain everything together? It summarizes the experience
described in the paragraph.
What do I feel? uncomfortable seats, stiffness,
excitement, stand and stretch
at intermission
(continued)
3–154 Section 3 Content-Area Model Lessons
Interactive Question-Response, continued
Look at the chart. What information will we give in the topic sentence? the
experience we will be describing Yes, how about for the body sentences? the
sensory details And what about the conclusion sentence? It will summarize
all of the information.
Step 4 As I read the writing frame for a paragraph explaining the
experience of watching a live theater performance, mark connections or
ideas on your chart. Read the writing frame aloud.
Step 5 Let’s focus on completing the topic sentence. Remember, the topic
sentence will introduce what we will be explaining. Do you think going to
the theater could affect all our senses? yes, probably Which ones would be
affected the most? sense of hearing, sight Good. Keep in mind that our sense
of touch, smell, and taste might also be affected. How could we fill in the
first blank of the writing frame to express this idea? is an experience that
affects all our sense Right. Choral read, “Watching a live theater performance
is an experience that affects all our senses.”
Now let’s focus on the body sentences. How can we complete these body
sentences to explain the topic we just introduced? Use the sensory details
from the notes. Let’s focus on the second blank. Does anyone see any
clue words? actors, actresses, dressed What are these words describing? the
appearance of the actors and actresses What sense is that? seeing Yes, so we
need to describe how the actors and actresses look. How are people often
dressed on stage? in colorful costumes Let’s fill that in and focus on the
next blank. Reread the third sentence, pausing at the blank. What does the
pronoun they refer to? actors and actresses What is this sentence describing?
how they talk What sense is this? hearing How do stage actors speak? Look
at your notes. loudly, without being embarrassed Those are all good details. 3
Is there a way we can rephrase that information? Talk to a partner. with
confidence Let’s read aloud what we’ve done so far. Choral read, “The actors
and actresses are often dressed in colorful costumes. They speak their lines with
confidence.”
Work with students to complete each body sentence.
Finally, let’s work on the conclusion sentence to tie all the ideas together.
Often a conclusion sentence restates what was already said, but in a
slightly different way. For example, instead of saying that
the experience uses our senses again, we could describe
Watching a live theater performance is an
this experience more generally. We could say how it feels
experience that affects all our senses .
emotionally. How could we describe the experience overall?
exciting Yes. The actors and actresses are often dressed
Step 6 Now switch paragraphs with a partner. Read the in colorful costumes . They speak their lines
paragraph once and look for any inaccurate answers. Read it with confidence . Often the
again and look for spelling and grammar errors. Work together audience is just as interesting. Most people
to make changes.
enjoy dressing up for the theater, and they smell
Step 7 To finish the writing process you will publish and
present your paragraph. Create a clean, formatted copy. Share of perfumes and colognes . Intermission is a
your writing by reading it aloud to your partner. When you good time to stand and stretch , especially if
finish, listen as your partner reads his or her writing aloud. the seats aren’t very comfortable . Sometimes
I might get a cold drink , from
the water fountain. Going to the theater is an
exciting experience.

Lesson 3.18 Theater • Elements of Theater 3–155

WRITING STRATEGY
Reaching All English Language Learner Proficiency Levels
Beginning Intermediate

anno is an experience
Watching a live theater performance anno is an experience
Watching a live theater performance

that affects all our senses

anno . The actors and actresses anno
that affects all our senses . The actors and actresses
are often dressed in colorful costumes.
are often dressed in colorful costumes . They speak
They speak their lines with confidence .
their lines with confidence . Often
Often the audience is just as interesting. Most

people enjoy dressing up for the theater, and they the audience is just as interesting. Most people

smell of perfumes and colognes. enjoy dressing up for the theater, and they smell of

Intermission is a good time to stand perfumes and colognes . Intermission is a good

and stretch , especially if the seats aren’t

time to stand and stretch , especially if the seats
very comfortable . Sometimes I might get a
aren’t very comfortable . Sometimes I might get
cold drink from the water fountain.
exciting a cold drink from the water fountain. Going
Going to the theater is an
to the theater is an exciting experience.
experience.

Oral Language Development Before beginning
instruction, review each item on the Table Notes.
Have students make drawings or use gestures
to indicate the different types of sensory details
represented on the table. Work with students to label
each drawing or write a one-word description for each
gesture. Then have students read each label aloud.
Revise the writing frame by filling in more information.
Students can refer back to their completed Table
Notes for vocabulary. Work slowly through each
sentence, having students match a drawing or word to
the blanks.
After reading through the Writing Frame and
completing the topic sentence as a class, place
students in cooperative learning groups. Before
beginning the cooperative learning activity, remind
students of the function of body sentences and
conclusion sentences. Review where they can find
information for these sentences on their Table Notes.
Tell them to use the class paragraph as a model.
Create four small groups and label them A through D.
Assign each small group a sentence in the writing
frame to develop. Then number students 1–4 within
each group. Have students move to their new group
and work together to complete the writing frame
using information from their chart.
Oral Language Development Return students to
their original groups to compare what they have
learned. Finally lead the class in a discussion of the
final paragraph.

3–156 Section 3 Content-Area Model Lessons

Advanced Advanced High

anno is an experience
Watching a live theater performance (Topic Sentence) Watching aanno
live theater performance
anno anno

that affects all our senses . The actors is an experience that affects all our senses . (Body

and actresses are often dressed in colorful costumes . Sentences) The actors and actresses are often dressed

They speak their lines with confidence . Often in colorful costumes. They speak their lines with

just as interesting confidence. Often the audience is just as interesting.

the audience is . Most people

enjoy dressing up for the theater , and they Most people enjoy dressing up for the theater, and

smell of perfumes and colognes they smell of perfumes and colognes. Intermission is
. Intermission

is
a good time to stand and stretch
, especially if a good time to stand and stretch, especially if the 3

the seats aren’t very comfortable . Sometimes I seats aren’t very comfortable. Sometimes I might get

might get a cold drink from the water fountain . Going a cold drink from the water fountain .

to the theater is an exciting experience . (Conclusion Sentence) Going to the theater is an

Revise the writing frame to provide lead-ins to exciting experience .

sentences only. Remind students of the purposes
of the topic, body, and conclusion sentences. Then
have students work independently to complete the
paragraph frames using information drawn from their
Table Notes.
Oral Language Development Place students in pairs
to check and revise their work. Have students present
their final paragraph to their partner.
Provide students with a revised writing frame that
provides only the structural elements of the paragraph.
Have students work independently to complete the
writing frame.
Oral Language Development Place students in pairs
to check and revise their work. Have students present
their final paragraph to their partner.

Lesson 3.18 Theater • Elements of Theater 3–157


3 Art History | Early Medieval Period
routine
Word Analysis
Step 1 Point out how the word is
spelled. Say the syllables aloud
with students.
Step 2 Identify the root word with
students and discuss its
meaning.
Step 3 Analyze the word with students
to identify any affixes and their
meanings.
Step 4 Work with students to combine
word parts. Use a dictionary to
check meaning.
Step 5 Read the paragraph aloud.
Review word pronunciation and
discuss its meaning in context.
Step 6 Complete a Four Square to
reinforce word analysis and
meaning.
Go To Section 2 for information on the lesson
strategies.
Using Word Analysis with New Vocabulary,
pp. 2–16 to 2–21
Finding Supporting Evidence in Text,
pp. 2–166 to 2–175
Go To Section 4 for Blackline Masters.
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 3 then Lesson 19.
3–158 Section 3 Content-Area Model Lessons
LESSON 3.19 FINE ARTS MODEL LESSONS
▲
The following pages are adapted from a typical
art history student text.
See how the strategies and routines described in Section 2 are modeled
in the accompanying Interactive Question-Responses. See corresponding
letters, such as A , on student pages for related text or images.
BEFORE READING
Vocabulary Strategy
Using Word Analysis With New Vocabulary
Before beginning strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
Draw students’ attention to the vocabulary word civilization A on
the student page. Use the Word Analysis routine to introduce the words
to students.
Interactive Question-Response
Step 1 Before we begin reading, let’s preview the boldface words. I will
read each one, and you can repeat it after me. Preview words. Did you
notice that some of these words have prefixes and others have suffixes?
yes Now let’s look at the word civilization. Notice how it is spelled. Have
students spell the word aloud. Now say the word with me. civ-i-li-za-tion
How many syllables does the word have? five
Step 2 This word has a short two-syllable word at the beginning that is
its root. Do you see that word? civil Yes, the root word is civil. If we add a
syllable, do you see another familiar word? civilize Great. You can see that
the two words, civil and civilize, are related. What does being civil or acting
civilized mean? to be polite or to have manners
Step 3 The word civilization has a common suffix, a word part that can
change the meaning of a word. What is the ending you see? -ation You have
probably seen this suffix on other words. Can you think of one right now?
celebration, decoration, explanation, illustration
Step 4 Let’s say the word again, sounding out the parts, the root, and
the suffix, civilize-ation. You know what civilize means. What do you think
civilization means? You can find word parts in a dictionary to help you
figure it out. Civilize means “to improve with manners.” The suffix -ation means
“an action or a condition of being.” Yes. The suffix also forms nouns. Using the
root and the suffix, what does civilization mean? to improve with manners—a
process that does that or a condition of being that
Continue the strategy instruction during and after reading.
(continued)
 MODEL LESSON IN FINE ARTS

,%33/.ß/.%

The Early Medieval Period

$ISCOVER
!FTERßCOMPLETINGßTHISßLESSONßYOUß
WILLßBEßABLEßTO
A t one time the Middle Ages were known as the “Dark Ages,” an unfair label
suggesting that they represented many blank pages in the multifaceted
A history of Western civilization. However, a reexamination has helped to fill in
„ß )DENTIFYßTHEßTHREEßPERIODSßOFßTHEß
-IDDLEß!GES those pages with an impressive list of accomplishments.
„ß %XPLAINßTHEßCONTRIBUTIONSß During this period, many of the important features of our modern world were
#HARLEMAGNEßMADEßTOßLEARNINGß
ANDßTHEßARTSßDURINGßTHEß%ARLYß
born, including parliamentary government, common law, present-day languages,
-EDIEVALßPERIOD and modern nation states. In art, the Middle Ages were inspiring. It was the most
„ß $ISCUSSßTHEßIMPORTANCEß splendid of all periods for bookmaking, a time of a great architectural revival, and
OFßMONASTICISMßANDßTHEß
CONTRIBUTIONSßOFßMONKSßTOßTHEß
an era of important developments in sculpture.
ARTßANDßARCHITECTUREßOFßTHEß%ARLYß
-EDIEVALßPERIOD

3
adapted from Glencoe Art in Focus © 2006

Interactive Question-Response, continued

Step 5 Follow along with your finger while I read
aloud. Stop after the first sentence. Here is the word we
analyzed. Let’s say it aloud. civilization Use the context
Four Square
clues from the sentence and tell me what it means in
this sentence. The word is referring to a group of people
who were in the condition of improving during the Dark the process of becoming civilize (root)
Ages. Right. By knowing word parts, you can figure out civilized or cultured -ation (suffix)
the meaning of unfamiliar words.
Step 6 Now we are going to complete a Four Square
for this word. Write the word civilization in the center.
Write a definition of the word in the top left box. the
process or condition of becoming civilized or cultured civilization
Write the word parts in the top right box. civilize (root);
-ation (suffix) Barbarism, the way of people who are
not civilized, means the opposite of civilization. Write
barbarism in the bottom right box. barbarism In the By studying the civilizations barbarism
bottom left box, write a sentence using the word of different people, we
civilization. By studying the civilizations of different people, learned new ideas.
we learned new ideas.

Lesson 3.19 Art History • Early Medieval Period 3–159

 routine DURING READING
Finding Supporting
Evidence
Comprehension Strategy
Before beginning the strategy instruction, use the Preparing Students for
BEFORE READING
Learning routine in Section 1, p. 1–32.
Step 1 Use text features to preview the
topic. Finding Supporting Evidence in Text
Step 2 Help students identify the See how the Finding Supporting Evidence strategy is modeled in the
thesis. Instruct students to write teacher routine and Interactive Question-Response below to help
it in the top box of the Tree students comprehend the text.
Diagram.
DURING READING Interactive Question-Response
Step 3 Chunk text as you read aloud. Step 1 Let’s preview this section to find out about the topic. What is the
When you pause, discuss title of the section? The Role of Charlemagne What other features give you
supporting evidence. clues as to what the paragraph is about? the boldface words Let’s list the
boldface words and phrases on the board. Carolingian dynasty, domain,
Step 4 Ask guiding questions to show efficient, monastery, ancient manuscripts Many of these words are words you
how textual evidence supports might find in a history book. Go ahead and skim the text to see if there
the thesis. are any unfamiliar words. Help students define any unfamiliar vocabulary.
AFTER READING Previewing the vocabulary allows me to form an idea about what this
Step 5 Review the evidence identified paragraph will be about. What are some of your ideas? There was a king
during reading. Then have named Charlemagne who was a good leader and helped people appreciate art and
students choose the three most education. Now let’s find the thesis, or main idea, and see if our predictions
about this text are correct.
important pieces of evidence
and add them to their diagram. Step 2 Let’s read the first paragraph aloud. The thesis is usually in the
first paragraph. What do you think the author wants you to understand
about Charlemagne? He was the man who was responsible for bringing many
accomplishments to the Carolingian dynasty. The first sentence is the thesis.
Identifying the thesis early helps us to understand the main idea of the text.
As we read, we will be looking for evidence that supports the main idea.
Let’s fill in the Tree Diagram by writing the author’s thesis in the top box of
your diagram.
Step 3 Follow along with your finger as I read the next
paragraph. It is short, but it should have evidence that
Tree Diagram supports the thesis. Read the first sentence. The author
says that Charlemagne’s domain grew. What does this
The accomplishments of the Carolingian dynasty are largely mean? He ruled over a large area. That’s right. What area
credited to Charlemagne. did he govern? a large section of the Western part of the old
Roman Empire Let’s read on. Read second sentence. What
kind of king was Charlemagne? He was well-organized
and kept law and order. Do you think people were happy
Charlemagne Charlemagne Charlemagne with his reign? probably so This information supports
established encouraged an preserved ancient the thesis that the accomplishments of the Carolingian
an efficient interest in art writings. dynasty are largely credited to Charlemagne. He grew
and orderly and established the empire and brought peace and order to his domain.
government. schools in every
monastery.

(continued)
3–160 Section 3 Content-Area Model Lessons
 MODEL LESSON IN FINE ARTS

4HEß2OLEßOFß#HARLEMAGNE
One man was largely responsible for the many accomplishments of the
Carolingian dynasty. He was Charles the Great, more commonly known as
Charlemagne. Already King of the Franks, Charlemagne was crowned emperor
by the pope on Christmas Day in the year 800 and became the first of the Holy
Roman Emperors.
Charlemagne’s domain grew until it included all of the Western part of the
old Roman Empire except Britain, Spain, southern Italy, and Africa. His subjects
enjoyed an efficient government and a remarkable level of law and order.
Beyond creating a great empire, Charlemagne encouraged learning and the arts.
He ordered every monastery and abbey to establish a school where students could
learn arithmetic, grammar, and the psalms. His most important achievement,
however, may have been the preservation of ancient manuscripts. He invited
scholars from England and Ireland to his court to rewrite old texts and prepare new
ones. It is to Charlemagne’s credit that many of the ancient documents we have
today were copied by scholars working under his command.
The center and capital of Charlemagne’s empire was Aix-la-Chapelle, now the
German town of Aachen. Here he set up his court and tried to restore the splendors
of ancient Rome. Statues were brought from Italy, baths were constructed, and a
chapel was built that closely resembled the famous Roman church at Ravenna.
Unfortunately, Charlemagne’s empire with its strong central government
ended shortly after his death in 814. By the close of the ninth century, civilization
in western Europe was in shambles once again. Weak central government and the
need for protection led to the formation of a governmental system known
as feudalism.
3

adapted from Glencoe Art in Focus © 2006

Interactive Question-Response, continued

Step 4 Now let’s read the next paragraph. Pause after the first sentence.
What was Charlemagne noted for? He encouraged learning and art. An
empire that is educated and cultured will be successful. Read the following
sentence. What kinds of things did students learn? math, grammar, and
psalms or the Bible Finish reading the paragraph, pausing to discuss evidence
that supports the thesis.
Step 5 We have read about several of Charlemagne’s accomplishments.
Let’s look at our diagram and decide which information best supports the
author’s thesis that the accomplishments of the Carolingian dynasty are
largely credited to Charlemagne. Charlemagne established an efficient and
orderly government. He encouraged an interest in art and established schools in
every monastery. He preserved ancient writings. Add this information to the
three boxes at the bottom of your diagram.

Lesson 3.19 Art History • Early Medieval Period 3–161

 VOCABULARY AND COMPREHENSION STRATEGIES
Reaching All English Language Learner Proficiency Levels
Beginning
Oral Language Development Before the routine,
make prefix (re-, pre-, un-, non-) Flash Cards.
Help students practice pronunciation by working
VOCABULARY
through the prefix flash cards with them. Hold
the prefix up and say it. Have them repeat the
prefix. Say what each means and give students an
example word that is relevant to the day’s lesson.
Have students repeat that word. Then tell them the
meaning of that word. Do the same with suffixes
(-ment, -ation, -dom).
Cooperative Learning Activity One way to help
students find the main ideas in a textbook is to
review the introductory paragraph with them. Help
them articulate the main idea and make sure they
completely understand that the other paragraphs
COMPREHENSION
will provide supporting details for that main idea.
Have students work in mixed-proficiency pairs to
identify supporting details and to complete a Four
Square. After some time, have students share
their supporting details with the class and allow
everybody time to add to their chart.
Accelerating English Language Learners
Beginning
Quick Check
If students are readily producing words with
prefixes and suffixes and identifying key
ideas,
Then involve them in some of the activities for
Intermediate students.
3–162 Section 3 Content-Area Model Lessons
Intermediate
Oral Language Development Have students
quiz each other on prefixes and suffixes. Create a
Two-Column Chart. On the left hand side, write a
list of common prefixes such as re-, pre-, un-, non-,
and mis-. On the right hand side, write a simple
definition. Have students match the word part with
the definition. Create a similar chart with suffixes.
Then have students locate words in the dictionary
with those prefixes and suffixes and use them
in sentences.
Cooperative Learning Activity To help students
find the thesis and supporting evidence, provide
them with four sticky notes, three of which will be
the same color. Have students look at a paragraph
and answer the question, “What is the author trying
to tell you?” Tell students that by answering this
question, they will find the main idea.
Explain to students that the author uses three
supporting ideas. Have students number their
same-colored sticky notes. Working with a partner,
have them list words or phrases from the text that
support the main idea.
Have students work in pairs and use their sticky
notes to complete their Tree Diagram.
Intermediate
If students are using and reusing affixes
and roots in a meaningful way and using
contextual support to find supporting
evidence,
Then involve them in some of the activities for
Advanced students.
Advanced
Cooperative Learning Activity Provide students
with two lists: one with roots and one with negative
prefixes (un-, mis-, in-, im-, dis-, il-) First, have
partners match a prefix with its root, correcting
errors. (e.g., inorganized or disorganized) Then say
each word aloud and discuss how matching a word
with its negative prefix creates an antonym.
Oral Language Development Before beginning
the routine, have students preview the text. Show
them a picture of Charlemagne and the Palatine
Chapel of Charlemagne in Aachen, Germany. Have
students work in groups of three. One member of
the group should read a paragraph aloud. Another
member of the group should paraphrase the
sentence that explains the main idea or thesis of the
section. Others can help to improve the paraphrase.
When they feel they are finished, have them raise
their hand to share the paraphrase with the group.
After identifying and paraphrasing the main idea,
have students complete their Tree Diagram and
present them to one another. Have them discuss if
their predictions matched the supporting evidence.
Advanced
If students can identify patterns in language
and use inferential skills such as identifying a
thesis and finding supporting evidence,
Then involve them in some of the activities for
Advanced High students.
Advanced High
Cooperative Learning Activity Provide students
with a list of words that have prefixes and suffixes.
Have students work in small groups to create
VOCABULARY
sentences with each word and three possible
definitions. For example:
I need to preview my article.
a) read before
b) read after
c) read during
Partners will exchange papers and answer.
Oral Language Development After reading each
paragraph, have students add a sentence to their
Tree Diagram. Have them separate the details from
the supporting evidence using different colored
ink on their diagram (blue for evidence, green for
COMPREHENSION
details).
Using their diagram, have students tell each other
why Charlemagne made such a large impact on the
Carolingian dynasty.
3
To support their oral presentations, have students
create diagrams, drawings, or illustrations to
enhance key vocabulary and supporting ideas.
Advanced High
Quick Check
Students should be able to identify patterns in
language and use inferential skills to identify a
thesis and find supporting evidence. If students
are having difficulty, involve them in some of the
activities for Advanced students.
Lesson 3.19 Art History • Early Medieval Period 3–163
 routine
Using Social Expressions
Step 1 Describe social expressions
and occasions when they are
commonly used.
Step 2 Provide examples of social
language structures and
expressions and review their
meanings.
Step 3 Define idioms and figurative
language and model their use.
Use the Flash Cards to support
understanding.
Step 4 Describe differences between
formal and informal social
expressions.
Step 5 Model asking others about their
opinions, ideas, and feelings,
and generating responses.
Academic Language
idiom an expression in which words mean
something different from their literal
meaning
figurative language use of language such
as similes and metaphors that gives words
a meaning beyond their usual and everyday
definitions
Flash Cards
I couldn’t take my eyes off the Meaning: The movie was very
screen. interesting.
3–164 Section 3 Content-Area Model Lessons
AFTER READING
Listening and Speaking Strategy
Using Social Expressions
In this lesson, students will practice using social language structures
and expressions to respond to cinema. Students will practice using
formal and informal language and ask others for their opinions, ideas,
and feelings about a movie. See how the Using Social Expressions
routine is modeled in the Interactive Question-Response that follows.
Interactive Question-Response
Step 1 You probably already know many social expressions. For example,
what would you say about a movie you really like? I loved that movie. That
movie was awesome. Good. These are social expressions. We use social
expressions to talk about opinions, ideas, and feelings.
Step 2 Listen to this social expression: I loved that movie! How do you think
I felt about it? You liked it a lot. Yes, when you say you loved something, it
means you really liked it. What other verbs could we put in this sentence to
tell different ways we felt about a movie? liked, hated, disliked, enjoyed Good.
What if I said, “That movie is boring”? How would I feel about the movie?
The movie was not very good. Right, boring means that something is not very
interesting. What other words can we put in the sentence “That movie is
_______”? exciting, terrible, confusing, amazing You can use many adjectives
in this sentence to show what you think.
Step 3 Sometimes people use figurative language to talk about things.
For example, “That movie is out of this world!” is figurative language. How
do you think I feel about a movie that is “out of this world”? You like it.
Yes. How can you tell? You sound very excited. Do you think I really mean
that the movie was not on planet Earth? No. What does that expression
probably mean? The movie was very good. You can use clues to figure out
what figurative language means. Listen to these examples: “The story was
really good. I couldn’t take my eyes off the screen.” “I loved the action in that
movie. I was on the edge of my seat!” Write one of these expressions on one
of the Flash Cards. On the other side of the card, write what you think the
expression means and give an example of a movie that
fits the description.
Step 4 When we use social expressions, we can use
formal or informal language. When you talk to your
best friend, do you use formal or informal English?
informal English When you talk to a teacher or adult,
which should you use? formal English Listen to these
expressions: “That movie was awesome! You should go
see it.” Are those formal or informal? informal What about
this: “I enjoyed the movie. I recommend it.” formal
Step 5 When someone expresses an opinion, you can
ask the person to explain it. You could say, “Why did you
like the movie?” to find out more. With a partner, take
turns saying that you liked or didn’t like a movie. Ask
your partner why or why not. Then explain.
LISTENING AND SPEAKING STRATEGY
Reaching All English Language Learner Proficiency Levels
Beginning Provide students with the social language sentence stem I ______ the movie and
a bank of verbs, such as loved, hated, and liked. Review the meaning of each verb.
Have students practice saying the sentence using different verbs, using a thumbs
up, thumbs down, or sideways hand motion to show their understanding of each
expression.

Intermediate Model examples of formal and informal social expressions about movies. Change
your intonation and expression as appropriate. Ask students to identify whether the
expression was formal or informal. Then have students choose one formal and one
informal expression and use it to describe a movie.

Advanced Model a three- or four-sentence response to a movie including at least one example
of figurative language. Have students identify the figurative language and guess its
meaning. Then have students work with a partner and practice expressing their own
views about a movie.

Advanced Tell students to think of a movie that they liked a lot. Ask students to express
High opinions, feelings, and ideas about the movie to a partner. Encourage students to
use at least one figurative expression. Have partners practice responding and asking
questions.

3
NOTES

Lesson 3.19 Art History • Early Medieval Period 3–165


3 Carpentry | Job Site Safety
routine
Identifying Word Families
Step 1 Display word families that key
words in the text belong to.
Discuss the related meanings of
the words.
Step 2 Preview the text with students,
identifying words from the word
families displayed.
Step 3 Read the text aloud, discussing
the meaning and use of the key
words and other words in the
word family.
(continued)
Go To Section 2 for information on the lesson
strategies.
Identifying Word Families,
pp. 2–22 to 2–27
Using Prior Knowledge and Experiences,
pp. 2–76 to 2–85
Genre Model: Writing a Expository
Paragraph, pp. 2–326 to 2–335
Go To Section 4 for Blackline Masters.
Pyramid Chart, p. 4–76
KWL Chart, p. 4–74
Flowchart, p. 4–72
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 3 then Lesson 20.
3–166 Section 3 Content-Area Model Lessons
LESSON 3.20 APPLIED ARTS MODEL LESSONS
▲
The following pages are adapted from a typical
carpentry student text.
See how the strategies and routines described in Section 2 are modeled
in the accompanying Interactive Question-Responses. See corresponding
letters, such as A , on student pages for related text or images.
BEFORE READING
Vocabulary Strategy
Identifying Word Families
Before beginning strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
Draw students’ attention to the vocabulary words responsibility A ,
concentration B , concentrates C , and craftsmanship D on the student
page. Use the Identifying Word Families routine to introduce the words
to students.
Interactive Question-Response
Step 1 Display the words response, concentrate, and craft. Say each word
with me. Let’s think about the meaning of each word. A response is
something that you do or say as a result of something. If I ask you to get
ready for lunch, what is your response? put away books, get in line When you
concentrate, you pay attention to what you are doing. When do you need
to concentrate? when I am studying for a test A craft is work that takes special
talent or skill. Carpentry, or making things out of wood, is a craft. What is
another craft? making pottery
Read each word family aloud with me. What is the base word for each word
family? response, accident, concentrate, craft
Step 2 A word from each of these word families is in the paragraphs
we’re going to read. Let’s skim the paragraphs. What word has the base
word response? responsibility concentrate? concentration, concentrates craft?
craftsmanship
Step 3 Explain to students that there are patterns in language that can help
you figure out meanings of words. Follow along as I read the first paragraph
out loud. Tell me to stop when you hear the word responsibility. A What is
the base word in responsibility? response The word response is a noun. The
verb form of that word family is respond. Responsible is an adjective. If a
person is responsible, he or she can be expected to respond the right way
in a situation, or they can be trusted. Words with the -ity ending are often
nouns. What does the word responsibility mean in the paragraph? a job
someone is trusted to do
Continue the strategy instruction during and after reading.
 MODEL LESSON IN APPLIED ARTS

3AFETYß2EGULATIONS Many builders and contractors feel that there is

What is OSHA?
Most injuries can be prevented. Everyone on a job
A site has some responsibility for keeping the site safe.
The best way to avoid accidents is to develop a safe
attitude:
• Think about the consequences of your actions, not
only for yourself, but also for those around you.
• Always follow safe procedures, obey the rules, and
act responsibly.
• Keep in mind that you cannot rely on luck to
protect you from accidents.
• Make safety a habit as you develop your
construction skills.
• Learn good housekeeping habits because a clean
job site is a safer job site.
a direct relationship between quality work practices
and safety. Workers who take the time to do a job
carefully are safer workers. One reason for this
B is that it takes a lot of concentration to do a job
C right. A worker who concentrates is less likely to
be distracted by other workers and is more alert
to possible hazards. Another reason that careful
D workers are safer workers is that a high degree
of craftsmanship slows the pace of construction.
Injuries are more likely to occur when workers rush
to complete a job.
/3(!
The purpose of the U.S. Occupational Safety
and Health Act is “to assure so far as possible every
working man and woman in the Nation safe and
healthful working conditions and to preserve our
human resources.”

adapted from Glencoe Carpentry & Building Construction © 2010

routine
(continued)
Interactive Question-Response, continued 3
Tell me to stop when you hear the words concentration and concentrates.
Step 4 Review the content with
Stop at words B and C . Concentration is a noun and concentrates is a verb. students, paraphrasing it
When a worker concentrates, what is he or she doing? paying attention to using the key words and other
the job Right. And concentration, a noun, is a state of concentrating. It takes members of the word family.
concentration to do a job right. Read aloud up to the word craftsmanship
Step 5 Have students complete the
D . This word is a noun. A craft is something you do that requires skill, but Pyramid Chart with the word
craftsmanship is a little different. It’s something you need to do a craft. What
do you need to do a craft? skill So, craftsmanship means that you have the
families of key words.
skill needed to do your craft.
Step 4 Let’s use the words in the word families to review what we Pyramid Chart
read. What responsibility do workers have? keeping the work place safe
What is one result to having a safe place to work? There are not as Base Word: response
many accidents. What does it take to do a job right? concentration How
does a worker who concentrates behave? The worker pays attention
to safety. What sometimes slows down the speed of work? good
craftsmanship Noun:
Step 5 Let’s make a Pyramid Chart for the response word family. responsibility
Write the base word, response, at the top of the pyramid. What noun Verb:
goes in the first box? responsibility What verb goes in the next box? respond
respond What adjective goes in the third box? responsible
Adjective:
Have students work in cooperative groups to complete charts for the responsible
other key words and their word families.
Adverb:
responsibly

Lesson 3.20 Carpentry • Job Site Safety 3–167

 routine DURING READING
Prior Knowledge
Comprehension Strategy
Step 1 Distribute copies of the KWL Using Prior Knowledge and Experiences
Chart. State the topic of the text Before beginning the strategy instruction, use the Preparing Students for
and have students complete the Learning routine in Section 1, p. 1–32.
From Experience section.
See how the Using Prior Knowledge and Experiences strategy is modeled
Step 2 Preview the text and have in the teacher routine and Interactive Question-Response below to
students record facts they know help English Language Learners comprehend the information about
related to previewed terms. signs and tags. E F G
Step 3 Have students record their
questions in the W section.
Interactive Question-Response
Step 1 Write the topic, Signs, Tags, and Barricades, at the top of your KWL
Step 4 Read the paragraph aloud. Chart. We’re going to read about safety items used at a construction,
Guide students to connect their or building, site. Let’s think of signs, tags, or other things meant to warn
prior knowledge and experience us. I remember a “slippery when wet” sign I saw on the road. What other
to the text. warnings have you seen? a “danger” sign; a “do not use” tag; yellow tape Write
these in the From Experience box on your chart.
Step 5 Complete the L column.
Step 2 Point out the pictures of the safety signs E and safety tags F ,
Step 6 Have students write down what and read the captions. These features show that we are going to learn that
they want to know more about. different signs and tags have certain meanings and purposes. Safety signs
are used to warn about dangerous conditions, such as a missing sidewalk.
Step 7 Discuss ways they can learn What are tags used for? Tags warn about problems with tools and machines.
more. Have them record their Point out the table of color safety codes. G Read aloud each row from left to
ideas. right. What does this table tell us about the use of colors? Each color has a
special meaning. In the From Previewing box
on your chart, write down something you just
learned from previewing the passage.
KWL Chart
Step 3 Now let’s think about what questions
Signs, Tags, and Barricades we have based on our previewing. What do we
want to learn? I’m wondering in what situations
K - What I Already Know we have to use certain signs or tags. What else
From Experience From Previewing do you want to know? when we use certain colors
a “danger” sign, a “do not use” tag; Tags warn about problems with In the W box on your chart, write down what
a yellow tape tools; each color has special meaning. you want to learn from this text.
W - What I Want to Learn Step 4 I’ll read each paragraph aloud. As I read,
think about the ideas you wrote down in the K
When do we use certain signs, tags, or barricades? boxes on your chart. Read aloud the first three
When do we use certain colors? sentences. When did you ever see a danger
sign? open streets or sidewalks, edge of a large
L - What I Learned drop off, power lines Would a caution sign have
“danger” means immediate danger; “caution” means been the right sign for that place? no Which
potential or unsafe; red is for danger, yellow is for caution sign would have been better to use? danger
In the paragraph, what kind of hazard is a
What I Want to Know More About How I Will Learn More danger sign used for? immediate And a caution
sign? potential or unsafe What color is used for
Who is responsible for putting up the library, internet, talk to experts or
danger? red And for caution? yellow Repeat this
signs, tags, and barriers? Do they use workers
step for each paragraph in the text.
the same colors in other countries?
Who came up with the colors?
(continued)
3–168 Section 3 Content-Area Model Lessons
 MODEL LESSON IN APPLIED ARTS

3IGNSß4AGSßANDß"ARRICADES If a tool or piece of equipment is defective, a

Several kinds of signs and tags are used at
construction sites. Danger signs warn people about
immediate hazards, such as open stairwells. Caution
signs, such as those in Figure 3-2, warn about
potential hazards or unsafe practices. For example, a
caution sign might be used to warn workers entering
an area where laser equipment is in use.
E foundations. It is also done to prevent workers from
temporary tag should be placed on it to warn people
that it should not be used. The tags shown in Figure
3-3 are examples. A lockout/tagout procedure may be
required. Lockout/tagout is the use of lockout devices
and/or tags to prevent accidental machine startup or
release of stored energy.
Barricades, or barriers, can be set up to prevent
people from entering a dangerous area. This is often
done to guard the outside edges of holes dug for
falling off the edge of flat roofs.

G
Figure 3-2 Safety Signsß
Identify Danger Learn to recognize safety signs.

3
Figure 3-3 Safety Tagsß
Identify Danger Tags are placed on tools to warn of faulty operation
or maintenance issues. They should be connected with light wire or
some other material that is not likely to come loose.

adapted from Glencoe Carpentry & Building Construction © 2010

Interactive Question-Response, continued

Step 5 In the L box on your chart, write down what you learned about
signs, tags, and barricades. Danger signs are for immediate dangers. Caution
signs are for potential or unsafe places. Red is for danger. Yellow is for caution.
Repeat this step for the other facts learned in the text.
Step 6 Now let’s write down one or two things that you would like to know
more about. One question I am wondering about is, who is responsible
for putting up the signs, tags, and barriers? What would you like to know
more about? Do they use different colors for signs, tags, and barriers in other
countries? Who came up with these colors and their meanings?
Step 7 To find the answers, you could read a book from the library. Where
else could we find answers? look at a Web site, talk to an expert, or ask
someone who works in construction

Lesson 3.20 Carpentry • Job Site Safety 3–169

 VOCABULARY AND COMPREHENSION STRATEGIES
Reaching All English Language Learner Proficiency Levels
Beginning
Oral Language Development Before beginning
the vocabulary routine, use images or gestures
VOCABULARY
to introduce each base word. Practice producing
consonant and vowel sounds that may be difficult,
such as hard and soft c, double consonants, and
final -s.
Oral Language Development Provide visuals of
additional signs, tags, and barricades. Ask questions
with yes/no answers or two choices to help students
complete their KWL Chart. For example: Did you see a
danger sign at the landfill or on a fence? Does the chart
show the meaning of different colors? Do you want to
COMPREHENSION
find out how to use the signs or how to dig a hole? Does
the color green mean “first-aid”? Encourage students
to use drawings as they complete their chart.
Show students a video that shows a play or skit to
access prior knowledge. Have students respond to
the words in the video that they might use in their
skit. Work with students to develop simple skits
that demonstrate how to read and use one sign,
tag, barricade, or color from the safety codes chart.
Students should be able to use individual key words
from the text in their skits.
Accelerating English Language Learners
Beginning
Quick Check
If students are readily identifying base and
family words and are completing their KWL
Chart,
Then involve them in some of the activities for
Intermediate students.
3–170 Section 3 Content-Area Model Lessons
Intermediate
Oral Language Development Provide additional
practice in identifying and using words in each word
family. Give the base work and a cloze sentence.
Have students supply the correct word family word.
For example: accident– I spilled some
paint on the table. (accidentally)
Cooperative Learning Activity Divide the class
into small groups. Assign each group to make a
collage of pictures of signs, tags, and barricades.
Have students label each picture. Have each group
show their collage to the class and use key words
from the text to describe it.
Show students a video that shows a play or skit
to access prior knowledge. Work with students to
develop simple skits that demonstrate how to read
and use several signs, tags, barricades, or color
safety codes that they read about. Students should
be able to use key words and phrases from the text
in their skits.
Intermediate
If students can read key words and use them
to complete cloze sentences, and use their
collages to explain what they learned,
Then involve them in some of the activities for
Advanced students.
Advanced
Cooperative Learning Activity Have pairs of
students create a dictionary with the words from
all of the word families. Students should write
each word, the part of speech, a definition, and
a sentence using the word. Encourage students
to include illustrations. Have pairs share their
dictionary with pairs of Beginning or Intermediate
level students.
Cooperative Learning Activity After reading,
have students discuss their completed KWL Chart
in small groups. Encourage students to add each
other’s information to the L boxes of their chart.
Then have each group summarize their chart for
the class.
Show students a video that shows a play or skit to
access prior knowledge. Have students respond
orally to the concept of plays and skits. Work with
students to develop simple skits that demonstrate
how to read and use the signs, tags, and barricades.
Students should be able to use key words and
phrases from the text in their skits.
Advanced
If students can create dictionary entries
for each word family and summarize the
information on their KWL Chart,
Then involve them in some of the activities for
Advanced High students.
Advanced High
Cooperative Learning Activity Have students
work in small groups to reread both lessons and
VOCABULARY
make lists of additional word family words. Each
group can make a poster showing all of the words in
one word family, with each base word highlighted.
Have groups present their posters to the class.
Cooperative Learning Activity Provide source
books and Internet access for students to conduct
research to find the answers to the questions in
the What I Want to Know More About boxes on
their KWL Chart. If possible, connect students with
experts who can answer their questions. Have pairs
COMPREHENSION
of students write short reports and read them to the
class. Encourage students to include illustrations
and other visuals in their reports.
Show students a video that shows a play or skit
to access prior knowledge. Work with students to
develop more complex skits that demonstrate how 3
to read and use several signs, tags, and barricades.
Students should be able to create dialogue that uses
key words and phrases from the text in their skits.
Advanced High
Quick Check
Students should identify additional word families
and base words, conduct research, and write
simple reports. If students are having difficulty,
then involve them in some of the activities for
Advanced students.
Lesson 3.20 Carpentry • Job Site Safety 3–171
 routine
Expository Writing
AFTER READING
Step 1 Review the prompt for key
words to determine a writing
purpose and create a checklist
for writing the expository
paragraph.
Step 2 Use the Flowchart and link it to
the writing purpose.
Step 3 Review paragraph structure and
link sentence types to the chart.
Step 4 Read the writing frame aloud.
Have students mark connections
and ideas on their chart.
Step 5 Work with students to develop a
topic sentence, body sentences,
and a conclusion sentence.
Step 6 Have students work in pairs to
revise and edit their expository
paragraph.
Step 7 Have students share their
completed expository
paragraph.
Flowchart
FIRST: Have a safe attitude. Follow safe procedures, obey
rules, act responsibly, and think about the consequences of
your actions.
THEN: Keep a clean job site. Get rid of scraps and rubbish,
and put tools and materials away.
FINALLY: Communicate clearly. Use signs, tags, and
barricades; use them correctly.
Prevent on-the-job injuries.
3–172 Section 3 Content-Area Model Lessons
AFTER READING
Writing Strategy
Writing an Expository Paragraph
Use the Expository Writing routine and Interactive Question-Response
below to guide English Language Learners through writing an
expository paragraph. This lesson focuses on the prewriting and
drafting stages of the writing process. For more detailed information
on using all the stages of the writing process, see Using the Writing
Process, Section 2, p. 2–296 and Writing an Expository Paragraph,
Section 2, p. 2–326.
Writing Prompt
Imagine that you are working for OSHA and you must write a
paragraph explaining the process, or steps, necessary for creating a
safe work environment.
Interactive Question-Response
Step 1 Before we begin writing, let’s look closely at this prompt. First scan
for and circle any key words. What words stand out as direction words?
write, paragraph, explaining, process, steps, safe work environment
Good. Those are all words that tell us what we are supposed to do. Let’s
use this information to create a checklist. Our checklist should include all
the things we need to do in our writing. Work with students to develop a
checklist. Here’s what our checklist will include:
˛ Write a paragraph that explains.
˛ Talk about workplace safety.
˛ Explain the steps used to create a safe workplace.
Step 2 We can use a Flowchart to organize the information we need to
write our paragraph by steps and examples. We’ll organize our information
into three steps. Let’s use signal words to label each step. Signal words alert
the reader that we are explaining a step in this process. Let’s use the signal
words First, Then, and Finally to label each box. We will
use the fourth box to write the result of following these
steps. To collect ideas, we can go back to the passage on
this topic and use what we have already learned. Work
with students to label and complete the chart. Provide
examples of information students can include in the chart
if necessary.
Step 3 A paragraph has three parts: a topic sentence,
body sentences, and a conclusion sentence. A topic
sentence states the general purpose of the paragraph.
When we write to explain, what information should our
topic sentence include? the topic and the process we are
going to explain Yes, what about the body sentences?
Body sentences support, or provide more information
about, the topic sentence. What information belongs
there? the steps in the process Good. What about a
conclusion sentence? How can it tie everything
together? It summarizes all the ideas in the paragraph.
(continued)
Interactive Question-Response, continued
Look at the chart. What is all of this information about? workplace safety Yes,
so our topic sentence will introduce the topic of workplace safety. How
about for the body sentences? the supporting details and examples given in all
three boxes And what about the conclusion sentence? summarize all of the
information and say why it is important
Step 4 As I read the writing frame for a paragraph describing the steps for
creating a safe work environment, mark connections or ideas on your chart.
Read writing frame.
Step 5 Let’s focus on completing the topic sentence to tell what we will be
describing. I see the words created and a few steps. What are we explaining
that can be created in a few steps? a safe job site Yes, that’s correct. Let’s put
that information into the sentence and read it aloud together. Choral read,
“A safe job site can be created in only a few steps.”
Now let’s focus on the body sentences. How can we complete these body
sentences to explain the topic we just introduced? Use the steps from the
flowchart. Let’s focus on the first blank. Does anyone see any signal words?
first Good. Now let’s look at our chart. What is the first step for creating a
safe job site? a safe attitude Yes, the first step is to develop a safe attitude.
Let’s fill that in and focus on the next blank. Reread the sentence pausing at
the blanks. What information is this sentence providing? how to develop a
safe attitude That’s right. What do people with a safe attitude follow? Look
at your chart and talk to a partner. safe procedures and rules Let’s put that
information into the sentence and read it aloud together. Choral read, “First,
develop a safe attitude . Be sure to follow safe procedures
and rules .” Work with students to complete each body 3
sentence.
Finally, let’s work on the conclusion sentence to tie all the ideas together.
Often a conclusion sentence restates what was already said, and then goes
on to add why this information is important. Let’s think about why safety
procedures are important. They create a safe work area. Yes, they
lead to a safe work environment. What is the benefit, or positive
outcome, of this? lowering the number of injuries at work Yes,
A safe job site can be created in only a
safety procedures help prevent on-the-job injuries. Let’s fill that
information in and read the sentence together. Choral read, few steps. First, develop a safe attitude .
“Remember, a safe work environment is the number one way to Be sure to follow safe procedures and
rules . Act responsibly by thinking
prevent on-the-job injuries .”
about the consequences of your actions .
Step 6 Now switch paragraphs with a partner. Read the
paragraph once and look for any inaccurate answers. Read Make safety a a mental habit ! Then,
it again and look for spelling and grammar errors. Use a maintain a clean job site . Dispose of
dictionary to check any words that might be spelled incorrectly. scraps and rubbish daily. Place
Work together to make changes. tools materials safe place
and in a
Step 7 To finish the writing process, you will publish and
present your paragraph. Create a clean, formatted copy. Share so they will not fall and cause injury .
your writing by reading it aloud to your partner. Then listen as Finally, communicate clearly using
your partner reads his or her paragraph to you. signs, tape, and barricades to indicate
broken equipment or unsafe areas. Remember, a
safe work environment is the number one

way to prevent on-the-job injuries .

Lesson 3.20 Carpentry • Job Site Safety 3–173

WRITING STRATEGY
Reaching All English Language Learner Proficiency Levels
Beginning Intermediate

safe safe job site

A job site can be created in only A can be created in only a few

a few steps. First, develop a safe attitude . steps. First, develop a safe attitude . Be

Be sure to follow safe procedures and sure to follow safe procedures and
rules . Act responsibly by thinking rules . Act responsibly by thinking

about the consequences of your actions. about the consequences of your actions .

Make safety a mental habit ! Then, Make safety a a mental habit ! Then,

maintain a clean job site. Dispose maintain a clean job site . Dispose of

of scraps and rubbish scraps and rubbish

daily. Place tools and daily. Place tools and

materials in a safe materials in a safe place

place so they will not fall and cause so they will not fall and cause injury . Finally,
injury . Finally, communicate communicate clearly using signs, tape, and barricades

clearly using signs , to indicate broken equipment or unsafe areas .

tape , and barricades Remember, a safe work environment is the number

to indicate broken equipment or one way to prevent on-the-job injuries .

unsafe areas. Remember, a safe work
environment is the number one way to
prevent on-the-job injuries
Oral Language Development Before beginning
instruction, review each item on the Flowchart,
including signal words. Have students make drawings
to represent the various details and examples
represented on the chart. Work with students to label
each drawing. Then have students read each label
aloud.
Revise the writing frame by filling in more information.
Ask students to provide one-word responses only.
Students can refer back to their completed flowchart
for vocabulary. Work slowly through each sentence,
having students match a drawing or label to each
blank.
Read through the writing frame and complete the
topic sentence as a class. Remind students of the
. function of body sentences and conclusion sentences
as in step 5 of the routine. Review where they can find
information for these sentences on their Flowchart.
Create three cooperative learning groups. Assign one
group to write sentences 2–4, 5–7, and 8–9, using
their flowchart. After writing, students move to a new
group to complete the writing frame.
Oral Language Development Return students to
their original groups to compare what they have
learned. Finally lead the class in a discussion of the
final paragraph.

3–174 Section 3 Content-Area Model Lessons

Advanced
A safe job site can be created in only a
few steps . First, develop a safe attitude . Be
sure to follow safe procedures and rules . Act
responsibly by thinking about the consequences of
your actions . Make safety a a mental habit !
Then, maintain a clean job site . Dispose of
tools and materials
scraps and rubbish daily . Place in a safe place
so they will not fall and cause injury . Finally,
communicate clearly using signs, tape, and barricades
to indicate broken equipment or unsafe areas
Remember, a safe work environment is the number
one way to prevent on-the-job injuries .
Revise the writing frame to provide mostly sentence
lead-ins. Remind students of the purposes of the topic,
body, and conclusion sentences. Then have students
work independently to complete the writing frame
using information drawn from their Flowchart.
Oral Language Development Place students in pairs
to check and revise their work. Have students present
their final paragraph to their partner by reading it
aloud.
Advanced High
(Topic Sentence) A safe job site can be created in only
a few steps. . (Body Sentences) First, develop a
safe attitude. Be sure to follow safe procedures
and rules. Act responsibly by thinking about the
consequences of your actions. Make safety a mental
habit. Then, maintain a clean job site. Dispose of
scraps and rubbish daily. Place tools and materials in a
safe place so they will not fall and cause injury. Finally,
communicate clearly using signs, tape, and barricades
. to indicate broken equipment or unsafe areas.
(Conclusion) Remember, a safe work environment is
the number one way to prevent on-the-job injuries. .
Provide students with a revised writing frame that 3
provides only the structural elements of the paragraph.
Have students work independently to complete
the writing frame using the information on their
Flowchart.
Oral Language Development Place students in pairs
to check and revise their work. Have students present
their final paragraph to their partner.
Lesson 3.20 Carpentry • Job Site Safety 3–175

3 Manufacturing | Work Flow
routine
Using Vocabulary to Retell
Step 1 Preview the vocabulary words
and their meanings. Tell students
they can use vocabulary words to
retell stories or information.
Step 2 Read the text aloud. Have the
students underline vocabulary
words and repeat them aloud.
Step 3 Lead students to deduce the
meaning of key vocabulary
words, either from context or
from background information.
Step 4 Ask the class questions to
paraphrase key events or
information.
Step 5 Students use the information
and vocabulary words to
complete the Caption Notes.
Step 6 Students use the graphic
organizer to retell the story or
information.
Go To Section 2 for information on the lesson
strategies.
Using Vocabulary to Retell,
pp. 2–64 to 2–69
Identifying Cause and Effect,
pp. 2–156 to 2–165
Go To Section 4 for Blackline Masters.
Caption Notes, p. 4–64
Cause and Effect Chart, p. 4–65
Teacher Resources
Online
To watch a video related to this lesson, go
to ellevate.glencoe.com and click on
Section 3 then Lesson 21.
3–176 Section 3 Content-Area Model Lessons
LESSON 3.21 APPLIED ARTS MODEL LESSONS
▲
The following pages are adapted from a typical
manufacturing student text.
See how the strategies and routines described in Section 2 are modeled
in the accompanying Interactive Question-Responses. See corresponding
letters, such as A , on student pages for related text or images.
BEFORE READING
Vocabulary Strategy
Using Vocabulary to Retell
Before beginning strategy instruction, use the Preparing Students for
Learning routine in Section 1, p. 1–32.
Draw students’ attention to the vocabulary key terms A B C on the
student page. Use the Using Vocabulary to Retell routine to introduce the
words to students.
Interactive Question-Response
Step 1 Let’s look at the first three vocabulary words in the text. These are
the terms written in boldface because they are important. Work flow is the
movement of materials through the process. Capacity is the maximum
amount that can be created. Design capacity is the maximum output
that the facility was built for. These vocabulary words provide important
information and can help you retell the information in the text.
Continue the strategy instruction during and after reading.
Step 2 I will read the text aloud. When I come to a vocabulary word, I want
you to underline it and say it aloud. What are the vocabulary words we
should look for? work flow, capacity, design capacity Sound out each syllable of
the vocabulary terms with students to help them decode the words.
Step 3 Let’s see if we can tell the meaning of each vocabulary word.
Again, read to the end of the sentence, beginning with work flow. Did you
see the definition? the movement of materials through the production process
Good. What does capacity mean? the maximum rate at which inputs can be
transformed to create outputs Right. In other words, capacity is the maximum
rate that a product can be made. How about design capacity? Design
capacity is the target rate at which a facility is designed to operate. For example,
a tire factory might be designed to produce 500 tires an hour.
Step 4 Let’s paraphrase the information in the selection by using the
vocabulary words. Looking at Figure 12–10 helps us understand the
meaning of work flow. What does it show? It shows the flow of materials
through a rubber band manufacturing plant. So we know that the work flow is
(continued)
 MODEL LESSON IN APPLIED ARTS

Moving Material Plant Capacity

In manufacturing, materials move from one
workstation to another, “flowing” through the
A plant until a finished product results. Work flow is
the movement of materials through the production
process. For efficient use of resources, work flow
must be broken into tasks that will move material
smoothly between workstations. One major goal of
production planning is effective work flow through
the production process. The flow chart shown in
Fig. 12-10 shows the work flow in a rubber band
manufacturing plant. Starting as blocks of raw
rubber, the material moves from one workstation to
another. One machine treats the rubber chemically.
One extrudes it into tubes. Another slices the tubes
to make rubber bands.
&IGß
ßß2UBBERß"ANDß-ANUFACTURINGß&LOWß#HART
There is a limit to the amount of work that
workers and equipment can do in a specific time
B period. The capacity of a process is the maximum
rate at which inputs can be transformed to create
outputs. For example, assume that a press stamps
metal parts at a rate of 10 times per minute. The
capacity of the press is 10 parts per minute or 600
parts per hour. Three measures of capacity are used in
planning and scheduling. These are design capacity,
effective capacity, and actual output.
Design Capacity
C A facility’s design capacity is the target rate at
which the facility is designed to operate. For the
press in the example above, the design capacity is 600
parts per hour. It cannot operate at a higher rate than
the design capacity without modification or redesign.

-IXßRUBBERß %XTRUDEßß
!DDßDYEßFORß (EATßANDß 3LICEßTUBESß
ANDßOTHERß RUBBERßß #UREßRUBBER 0ACKAGE 3HIP
COLOR FLATTEN INTOßBANDS
COMPOUNDS TUBES

3
adapted from Glencoe High-Performance Manufacturing © 2006

Interactive Question-Response, continued

the materials moving through the facility, until there is a
finished product at the end. As we read, we also learned
Caption Notes
that capacity has to do with a “limit” or a “maximum.” So
what does capacity mean in the context of this selection?
work flow–
the most a facility can make Yes. And if we add the word
design to capacity, what does it mean then? the amount the
the movement of
facility is designed to make Yes. materials
Step 5 We can keep track of the vocabulary words in your
Caption Notes. Write work flow on the first set of lines,
capacity on the second set, and design capacity on the capacity–
third set. Make sure you spell the words correctly. Then the most product a
write the definitions of the vocabulary words that we plant can make
discussed. In each box, draw a picture that will help you
remember the word.
Step 6 Let’s use the notes in the graphic organizer to retell design capacity–
the information we just learned about how a production the amount a plant is
plant works. As you retell the information, use the designed to make
vocabulary words we discussed. Refer to your notes if you
need help.

Lesson 3.21 Manufacturing • Work Flow 3–177

 routine
Identifying
Cause and Effect
BEFORE READING
Step 1 Preview the text with students.
Review content vocabulary.
Step 2 Skim the text with students,
pointing out clue words, such
as because and therefore, that
indicate a cause-and-effect
relationship.
DURING READING
Step 3 Read text aloud. Instruct
students to listen for cause-and-
effect signal words.
Step 4 Read text aloud a second time,
pausing to highlight cause-and-
effect relationships.
AFTER READING
Step 5 Review the topic. Have students
write the topic above their
Cause and Effect Chart.
Step 6 Review the causes in the text.
Have students add these to the
boxes on the left of the arrows
on their chart.
Step 7 Review the effects in the text.
Have students add these to the
boxes to the right of the arrows
on their chart.
Cause and Effect Chart
Manufacturing Capacity
stop in work flow to
lower actual output
change dies
bottleneck
3–178 Section 3 Content-Area Model Lessons
DURING READING
Comprehension Strategy
Identifying Cause and Effect
Before beginning the strategy instruction, use the Preparing Students
for Learning routine in Section 1, p. 1–32.
See how the Identifying Cause and Effect strategy is modeled in the
teacher routine and Interactive Question-Response below to help
English Language Learners comprehend the text.
Interactive Question-Response
Step 1 We will be reading a selection about how plants manufacture
products. We will learn what causes certain things to happen during
that process. Notice the headings Effective Capacity, Actual Output, and
Bottlenecks. Let’s say the words together to help us learn them. Effective
capacity is how much the facility can make under normal conditions. That
means it is expected to make a certain amount if it stops only for usual
breaks or repairs. Actual output is how much the facility actually makes.
Sometimes, actual output can be less than effective capacity. Bottlenecks
are certain places in the workflow when production slows down. A
bottleneck makes the effective capacity lower.
Step 2 A cause makes something happen, and an effect is the result of
what happened. Some words are signal words that tell us the text is talking
about a cause or an effect. Let’s skim the text and look for words and
phrases that show cause and effect. Direct students to the words due to. D
The words due to are signal words that show a cause. The text says fewer
parts were made “due to dies being changed.” Stopping to change dies is
the cause. What is the effect of this stop? lower actual output
Direct students to the word because. E Because is another key word that
can indicate a cause. Read the text from “slowest part of the process” through
to the end of the paragraph. Baking is the slowest part of the process. What
is the cause of this? The line makes more than the ovens can handle. Yes. This is
a bottleneck. What is the effect of a bottleneck? Output slows down.
Step 3 Now listen as I read those sentences aloud. As I read, raise your hand
when you hear the words due to and because that indicate a cause and
effect.
Step 4 Let’s read the entire text, paying attention to
words or phrases that indicate cause and effect. Besides
because or due to, look for other words or phrases that
indicate cause or effect, such when and if. Reread the
text aloud, pausing to discuss additional cause-and-effect
relationships.
slower output
(continued)
 MODEL LESSON IN APPLIED ARTS

Effective Capacity Bottlenecks

In normal operation, a machine or a facility must
occasionally be shut down on a regular basis. This is
needed for maintenance or for setup of a new product.
Also, when workers need to take breaks, the process is
shut down. The effective capacity of a process is the
rate of output under normal working conditions. In the
press example, operators may average only 500 parts per
hour. This would be the effective capacity. However, the
machine has a design capacity of 600 parts per hour.
Effective capacity cannot exceed design capacity.
Actual Output
Although the effective capacity of the press is 500
parts per hour, operators may find that only 3,200 parts
can be produced during an 8-hour shift. This is due to
D dies being changed to make several types of parts. The
actual output of a process is the amount of production
in a given period. In the example here, this output is
400 parts per hour (3,200/8 = 400). On another
shift, only one type of part might be stamped,
producing 4,400 items on that shift. The actual
output on this shift is 550 parts per hour.
These three measures of capacity are
important tools, because they measure
how efficiently the plant is operating. A
manufacturer whose effective capacity and
actual output are close to the design capacity is
more competitive.
What happens in a process if one step is much
slower than the steps that precede or follow it?
Materials that are in process will reach that operation
before the workers can use them. At the same time,
the next step in the process will not have enough
material to keep it running at full capacity. The point
at which the production rate restricts the flow of
materials is called a bottleneck. Bottlenecks limit
the effective capacity and actual output of the overall
system. They control the amount of input further
down the line.
Figure 12-12 is a layout of a small plant that
produces cookies. Each step of the process can handle
the materials at a certain rate, as indicated. In this case,
the slowest part of the process is baking. This step
E becomes a bottleneck because the line can provide
1,500 more cookies per hour than the ovens can
handle.
3

adapted from Glencoe High-Performance Manufacturing © 2006

Interactive Question-Response, continued

Step 5 The topic of this selection is how several different items can have an
effect on the output of a manufacturing facility, such as a factory. We could
restate this concept as Manufacturing Capacity. Let’s write Manufacturing
Capacity at the top of our Cause and Effect Chart.
Step 6 We’ll list causes in the left squares. What are some causes you can
list? stop in work flow to change dies, bottleneck How do you know these are
causes? because they make something happen
Step 7 Let’s list effects in the right squares. What are some effects of the
things that happen in the plant? lower actual output, slower output Yes. These
things are effects, or what happened as a result of the causes.

Lesson 3.21 Manufacturing • Work Flow 3–179

 VOCABULARY AND COMPREHENSION STRATEGIES
Reaching All English Language Learner Proficiency Levels
Beginning Intermediate
Oral Language Development Before beginning Oral Language Development Have students find
the Interactive Question-Response routine, have a partner and exchange their Caption Notes. Each
VOCABULARY

students point to the words and say them aloud, partner will retell the information in the selection
emphasizing every syllable. Then have them use the using the other’s notes. Have them compare their
words in a simple sentence. If students have trouble summaries.
understanding the vocabulary terms, show them
pictures or a video of a manufacturing process for
visual support.

Oral Language Development Paraphrase Cooperative Learning Activity Students can

information in the Effective Capacity paragraph visually distinguish between cause and effect in
before beginning the strategy. the text by underlining the cause once, the effect
twice, and circling key words such as because that
Machines and people cannot work all the time.
bridge causes and effects. Provide a copy of the text
A machine can produce so much per hour, but
paragraph for pairs of students to mark up as you
the amount it actually produces is less. This is
read the focus paragraph.
needed because a machine must be shut down
for repairs or a new setup. Also, when workers In normal operation, a machine or facility must
COMPREHENSION

take breaks, the process is shut down. These are occasionally be shut down on a regular basis.
normal working conditions. The effective capacity This is needed for maintenance or for setup of
is how much can be made or done under these a new product. Also, when workers need to take
conditions. breaks, the process is shut down. The effective
capacity of a process is the rate of output under
Using the summary of the Effective Capacity
normal working conditions.
paragraph above, read and record key words and
phrases such as must be, shut down, this is needed, After the reading, have students use the underlined
and when on word walls. Have students repeat the and circled sections to fill out a Cause and Effect
words aloud. Instruct students to refer to the word Chart.
walls during the strategy instruction. Engage them
in recognizing the key words: Raise your left hand
each time you think you hear a key word that shows a
cause. Raise your right hand when you think you hear
a key word that shows an effect.

Accelerating English Language Learners

Beginning Intermediate
Quick Check

If students can readily use key vocabulary
words to determine cause and effect,
Then involve them in some of the activities for
Intermediate students.
If students can retell key information and
identify which words are key words that
identify cause and effect,
Then involve them in some of the activities for
Advanced students.

3–180 Section 3 Content-Area Model Lessons

Advanced
Cooperative Learning Activity Have students
reread the selection for key words in context.
Review pronunciations of the vocabulary words.
Choral read the selection aloud. Then have students
write a paragraph retelling the selection. Tell them
to trade paragraphs with a partner and have them
read each other’s paragraphs aloud.
Cooperative Learning Activity Have students
reread the selection, paying attention to key words
and context clues that signify cause and effect.
Then put students into groups of four for a Think-
Pair-Share activity. Assign a cause to two students
(a different one for each), and an effect to two
students (a different one for each). The two causes
must correspond to the correct effects. Tell them to
think about what the effect of their cause is, or what
causes their effect. Then, with the correctly matched
partner, create a Cause and Effect Chart, with each
partner putting their cause and effect in the proper
sections. Have them share their chart with the rest
of the class.
Advanced
If students can readily distinguish between
cause and effect and can effectively
summarize the selection in a paragraph,
Then involve them in some of the activities for
Advanced High students.
Advanced High
Cooperative Learning Activity Before beginning
the strategy routine, model how to use vocabulary
VOCABULARY
words and words they already know to retell
information. Then have students work in pairs
to brainstorm more efficient ways to retell the
information. Discuss their ideas during the strategy
routine.
Cooperative Learning Activity Review the
selection with students, reviewing the meanings
of effective capacity, actual output, and bottlenecks.
Break the class into cooperative learning groups
and have each create a skit describing the different
causes and effects in the selection. Have the groups
decide what their facility will make, who will be
“boss,” who is in charge of how many pieces will
be made in an hour, how many breaks the workers
COMPREHENSION
get, and how many times their facility will get shut
down, among other activities. Groups can choose
different causes and effects. As an example, have
the “boss” describe what their company makes, such
3
as toy cars. Each time the boss makes a decision,
such as “I want to make 600 toy cars per hour,” one
of the workers can say, “I want to take more breaks.”
The boss can respond “But that would mean we
could make only 500 toy cars per hour.” Have each
group present their cause-and-effect skits.
Advanced High
Quick Check
Students should be able to elaborate on the
different causes and effects involving each aspect
of manufacturing in the selection. If students are
having difficulty, then involve them in some of the
activities for Advanced students.
Lesson 3.21 Manufacturing • Work Flow 3–181
 routine
Expressing Ideas and
Suggestions
Step 1 Preview the idea of expressing
ideas and making suggestions.
Step 2 Read aloud a passage and point
out expressions of feelings,
opinions, ideas, and suggestions.
Step 3 Describe differences between
formal and informal suggestions.
Use a Concept Web to introduce
students to language structures
and expressions used in making
suggestions.
Step 4 Model asking others about their
ideas and suggestions as well as
clarifying ideas and suggestions.
Academic Language
formal official or serious
informal relaxed and friendly
Concept Web
I have an idea. Let’s
____.
Ways to Give Suggestions
I think we
should ____.
3–182 Section 3 Content-Area Model Lessons
AFTER READING
Listening and Speaking Strategy
Expressing Ideas and Suggestions
In the text below, two students, Sara and Marek, make suggestions
about what the Art Club’s next project should be. See how the
Expressing Ideas and Suggestions routine is modeled in the Interactive
Question-Response that follows.
Sara’s Suggestion
My suggestion is that the Art Club’s next project be an after-school Art
Camp for elementary school kids. We could help kids explore different
kinds of art. We could also help provide them with art supplies. I think
this would be a good project because it helps kids develop their skills.
Marek’s Suggestion
I have an idea! For our next project, let’s create an art display in the
cafeteria. It would be cool to see our own art on display!
Interactive Question-Response
Step 1 Today we will learn about expressing our ideas and making
suggestions. Can anyone think of a time when you make suggestions
in school? In English class, we trade papers and give each other feedback
and suggestions. Good. When you provide feedback, you are making
suggestions and sharing your ideas. You can also make suggestions in
social situations. For example, if you are in a band, you might suggest the
band play a certain song.
Step 2 I am going to read some sample suggestions made by two students
in the Art Club. Listen carefully to hear what the students suggest and the
kind of language they use. Read aloud the sample
text. What does Sara suggest the project should be?
an after-school Art Camp What does Marek suggest?
an art display in the cafeteria Yes, each student has a
different suggestion.
Step 3 When we make suggestions, we can use
formal or informal language. When do we use formal
language? in school; with adults Yes. When do we
May I suggest that use informal language? with friends Which of the
we ____. two Art Club suggestions was more formal? Sara’s
Why? She used more formal language and gave reasons
for her suggestion. That’s right. What does Marek
say that sounds informal? He says “I have an idea.”
He also says his idea would be “cool.” Good. Slang
words like cool are informal. It’s also less formal to
say “I have an idea.” Let’s use our Concept Web to
My suggestion is write different ways of making suggestions. In the
that we ____. center circle, write Ways to Give Suggestions. In the
left circles, write some informal ways, like “I have an
idea. Let’s .” and “I think we should
.” On the right, write formal language,
such as “May I suggest that we ,” and
“My suggestion is that we .”
(continued)
Interactive Question-Response, continued
Step 4 Let’s practice asking someone for an idea or suggestion. How
could you ask for a suggestion about an Art Club project? Does anyone
have a suggestion for a project? Does anyone have an idea? Good! We can ask,
“Do you have a suggestion?” or “Does anyone have an idea?” to find out
suggestions. After a person gives an idea or suggestion, we can also ask
them to explain it more. Can anyone think of a question we could ask
Sara and Marek about their suggestion? What kind of art could we put in
the cafeteria? Where would an Art Camp meet? Those are good examples of
questions. We can ask questions to make sure we understand someone’s
idea or suggestion.

LISTENING AND SPEAKING STRATEGY

Reaching All English Language Learner Proficiency Levels
Beginning Provide students with a sample idea for an Art Club project, such as “hold an art
fair.” Ask students to refer to their Concept Web. Model completing each formal
and informal sentence frame with the topic. Have students repeat each sentence
after you.

Intermediate Have students work in pairs to brainstorm a suggestion for an Art Club project. Then
have partners practice making the suggestion using one formal and one informal
sentence frame from their Concept Web.

Advanced Have partners take turns asking for and providing a suggestion for an Art Club
project. Have students practice making the suggestion using formal and informal 3
language and discuss the difference. Then have partners ask each other for
clarification about their suggestion.

Advanced Place students in small groups and have them role-play being members of the
High school Art Club. Have each student work independently to suggest a club project.
Then have group members take turns sharing their suggestions with the group. Have
group members listen and vote on the one they feel is their favorite.

NOTES

Lesson 3.21 Manufacturing • Work Flow 3–183

 SECTION 3 NOTES

3–184 Section 3 Content-Area Model Lessons

 SECTION
On-the-Go
Resources 4
LANGUAGE RESOURCES VOCABULARY RESOURCES
• Article on Language 4–4 • High-Frequency Words 4–18
• Phonics Transfers 4–5 • Signal Words 4–20
• Grammar Transfers 4–10 • Academic Vocabulary 4–21
• Word Analysis 4–16 • Using Word Cards 4–25
• Multiple-Meaning Words 4–26

INSTRUCTIONAL RESOURCES GRAPHIC ORGANIZERS

• Observational Checklist 4–40
• Teaching Tips 4–41
• Strategies at a Glance 4–45
• Cultural Considerations 4–47
• Activity Bank 4–53
• Graphic Organizer Contents 4–62
• Vocabulary and Comprehension 4–63
• Writing 4–85

PROFESSIONAL DEVELOPMENT VIDEOS

• Using Videos 4–90
• Video Log 4–91

SECTION SECTION SECTION SECTION SECTION

In Section 4, you will find a wide variety
of resources that support the lessons 1 2 3 4 5
and information provided in ELLevate. ELL Strategy Content-Area
On-the-Go
TELPAS™
Fundamentals Models Model Lessons Guide
Resources

4–1
SECTIONS AT A GLANCE
Spotlight on Section 4

SECTION SECTION SECTION

1 23
ENGLISH LANGUAGE ELPS STRATEGY CONTENT-AREA
LEARNER MODELS MODEL LESSONS
FUNDAMENTALS
Strategy lessons feature Model lessons apply
IQR is the foundation of scripted, stepped-out IQR strategies to actual
ELLevate’s approach to routines. textbook pages.
ELL instruction. ■ ELPS Vocabulary ■ Science
■ The English Language Strategies ■ Social Studies
Learner ■ ELPS Comprehension ■ Language Arts
■ English Language Strategies
Learners in Texas ■ Mathematics
■ ELPS Writing Strategies
■ Teaching English ■ Fine Arts
Language Learners ■ Applied Arts
■ Content-Area
Considerations
■ Correlations

4–2 Section 4 On-the-Go Resources

 SECTION SECTION

4 A variety of resources support core

content areas and all ELL levels.
On-the-Go
Resources
5
TELPAS™ GUIDE
Assessment explanations
Section 4 provides resources to • Instructional Resources that and samples prepare
support ELL instruction including: address the various needs of ELLs
• Language Resources that explain via checklists, charts, tips, and
ELLs for TELPAS.™
transference of language skills blackline masters
to English from languages such
• Graphic Organizers featured in the ■ Assessment with
Spanish, Cantonese, Hmong,
and more
lessons that can be copied and TELPAS™
distributed to students
• Vocabulary Resources that list ■ Sample Reading
high-frequency words and
• Professional Development online Test Items
video descriptions, usage, and
academic words organized by
locations
content area, as well as supporting
activities using blackline masters
and Word Cards TEACHING TIPS
TEACHING TIPS

Beginning Level Prof

iciency
Provide Comprehens
ible Input
Teachers can alter
Date instruction to give
useful by doing the students more langua
following: ge that is Quick Tip
Name • Speaking clearly In addition to the instructi
and at a reasonable onal
pace
Story Map • Using songs, jazz strategies suggested in Sections
chants, and other forms 2 and
language more memo of lyrical language 3, teachers can improve
rable to make the learning
environment for their beginnin
• Not forcing studen g level
ts to speak before English Language Learners
they are ready by using the
Title: • Providing Englis strategies shown below.
h Language Learne These strategies
language by model rs with feedback on may also be used at other
ing grammatically their proficiency
correct forms levels.
• Involving Englis
h Language Learne
beginning and by rs in classroom tasks
using TPR to model from the
Setting: required the language and action
• Clearly explaining
and using illustrations
of academic tasks and
• Give English Langu routines
age
Characters: such as hands-on activitiLearners options for demonstrating
es, labeling, or drawin learning,
• Using gestures and g
other visual suppor
ts to reinforce direct
instruction
Design a Language-R
ich Environment
English Language
Learners benefit from
strategies below can language immersion.
increase the langua The
ge focus in a classro
• Placing labels on om:
every item in your
desks, and chairs) classroom (e.g., doors,
windows,
Conflict: • Creating word walls
and posting conten
t-oriented vocabulary
(Problem) • Having students
create vocabulary cards
photos, as well as each that include illustra
word’s part of speech tions or
problem)

• Adding a book and and a sentence examp

readin le
Event 1 books and comfortable g center with plenty of content-relate 4
seating d
• Creating an audio-
WORDS book center with books
Event 2 SIGNAL and read-along CDs
the

Use Culturally Appro

priate Body Language
Copyright © by the

common Words
by lELLbackgrProfici
ency Level
(Attempts to solve

Students of differe
Event 3 Signal nt cultura
body language. To
be
ounds do not always
share a
considerate, do the
• Avoid pointing following: Signal Words and Phrases
using a single
Event 4 hand down and gesture Skillfinger and instead extend
the palm of the Intermediate Adv./Adv. High
Comprehension Skill to an Description
McGraw-Hill Compan

item Beginning
• Avoid patting on Who
the head (This is consid Who
Event 5 ered rude.) Who
questions
Ask careful not to “read” • Develop
• BeQuestions
What What What
smiling as on information
smiling indicates frustra based a signal of understanding (Often When When
tion,from
embarr text
theassment, or confus When Where
ion. )
Where Where
Why
ies, Inc.

Why Why
How
Solution: How How
Instructi
onal Resources
4–41
If… then… Consequently
LV912_TX_S4_TT_893
449.indd 41 • Understand why Because Subsequently
Cause and Effect Because of The reason that
something occurred Since Therefore
So Due to
Theme: In effect
This led to
(Life Lesson) As a result

Are similar because Just as

Story Map Like
4–78
Compare • Understand the ways Compared to By comparison
3/9/09 6:0 in which two or more Are the same because
things are similar or Comparative/
different superlative adjectives

Section 4 At a Glance 4–3

 ON-THE-GO RESOURCES
4 Language Resources
ARTICLE ON LANGUAGE
The Interaction Between English and Students’
Primary Languages
It is important for teachers to understand why
English Learners (ELs) use alternative
pronunciations for some English words. Many
English sounds do not exist or transfer to other
languages, so English Learners may lack the
auditory acuity to “hear” these English sounds and
have difficulty pronouncing them. These students
are not accustomed to positioning their mouth in
a way the sound requires. The charts that appear
on the following pages show that there is variation
among languages, with some languages having more
sounds in common and thus greater transfer to
English than others.
For example, an English speaker may be able to
pronounce the /r/ in the Spanish word pero (“but”),
but not the /rr/ trill in perro (“dog”). The English
speaker may also lack the auditory acuity to detect
and the ability to replicate the tonal sounds of some
Chinese words. Similarly, a Vietnamese speaker may
have difficulty pronouncing /th/ in words such as
thin or thanks.
Further, English Learners make grammatical errors
due to interference from their native languages. In
Spanish, the adjective follows the noun, so often
English Learners say “the girl pretty” instead of “the
pretty girl.” While English changes the verb form with
a change of subject (I walk. She walks.), some Asian
languages keep the verb form constant across subjects.
Adding /s/ to the third person may be difficult for
some English Learners. Students may know the
grammatical rule, but applying it consistently may be
difficult, especially in spoken English.
When working with English Learners, you should
also be aware of sociocultural factors that affect
pronunciation. Students may retain an accent
4–4 Section 4 On-the-Go Resources
By Jana Echevarria, PhD
California State University, Long Beach
Donald Bear, PhD
University of Nevada, Reno
because it marks their social identity. Speakers of
other languages may feel at a social distance from
members of the dominant English-speaking culture.
English Learners improve their pronunciation in a
nonthreatening atmosphere in which participation
is encouraged. Opportunities to interact with native
English speakers provide easy access to language
models and give English Learners practice using
English. However, students should not be forced
to participate. Pressure to perform—or to perform
in a certain way—can inhibit participation. In any
classroom, teacher sensitivity to pronunciation
differences contributes to a more productive learning
environment.
Phonics, word recognition, and spelling are
influenced by what students know about the
sounds, word structure, and spelling in their primary
languages. For example, beginning readers who speak
Spanish and are familiar with its spelling will often
spell short o with an a, a letter that in Spanish makes
the short o sound. Similarly, English Learners who
are unaccustomed to English consonant digraphs
and blends (e.g., /ch/ and s-blends) spell /ch/ as sh
because /sh/ is the sound they know that is closest
to /ch/. Students learn about the way pronunciation
influences their reading and spelling, beginning
with large contrasts among sounds, then they study
the finer discriminations. As vocabulary advances,
the meaning of words leads students to the sound
contrasts. For example, shoe and chew may sound alike
initially, but meaning indicates otherwise. Students’
reading and discussions of what they read advances
their word knowledge as well as their knowledge in
all language and literacy systems, including phonics,
pronunciation, grammar, and vocabulary.
 PHONICS TRANSFERS

PHONICS TRANSFERS

Sound Transfers
This chart indicates areas where a positive transfer of sounds and
symbols occurs for English Learners from their native languages into
English. This symbol (✔) identifies a positive transfer. “Approximate”
indicates that the sound is similar.

Consonants
Sound Transfers Spanish Cantonese Vietnamese Hmong Korean Khmer
/b/ as in bat ✔ approximate approximate approximate approximate ✔

/k/ as in cake, kitten, peck ✔ ✔ ✔ ✔ ✔ ✔

/d/ as in dog ✔ approximate approximate ✔ approximate ✔

/f/ as in farm ✔ ✔ ✔ ✔

/g/ as in girl ✔ approximate ✔ approximate approximate

/h/ as in ham ✔ ✔ ✔ ✔ ✔ approximate

/j/ as in jet, page, ledge approximate approximate approximate

/l/ as in lion ✔ ✔ ✔ ✔ ✔

/m/ as in mat ✔ ✔ ✔ ✔ ✔ ✔

/n/ as in night ✔ ✔ ✔ ✔ ✔ ✔

/p/ as in pen ✔ ✔ ✔ approximate ✔ ✔

/kw/ as in queen ✔ approximate ✔ ✔ ✔

/r/ as in rope approximate ✔

/s/ as in sink, city ✔ ✔ ✔ ✔ ✔ approximate

/t/ as in ton ✔ ✔ approximate approximate ✔ ✔

Copyright © by the McGraw-Hill Companies, Inc.

/v/ as in vine ✔ ✔ ✔

/w/ as in wind ✔ ✔ ✔ ✔
4
/ks/ as in six ✔ ✔ ✔

/y/ as in yak ✔ ✔ ✔ ✔ ✔

/z/ as in zebra ✔

Digraphs
/ch/ as in cheek, patch ✔ approximate ✔ ✔ ✔

/sh/ as in shadow ✔ ✔ ✔

/hw/ as in whistle ✔ ✔

/th/ as in path approximate approximate

/TH/ as in that approximate

/ng/ as in sting ✔ ✔ ✔ ✔ ✔ approximate

(continued)
Language Resources 4–5
Sound Transfers, continued
Short Vowels
Sound Transfers Spanish Cantonese Vietnamese Hmong Korean Khmer

/a/ as in cat approximate approximate ✔ ✔

/e/ as in net ✔ approximate approximate ✔

/i/ as in kid approximate approximate ✔

/o/ as in spot approximate approximate approximate approximate approximate ✔

/u/ as in cup approximate approximate ✔ ✔ ✔

Long Vowels
/ā/ as in lake, nail, bay ✔ approximate approximate approximate ✔ ✔

/ē/ as in bee, meat, cranky ✔ approximate ✔ ✔ ✔ ✔

/ī/ as in kite, tie, light, dry ✔ approximate ✔ ✔ ✔ ✔

/ō/ as in home, road, row ✔ approximate approximate ✔

/ū/ as in dune, fruit, blue ✔ approximate ✔ ✔ ✔ ✔

/yü/ as in mule, cue ✔ approximate ✔

r-Controlled Vowels
/är/ as in far approximate approximate

/ôr/ as in corn approximate approximate

/ûr/ as in stern, bird, suburb approximate approximate

/âr/ as in air, bear

/îr/ as in deer, ear

Variant Vowels
/oi/ as in boil, toy ✔ approximate approximate ✔ ✔

Copyright © by the McGraw-Hill Companies, Inc.

/ou/ as in loud, down ✔ approximate ✔ approximate ✔ ✔

/ô/ as in law approximate ✔ ✔ approximate approximate ✔

/ô/ as in laundry approximate approximate ✔ approximate approximate ✔

/ôl/ as in salt, call approximate approximate approximate ✔

/ as in moon, drew
/oo ✔ approximate approximate ✔ ✔ ✔

/oo/ as in look approximate approximate approximate ✔

/ә / as in askew approximate ✔

4–6 Section 4 On-the-Go Resources

 PHONICS TRANSFERS

Sound Symbol Match

Consonants
Sound Transfers Spanish Cantonese Vietnamese Hmong Korean Khmer

/b/ as in bat ✔ ✔

/k/ as in cake ✔ ✔

/k/ as in kitten ✔ ✔ ✔

/k/ as in peck

/d/ as in dog ✔ ✔ ✔

/f/ as in farm ✔ ✔

/g/ as in girl ✔ ✔

/h/ as in ham ✔ ✔

/j/ as in jet, page, ledge

/I/ as in lion ✔ ✔ ✔

/m/ as in mat ✔ ✔ ✔

/n/ as in night ✔ ✔ ✔

/p/ as in pen ✔ ✔ ✔

/kw/ as in queen ✔

/r/ as in rope approximate

/s/ as in sink, city ✔ ✔

/t/ as in ton ✔ ✔ ✔

/v/ as in vine ✔ ✔ ✔

/w/ as in wind ✔

✔
Copyright © by the McGraw-Hill Companies, Inc.

/ks/ as in six

/y/ as in yak ✔ ✔

/z/ as in zebra 4
(continued)

Language Resources 4–7

Sound Symbol Match, continued
Diagraphs
Sound Transfers Spanish Cantonese Vietnamese Hmong Korean Khmer

/ch/ as in cheek, patch ✔

/sh/ as in shadow

/hw/ as in whistle

/th/ as in path ✔

/TH/ as in that

/ng/ as in sting ✔ ✔

Short Vowels
/a/ as in cat ✔ ✔

/e/ as in net ✔ ✔

/i/ as in kid

/o/ as in spot ✔ ✔

/u/ as in cup

Long Vowels
/ā/ as in lake

/ā/ as in nail

/ā/ as in bay

/ē/ as in bee

/ē/ as in meat

/ē/ as in cranky

/ī/ as in kite, tie, light, dry

Copyright © by the McGraw-Hill Companies, Inc.

/ō/ as in home, road, row

/ū/ as in dune ✔ ✔

/ū/ as in fruit, blue

/yü/ as in mule, cue

(continued)

4–8 Section 4 On-the-Go Resources

 PHONICS TRANSFERS

r-Controlled Vowels
Sound Transfers Spanish Cantonese Vietnamese Hmong Korean Khmer

/är/ as in far ✔

/ôr/ as in corn ✔

/ûr/ as in stern ✔

/ûr/ as in bird, suburb

/âr/ as in air, bear

/îr/ as in deer, ear

Variant Vowels
/oi/ as in boil ✔ ✔

/oi/ as in toy ✔

/ou/ as in loud

/ou/ as in down

/ô/ as in law

/ô/ as in laundry

/ôl/ as in salt ✔

/ôl/ as in call

/oo/ as in moon, drew

/oo/ as in look

/ә/ as in askew
Copyright © by the McGraw-Hill Companies, Inc.

Language Resources 4–9

GRAMMAR TRANSFERS
Quick Tip
The grammar of many languages differs
widely from English. For example, a
student’s primary language may use a
different word order than English, may
not use parts of speech in the same way,
or may use different verb tenses.
4–10 Section 4 On-the-Go Resources
How to Use the Grammar Transfer Chart
The Grammar Transfer Chart is designed to help you anticipate
and understand possible student errors in speaking and writing
standard English. With all grammar exercises, the emphasis is on oral
communication, both as a speaker and listener.
1. Highlight Transferrable Skills
lf the grammar skill transfers from the student’s primary language
into English, state that during the lesson. In many lessons an English
Learner feature will indicate which skills do and do not transfer.
2. Preteach Non-Transferrable Skills
Prior to teaching a grammar lesson, check the chart to determine if the
skill transfers from the student’s primary language into English. If it
does not, preteach the skill during Small Group time. Provide sentence
frames and ample structured opportunities to use the skill in spoken
English. Students need to talk often to master these skills.
3. Provide Additional Practice and Time
If the skill does NOT transfer from the student’s primary language
into English, the student will require more time and practice mastering
it. Continue to review the skill during Small Group time. Use the
additional resources, such as the Graphic Organizers or Word Cards.
4. Use Contrastive Analysis
Tell students when a skill does not transfer and include contrastive
analysis work to make the student aware of how to correct their
speaking and writing for standard English. For example, when a
student uses an incorrect grammatical form, write the student sentence
on the board. Then write the correct English form underneath. Explain
the difference between the student’s primary language and English.
Have the student correct several other sentences using this skill.
5. Increase Writing and Speaking Opportunities
Increase the amount of structured writing and speaking opportunities
for students needing work on specific grammatical forms. Sentence
starters and paragraph frames, such as those found in the lessons, are
ideal for both written and oral exercises.
6. Focus on Meaning
Always focus on the meanings of sentences in all exercises. As students
improve and fine-tune their English speaking and writing skills, work
with them on basic comprehension of spoken and written English.
 GRAMMAR TRANSFERS

To help students move to the next level of language acquisition and

master English grammatical forms, recast their responses during
classroom discussions or provide additional language for them to use
as they respond further. Provide leveled-language sentence frames
orally or in writing for students to use as they respond to questions and
prompts. Below are samples.

English Language Learner Response Chart

Beginning Intermediate Advanced Advanced High
Students will respond by Students will respond with Students will begin to use Students will have mastered
pointing or saying one word simple sentences and limited more sophisticated sentences some more complex sentence
answers. academic language. and some academic structures and is increasing
language. the amount of academic
language used.
Sample Frames (simple, short Sample Frames (harder Sample Frames (complex Use the questions and prompts
sentences) sentences with simple phrases sentences with increased provided in the lessons for
I see a . in consistent patterns; some academic language, beginning the whole group. Provide
This is a . academic language included) phrases and clauses, and additional support for learning
I like the . The animal’s prey is multiple-meaning words) and using academic language.
because . When the violent storm hit, These words are boldface
The main idea is . throughout the lessons and
because . As a result of the revolution, the sentence starters are often
He roamed the park so that army . provided.
. Since most endangered animals
are , they .
Copyright © by the McGraw-Hill Companies, Inc.

Language Resources 4–11

Grammatical Form
This chart can be used to address common mistakes that some English
Learners make when they transfer grammatical forms from their native
languages into English.
Nouns
Grammatical Form Transfer Mistakes in English
Plural marker -s Forgets plural marker -s
I have 3 sister.
Countable and Uncountable Confuses countable and
Nouns uncountable nouns
the homeworks or the
informations
Possessives Uses prepositions to
describe possessives
the book of my brother as
opposed to my brother’s book
Avoids using ’s
dog my father as opposed to
my father’s dog
Articles
Consistently omits articles
He has book. They want dog
not cat.
Overuses articles
The English is difficult. The
soccer is popular in the Europe.
a/an Mistakes one for a/an
She is one nurse.
Pronouns
Gender-Specific Pronouns Uses pronouns with the
inappropriate gender
He is my sister.
Uses inappropriate gender,
particularly with neutral
nouns
The day is sunny. She is
beautiful.
4–12 Section 4 On-the-Go Resources
Native Language
Cantonese, Haitian Creole,
Hmong, Korean, Vietnamese,
Khmer
Haitian Creole, Spanish
Haitian Creole, Hmong,
Spanish, Vietnamese
Haitian Creole, Vietnamese,
Khmer
Cantonese, Haitian Creole,
Hmong, Korean, Vietnamese,
Khmer
Haitian Creole, Hmong,
Spanish
Haitian Creole, Hmong,
Vietnamese
Cantonese, Haitian Creole,
Hmong, Korean, Spanish,
Khmer
Spanish
Cause of Difficulty
Native language does not use
a plural marker.
Countable and uncountable
nouns are different in English
and native language.
Possession is often described
using a prepositional phrase.
A noun follows the object in
the native language.
There is no article in the native
language or no difference
between the and a.
Some languages use articles
that are omitted in English.
The native language either
does not use articles or uses
Copyright © by the McGraw-Hill Companies, Inc.
articles differently.
The third-person pronoun in
the native language is gender-
free, or the personal pronoun
is omitted.
Nouns have feminine or
masculine gender in the
native language, and the
gender may be carried over
into English.
(continued)

Pronouns, continued
Grammatical Form Transfer Mistakes in English
Object Pronouns Confuses subject and object
pronouns
Her talks to me.
Omits object pronouns
That girl is very rude, so nobody
likes.
Pronoun and Number Uses the wrong number for
Agreement pronouns
I saw many red birds. It was
pretty.
Subject Pronouns Omits subject pronouns
Mom isn’t home. Is at work.
Pronouns in Clauses Omits pronouns in clauses
If don’t do homework, they will
not learn.
Pronouns and Nouns Overuses pronouns with
nouns
This school, it very good.
Avoids pronouns and
repeats nouns
Carla visits her sister every
Sunday, and Carla makes a
meal.
Pronoun one Omits the pronoun one
I saw two dogs, and I like the
small.
Copyright © by the McGraw-Hill Companies, Inc.
Possessive Forms Confuses possessive forms
The book is my.
GRAMMAR TRANSFERS
Native Language Cause of Difficulty
Cantonese, Hmong, Khmer The same pronoun form is
used for subject and object in
the native language.
Korean, Vietnamese The native language does not
use direct objects.
Cantonese, Korean The native language does not
require number agreement.
Korean, Spanish Subject pronouns may be
dropped because in the native
language the verb ending
gives information about the
number and/or gender.
Cantonese, Vietnamese The native language does
not need a subject in the
subordinate clause.
Hmong, Vietnamese This is popular in speech in
some languages. The speaker
mentions a topic, then makes
a comment about it.
Korean, Vietnamese In the native language, the
speaker repeats nouns and
does not use pronouns.
Spanish Adjectives can stand alone
in the native language, but
English requires a noun or one.
Cantonese, Hmong Cantonese and Hmong
speakers tend to omit the final
n sound, which may create
confusion between my and 4
mine.
(continued)
Language Resources 4–13
Grammatical Form, continued
Verbs
Grammatical Form
Present Tense
Irregular Verbs
Inflectional Endings
Present and Future Tenses
Negative Statements
Present-Perfect Tense
Past-Continuous Tense
Main Verb
Main Verbs in Clauses
Linking Verbs
Helping Verb in Passive
Voice
4–14 Section 4 On-the-Go Resources
Transfer Mistakes in English
Omits -s in present tense,
third person agreement
He like pizza.
Has problems with irregular
subject-verb agreement
Tom and Sue has a new car.
Omits tense markers
I study English yesterday.
Incorrectly uses the present
tense for the future tense
I go next week.
Omits helping verbs in
negative statements
Sue no coming to school.
Avoids the present-perfect
tense
Marcos live here for three
months.
Uses the past-continuous
tense for recurring action in
the past
When I was young, I was talking
a lot.
Omits the main verb
Talk in class not good.
Uses two or more main verbs
in one clause without any
connectors
I took a book went studied at
the library.
Omits the linking verb
He hungry.
Omits the helping verb in
the passive voice
The homework done.
Native Language Cause of Difficulty
Cantonese, Haitian Creole, Subject-verb agreement is not
Hmong, Korean, Vietnamese, used in the native language.
Khmer
Cantonese, Hmong, Korean, Verb forms do not change
Khmer to show the number of the
subject in the native language.
Cantonese, Haitian Creole, The native language does not
Hmong, Korean, Vietnamese, use inflectional endings to
Khmer change verb tense.
Cantonese, Korean The native language may use
the present tense to imply the
future tense.
Cantonese, Korean, Spanish The native language does not
use helping verbs in negative
statements.
Haitian Creole, Vietnamese The native language does not
use the present-perfect verb
form.
Korean, Spanish In the native language, the
past-continuous tense is used,
but in English the expression
used to or the simple past
tense is used.
Cantonese Cantonese does not require an
infinitive marker when using a
verb as a noun. Speakers may
confuse the infinitive for the
main verb.
Copyright © by the McGraw-Hill Companies, Inc.
Hmong In Hmong, verbs can be
used consecutively without
conjunctions or punctuation.
Cantonese, Haitian Creole, In some languages, be is
Hmong, Vietnamese, Khmer implied in the adjective
form. In other languages, the
concept is expressed with a
verb.
Cantonese, Vietnamese In Cantonese and Vietnamese,
the passive voice does not
require a helping verb.
(continued)

Pronouns
Grammatical Form Transfer Mistakes in English
Passive Voice Avoids the passive voice
They speak English here.
One speaks English here.
English is spoken here.
Transitive and Intransitive Confuses transitive and
Verbs intransitive verbs
The child broke. The child broke
the plate.
Phrasal Verbs Confuses related phrasal
verbs
I ate at the apple.
I ate up the apple.
Have and be Uses have instead of be
I have thirst. He has right.
Adjectives
Word Order Places adjectives after nouns
I saw a car red.
Word Order Consistently places
adjectives after nouns
This is a lesson new.
-er and -est Endings Avoids -er and -est endings
I am more old than you.
-ing and -ed Endings Confuses -ing and -ed forms
Math is bored.
Adverbs
Adjectives and Adverbs Uses an adjective where an
adverb is needed
Talk quiet.
Word Order Places adverbs before verbs
He quickly ran.
He ran quickly.
Copyright © by the McGraw-Hill Companies, Inc.
Prepositions
Omits prepositions
I like come school.
Native Language
Haitian Creole
Cantonese, Korean, Spanish
Korean, Spanish
Spanish
Haitian Creole, Hmong,
Spanish, Vietnamese, Khmer
Cantonese, Korean
Hmong, Korean, Spanish,
Khmer
Cantonese, Korean, Spanish,
Khmer
Haitian Creole, Hmong, Khmer
Cantonese, Korean
Cantonese
GRAMMAR TRANSFERS
Cause of Difficulty
The passive voice does not exist
in the native language.
Verbs that require a direct
object differ between English
and the native language.
Phrasal verbs are not used in
the native language, and there
is often confusion over their
meaning.
Spanish and English have
different uses for have and be.
Nouns often precede adjectives
in the native language.
Adjectives always follow nouns
in the native language.
The native language shows
comparative and superlative
forms with separate words.
Adjectives in the native
language do not have active
and passive meanings.
Adjectives and adverb forms
are interchangeable in the
native language.
Adverbs usually come before
verbs in the native language,
and this tendency is carried
over into English.
Cantonese does not use
4
prepositions the way that
English does.
Language Resources 4–15
 WORD ANALYSIS

The following charts provide lists of prefixes, suffixes, and roots that
may be helpful for word analysis by English Language Learners.

Common Prefixes Common Suffixes

Prefix Meaning Examples Suffix Meaning Examples
a- / an- not, without amoral, anarchy -able / -ible worthy, able impossible, variable
de- away, down decline, decompose -al action, result feudal, referral
dis- apart, not dislike, discomfort -ed past tense obtained, turned
en- / em- put into, make endear, empower -en cause or become moisten, taken
in- / im- not impossible, inequality -ful filled with powerful, beautiful
re- again, back recall, record -er / -or person or thing that survivor, producer
pre- before predict, precede does something

post- after postgraduate, postmortem -less without selfless, helpless

-ship status or condition friendship, relationship
-tion / -sion condition or action radiation, depression

Greek and Latin Roots Found in Mathematics Vocabulary

Root Meaning Examples
allelon of one another parallel
angulus an angle or corner angle, triangle
arithmetik number logarithm
calculus stone used for reckoning calculus, calculate
centum hundred percent
dia through diameter
equi, equa equal equilateral, equation
fractus broken fraction
functio performance function
geo the earth geometry

Copyright © by the McGraw-Hill Companies, Inc.

gonia angle trigonometry
hedra face or plane polyhedron
logos proportion, reason logarithm
metro measure trigonometry, geometry
pon place exponent
sine folded cloth cosine
var different variable

Greek and Latin Roots Found in Science Vocabulary

Root Meaning Examples
aer air anaerobic
amph both amphibian
anthrop man anthropology
arch beginning, ancient archaeologist
aster / astr star astronomy
bio life biology

4–16 Section 4 On-the-Go Resources

 WORD ANALYSIS

Greek and Latin Roots Found in Science Vocabulary, continued

Root Meaning Examples
chron time chronology
derm skin epidermis
diplo double diploid
duct lead, carry conductor
ecto outside ectoplasm
endo inside endocrine
geo the earth geography
hydr water hydroponics
kinetos movement kinetic energy
micro small microscope

Greek and Latin Roots Found in Social Studies Vocabulary

Root Meaning Examples
auto self, same autocracy
bellare, bellum war antebellum
civis, civilis citizen, community civilization
corpus body corporation
demos people democracy
dominus lord, master dominate
ethn people ethnic
foedus league confederacy, federation
jus, juris law, right jurisprudence, justify
lex, legis law legislate, legal
liber free liberal, liberty
manus hand emancipate, manifest
militare soldiers demilitarize, militia
mon one monarchy
moris manners, customs morality, mores
Copyright © by the McGraw-Hill Companies, Inc.

Greek and Latin Roots Found in English Language Arts Vocabulary

Root Meaning Examples 4
docere to teach document, doctrine
fallere to deceive fallacious, infallible
gram, graph writing paragraph, biography
liber book library, libretto
littera letter literature, literati
logo reason analogy, logical
loqui, locutus speak, talk soliloquy, loquacious
metaphora transfer metaphore, metaphorical
notare to mark, note connotation, denotation
rhythmos regular motion rhythm
similis like, same simile, similar
spec to look perspective
summa sum summarize

Language Resources 4–17

 ON-THE-GO RESOURCES
4 Vocabulary Resources
HIGH-FREQUENCY WORDS

The Dolch Words Lists

The Dolch Words Lists represent the 220 most frequently found
words in children’s books. For students with English as their native
language, the words in Lists 1, 2, and 3 are known by the end of first
grade. List 4 words are known by the end of second grade, and List 5
words by the end of third grade. These words can be applied to both
the Beginning and Intermediate English Language Learner levels.

List 1 List 2 List 3 List 4 List 5

a look all out after let always or about laugh
and make am please again live around pull better light
away me are pretty an may because read bring long
big my at ran any of been right carry much
blue not ate ride as old before sing clean myself
can one be saw ask once best sit cut never
come play black say by open both sleep done only
down red brown she could over buy tell draw own
find run but so every put call their drink pick
for said came soon fly round cold these eight seven
funny see did that from some does those fall shall
go the do there give stop don’t upon far show
help three eat they giving take fast us full six

Copyright © by the McGraw-Hill Companies, Inc.

here to our this had thank first use got small
I two get too has them five very grow start
in up good under her then found wash hold ten
is we have want him think gave which hot today
it where he was his walk goes why hurt together
jump yellow into well how were green wish if try
little you like went just when its work keep warm
must what know made would kind
new white many write
no who off your
now will
on with
our yes

4–18 Section 4 On-the-Go Resources

 HIGH-FREQUENCY WORDS

The General Service List of High-Frequency Words

The General Service List ranks words in their order of frequency per
one million words. The frequency of the words decrease as the list goes
down. This list is considered in many research circles to be the most
serviceable word list for English Language Learners. Included on this
page are the first 250 words. For a complete listing of all 2,284 words,
please see Bauman’s Web site: www.jbauman.com/gsl.html

1 the 37 make 73 may 109 too 145 turn 181 however 217 country
2 be 38 when 74 such 110 place 146 real 182 lead 218 bring
3 of 39 can 75 give 111 little 147 leave 183 system 219 center
4 and 40 more 76 over 112 world 148 might 184 set 220 let
5 a 41 if 77 think 113 very 149 want 185 order 221 side
6 to 42 no 78 most 114 still 150 point 186 eye 222 try
7 in 43 man 79 even 115 nation 151 form 187 plan 223 provide
8 he 44 out 80 find 116 hand 152 off 188 run 224 continue
9 have 45 other 81 day 117 old 153 child 189 keep 225 name
10 it 46 so 82 also 118 life 154 few 190 face 226 certain
11 that 47 what 83 after 119 tell 155 small 191 fact 227 power
12 for 48 time 84 way 120 write 156 since 192 group 228 pay
13 they 49 up 85 many 121 become 157 against 193 play 229 result
14 I 50 go 86 must 122 here 158 ask 194 stand 230 question
15 with 51 about 87 look 123 show 159 late 195 increase 231 study
16 as 52 than 88 before 124 house 160 home 196 early 232 woman
17 not 53 into 89 great 125 both 161 interest 197 course 233 member
18 on 54 could 90 back 126 between 162 large 198 change 234 until
19 she 55 state 91 through 127 need 163 person 199 help 235 far
20 at 56 only 92 long 128 mean 164 end 200 line 236 night
21 by 57 new 93 where 129 call 165 open 201 city 237 always
Copyright © by the McGraw-Hill Companies, Inc.

22 this 58 year 94 much 130 develop 166 public 202 put 238 service
23 we 59 some 95 should 131 under 167 follow 203 close 239 away
24 you 60 take 96 well 132 last 168 during 204 case 240 report 4
25 do 61 come 97 people 133 right 169 present 205 force 241 something
26 but 62 these 98 down 134 move 170 without 206 meet 242 company
27 from 63 know 99 own 135 thing 171 again 207 once 243 week
28 or 64 see 100 just 136 general 172 hold 208 water 244 church
29 which 65 use 101 because 137 school 173 govern 209 upon 245 toward
30 one 66 get 102 good 138 never 174 around 210 war 246 start
31 would 67 like 103 each 139 same 175 possible 211 build 247 social
32 all 68 then 104 those 140 another 176 head 212 hear 248 room
33 will 69 first 105 feel 141 begin 177 consider 213 light 249 figure
34 there 70 any 106 seem 142 while 178 word 214 unite 250 nature
35 say 71 work 107 how 143 number 179 program 215 live
36 who 72 now 108 high 144 part 180 problem 216 every

Vocabulary Resources 4–19

SIGNAL WORDS

Signal Words by ELL Proficiency Level

Signal Words and Phrases
Comprehension Skill Skill Description
Beginning Intermediate Adv./Adv. High
Ask Questions • Develop questions Who Who Who
based on information What What What
from the text When When When
Where Where Where
Why Why Why
How How How

Cause and Effect • Understand why Because If… then… Consequently

something occurred Because of The reason that Subsequently
So Since Therefore
Due to
In effect
This led to
As a result

Compare • Understand the ways Like Are similar because Just as

in which two or more Are the same because Compared to By comparison
things are similar or Comparative/
different superlative adjectives
ending in -er and -est

Contrast • Understand the ways But However As opposed to

in which two or more Unlike In contrast A distinction between
things are different Are different because On the other hand Whereas
er than Differences between

Determine Fact • Identify that a Facts show Scientists say Research shows
statement is factual Data show According to
information

Determine Opinion • Identify that a I think I believe In my opinion

statement is an I feel I dare say

Copyright © by the McGraw-Hill Companies, Inc.

author’s opinion

Make Connections • Connect ideas in text This makes me think This reminds me of… This text reminds me
to self, world, and of… because… because… of… because…
other texts

Sequence • Understand the order First Before As soon as

in which events occur Second After In advance
• Follow steps in a Third While Prior to
process Then Now Previously
Next Finally Since
Later At last Eventually
At the same time Subsequently

Summarize • Briefly state the main Because In summary Consequently

points But In short Therefore
Then To conclude In conclusion

4–20 Section 4 On-the-Go Resources

 ACADEMIC VOCABULARY

ACADEMIC VOCABULARY

The Importance of Academic Words

Academic words make up the technical vocabulary list that is specific
to a content area. Students who become familiar with academic Quick Tip
vocabulary often have a higher achievement rate in their classes than Learning academic words is key in
they would otherwise. These words allow them to become fluent in helping English Language Learners
content-area vocabulary, which in turn helps them to succeed in basic gain fluency—and therefore academic
content-area comprehension. success—in the various content areas.
Understanding academic words is an integral part of the learning
process for English Language Learners. Oftentimes, these students
have high-level social vocabularies but struggle in subjects such as
science, which contains technical vocabulary. Laying a solid foundation
of academic words is key for student success.

About Word Lists

The academic word lists provided on the following pages are exemplary,
so consider the importance of creating your own academic word lists
based on the specific needs of your curriculum. The lists provided are
based on various research studies and may help guide you as you create
your own list.
• The Academic Word Lists by Content Area are based on research
from Building Background Knowledge for Academic Achievement by
Robert Marzano (2004), in which national standards documents
were used to create academic word lists by subject area. For Go To Section 4 to see a cross-
more information, go to www.marzanoandassociates.com to find curricular multiple-meaning word
publications on this topic. chart on p. 4–26 and multiple-
• The Academic Word Lists for General Instruction are based on meaning word activities on p. 4–30.
The Academic Word List (AWL) by Averil Coxhead (2000). It is Go To Section 1 to read more
an alphabetic compilation of the most frequent word families from about teaching academic language
Coxhead’s Sublists 1–3 of 10 in the AWL. For more information on on p. 1–26. 4
the complete AWL by Coxhead, go to www.victoria.ac.nz/lals/staff/
Averil-Coxhead/awl/awlinfo.html. Teacher
Resources
Online

To watch videos related to academic

words, go to ellevate.glencoe.com, click
on Section 4, then choose from among
these videos: Vocabulary—Building
on Responses, Academic Language—
Analyze and Evaluate, Vocabulary—
Focusing on Key Words—1 and 2,
Literacy in the Content Area, and
Academic Language.

Vocabulary Resources 4–21

Academic Word Lists by Content Area
The lists below provide a selection of words for Thinking Skills,
English Language Arts, Mathematics, Science, Social Studies, and
Fine and Applied Arts.

Thinking Skills
analyze construct explain predict
apply define formulate questions produce
assess demonstrate generalize recall
categorize describe illustrate record
choose determine importance infer represent
clarify determine main idea judge sequence
classify differentiate list show
compare and contrast elaborate observe solve
conclude evaluate organize summarize
connect examine outline verify

English Language Arts

analogy interjection plot revise
clause main idea poetry root words
colon metaphor point of view sarcasm
conjunction narrate predicate semi-colon
description paragraph prompt sentence
edit paraphrase proofread simile
exclamation point parts of speech prose subject
expository writing period punctuation marks summary
generalization personification question mark text
hyperbole persuasive writing quotation marks theme

Copyright © by the McGraw-Hill Companies, Inc.

idiom phrase reference source transition

Mathematics
algebra faces medium prime simplify
angle formula metric units probability standard form
area fraction millions proper fraction surface
bias function mixed numbers proportion thousands
diameter geometry opposite quadrilateral transformation
distributive property inequality order of operations radius tree diagram
edges integer parallel ratio triangle
equation intersect percent rational number variable
expanded form intersecting pi ray vertex
exponent linear plane scale (drawing) volume
expression mean polygon scatter plot y-axis

4–22 Section 4 On-the-Go Resources

 ACADEMIC VOCABULARY

Science
absorption contract heat radiation
acid convection inherited trait reactant
amplitude convex insulator reflection
base decomposer kinetic energy refraction
cell density light refraction reproduction
chemical change diffusion magnetic field revolution
chemical property ecosystem mass species
chromosome element matter states of matter
classification environment metamorphosis viscosity
compound environmental change nuclear power volume
concave extinction parasite wave
conduction fossil potential energy wavelength
conductor frequency producer weight
consumer gene product x-ray

Social Studies
anthropology conservation global warming monarchy
archaeologist constitution government nomadic
artifact contemporary historian oppression
autocracy credit historical documents political system
barter debt immigration politics
bill of rights declaration of independence impact prehistory
border state democracy industrialization recession
boundary demographic inflation republic
census dictator international sources (primary and secondary)
Copyright © by the McGraw-Hill Companies, Inc.

city-state drought labor law theocracy

civil rights economic system law trend
civilization exploration merchant topography 4
colonization feudal system migration urbanization

Fine and Applied Arts

abstract ensemble motion sequence
artist equipment note software
audience expression pattern style
blueprint forge presentation system
cd-rom instrument range technique
classical layout rehearsal technology
composition manufacture repertoire texture
computer media safety transition
construction metal scene value
design modern score weld

Vocabulary Resources 4–23

Academic Word Lists for General Instruction
These general academic words are ones that students will come across
frequently in their textbooks. Note that each word represents a “word
family” and thus all forms of the word should be considered, such as
analyze and analyzed for analysis.

achieve consistent environment involved primary site

acquisition constant equation issues principle sought
administration constitutional established items procedure source
affect constraints estimate journal process specific
alternative construction evaluation justification proportion specified
analysis consumer evidence labor published strategies
approach context excluded layer purchase structure
appropriate contract export legal range sufficient
area contribution factors legislation reaction survey
aspects convention features link region task
assessment coordination final location registered technical
assistance core financial maintenance regulations techniques
assume corporate focus major relevant technology
authority corresponding formula maximum reliance text
available create framework method removed theory
benefit credit function minorities required traditional
categories criteria funds negative research transfer
chapter cultural identified normal resident validity
circumstances data illustrated obtained resources variables
comments deduction immigration occur response volume
commission definition impact outcomes restricted
community demonstrate implies participation role
compensation derived income partnership scheme

Copyright © by the McGraw-Hill Companies, Inc.

complex design indicate perceived section
components distinction individual percent sector
computer distribution initial period security
concept document injury philosophy select
conclusion dominant instance physical sequence
conduct economic institute policy sex
consent elements interaction positive shift
consequences emphasis interpretation potential significant
considerable ensure investment previous similar

4–24 Section 4 On-the-Go Resources

 USING WORD CARDS

USING WORD CARDS

About Content-Area Word Cards

This collection of cards provides 156 academic vocabulary words from
various school subjects. Content areas represented include language QUICK TIP
arts, science, social studies, mathematics, science, and fine and applied This program comes with a separate,
arts. Each word and definition is provided in both English and shrink-wrapped package of Content-
Spanish. An example sentence in English is also provided, illustrating Area Word Cards printed on heavy stock
how each word is used in context. paper. You may cut the sheets into fours
to create a deck of 80 cards with words
Using the Cards on each side.
The cards may be used in the following ways:
• Pull out word cards that support your lesson for the day. Make them
available to English Language Learners for practice or classwork.
• Have pairs work together, picking cards from a pile and quizzing
each other on the words and their meanings.
• Randomly draw a vocabulary card, say the word to the class, and ask
a volunteer to state the meaning.
• Have small groups choose cards and read the sentences. Then have
them write any unfamiliar words in the sentences on a sheet of
paper. Together, students can define the words, using the cards and a
dictionary if needed.
• Allow Spanish speakers to read the word and definition in their
native language. Then have them cover the Spanish half of the card
and say the English word and definition aloud.
• Challenge students to create their own academic word cards. See
Word Card blackline master on p. 4–84. You might have students
choose words from their textbooks or provide them with words from
the Academic Word Lists in this section.
4
Word Card Contents Go To Page 4–21 to read about
Thinking Skills Cards 1–16 the importance of academic vocabulary
and effective vocabulary instruction,
Science Cards 17–48 as well as to view exemplary academic
Social Studies Cards 49–80 words in specific content areas.
Language Arts Cards 81–104 Teacher
Mathematics Cards 105–136 Resources
Online
Fine and Applied Arts Cards 137–156
To watch a video about academic
vocabulary, go to ellevate.glencoe.
com and click on Section 4 then
Academic Language.

Vocabulary Resources 4–25

 MULTIPLE-MEANING WORDS

Understanding the Chart

Multiple-meaning words are words with several meanings. A word’s
meaning is determined by the way it is used in a sentence. Often, Teacher
you can use context clues to find out what a word means. However, Resources
sometimes you may have to refer to a dictionary or thesaurus. The Online
chart below outlines some examples of multiple-meaning words. Each
To watch a video on Literacy in the
word is defined in a general sense. Then its meaning is sharpened and
Content Area, go to ellevate.glencoe.
applied to different content areas, as appropriate. Note that a single
com and click on Section 4.
meaning can apply to more than one content area.

Meaning Used in Content Area

Science Mathematics Social Studies Fine & Applied Arts

General Use
Word Definition

angle verb lean; to bend noun the space noun the space noun a member noun (drawing) the
from a vertical between two lines between two lines of the Germanic degree of distance
position that is measured in that is measured in people who between two
degrees or radians degrees or radians conquered connected lines
England and
eventually came to
be known as Anglo
Saxons

Fine and
multiple- Science Social Studies Applied Arts
everyday Mathematics
meaning word meaning meaning meaning
meaning meaning

Multiple-Meaning Word Chart

Meaning Used in Content Area

Copyright © by the McGraw-Hill Companies, Inc.

Science Mathematics Social Studies Fine & Applied Arts

General Use
Word Definition

angle verb lean; to bend noun the space noun the space noun a member noun (drawing) the
from a vertical between two lines between two lines of the Germanic degree of distance
position that is measured in that is measured in people who between two
degrees or radians degrees or radians conquered connected lines
England and
eventually came to
be known as Anglo
Saxons

apply verb to bring verb put into verb put into verb (art) put on;
into contact with service; employ service; employ apply to a surface
something; put on, for a particular for a particular
upon, or to purpose (apply a purpose (apply a
concept to solve a concept to solve a
problem) problem)
(continued)
4–26 Section 4 On-the-Go Resources
 MULTIPLE-MEANING WORDS

Meaning Used in Content Area

Science Mathematics Social Studies Fine & Applied Arts

General Use
Word Definition

bank noun a business noun earth or snow noun fund of noun (gardening)
offering financial with sloping side money or tokens pile of vegetables
services OR raised area of OR secondary part
land below water of a headline
OR mass of cloud

bear noun a large, furry verb to show noun somebody verb (sculpting)
animal physical signs of who anticipates support something
something OR to bad business
yield something by conditions
a natural process

cell noun any small noun the basic noun a small unit
section or unit of all living that serves as a
compartment organisms part of a larger
political movement

connect verb to fasten or verb to plug in verb to become

put together united OR to join
for the purpose of
communicating

constant adj happening or adj not changing noun quantity with noun (art, dance)
done repeatedly or varying fixed value something
unchanging

credit noun recognition noun account noun an

payments column arrangement in
which something is
paid for over time

cut verb to divide verb to stop verb intersect verb to reduce verb (sewing) to
something with a something from an amount OR to shape fabric in a
sharp tool operating stop providing certain way
Copyright © by the McGraw-Hill Companies, Inc.

something

dance verb to move verb to move

rhythmically to rhythmically to
4
music music

domain noun scope noun the set of noun territory

possible values governed
for a given
mathematical
function

expression noun feelings noun a group verb (art) to act by

expressed on a of symbols that forcing something
person’s face constitute a out by pinching or
mathematical pressing
statement

(continued)

Vocabulary Resources 4–27

Multiple-Meaning Words Chart, continued
Meaning Used in Content Area

Science Mathematics Social Studies Fine & Applied Arts

General Use
Word Definition

factor noun anything that noun a biological noun one of two or noun a person
contributes to a substance that has more numbers that or organization
result a physiological can be multiplied that buys and
effect together to give a sells goods for a
particular quantity commission

fire noun destructive noun the rapid interjection noun (jewelry

burning of production of light, command to shoot making) the shine
something heat, and flames OR warning cry and sparkle of a
from something gemstone
that is burning

grand adj outstanding noun (music) same

and impressive in as grand piano
appearance

instrument noun a tool or noun a device noun object that

device used for that measures or produces music
precision work controls something

knot noun a fastening noun a node, noun a difficult or noun nautical mile noun (art) a piece
formed by looping ganglion, lump, complex problem of material tied in
and tying a rope or swelling in the a knot or bow and
body used as decoration

labor noun the workers noun work done noun labor unions
in a country, by the body OR collectively and
company, or the process of the movement to
industry childbirth support them

list noun a series of noun a ridge of verb to set an noun an ordered

related words, earth formed official retail price set of data

Copyright © by the McGraw-Hill Companies, Inc.

names, numbers, by two furrows
or other items that plowed side by
are arranged in an side
order

matter noun a dimly noun the noun a problem; a

specified concern substance of conflict
which objects are
composed

mean verb to indicate noun a value that verb to be a cause

or represent a is intermediate or indication of
particular sense between other something
values

negative adj indicative of adj with the same adj indicating a adj logic denying
“no” electric charge as quantity that is less or contradicting a
that of an electron, than zero statement
shown by the
symbol –
(continued)

4–28 Section 4 On-the-Go Resources

 MULTIPLE-MEANING WORDS

Meaning Used in Content Area

Science Mathematics Social Studies Fine & Applied Arts

General Use
Word Definition

plot verb to plan noun a patch of verb diagram; make noun a chart that noun (gardening)
secretly ground used for a drawing that demonstrates the a patch of ground
vegetation shows interactions progress of an used for vegetation
among variables object

produce verb to make or verb to grow, bring verb to extend the verb to noun (gardening)
create something forth, or bear length of a line, manufacture farm or garden
something area of a plane goods for sale products
figure, or volume
of a solid

range noun the number noun row of noun the set of noun a large area noun the notes
and variety of mountains values that can be of open land on from highest
different things taken by a function which farm animals to lowest that
that something or a variable can graze somebody’s
includes voice or a musical
instrument can
produce

rational adj reasonable and adj describing a

sensible number in the
set of all fractions
and integers (i.e.,
“rational number”)

scale noun a referenced noun a measuring noun an indicator verb to take by noun (music) a
standard instrument containing attack with scaling series of notes
a graduated ladders differing in pitch
sequence of marks

sentence noun a group noun a judgment

of words that by a court
expresses a specifying the
Copyright © by the McGraw-Hill Companies, Inc.

complete thought punishment of a

criminal

tone noun the quality of noun shade; the noun (music) 4

a person’s voice quality of a color the property of
that differs from a a sound OR (art)
separate color change to a color
image

yard noun the area of noun unit of length noun an enclosed noun unit of length
land immediately equal to 3 feet area of land for equal to 3 feet
surrounding a livestock
house

Vocabulary Resources 4–29


These two pages provide an activity
for using Word Maps to facilitate
understanding of multiple-meaning
words. Students will gain valuable
interaction skills in the small-group
format, as well as carry the responsibility
for their individual work. Copies of the
blackline master on page 4–31
should be distributed to students
to support comprehension of
multiple-meaning words.
Teacher Resources
Online
To watch a video on Peer Interaction,
go to ellevate.glencoe.com and click on
Section 4.
4–30 Section 4 On-the-Go Resources
Multiple-Meaning Word Activities
Using Word Maps with Multiple-Meaning Words
Do the following steps for this activity:
• Provide each student with one copy of the Multiple-Meaning Word
Map on page 4–31.
• Write the following list of multiple-meaning words on the board:
credit, produce, negative, fire, matter, address, lean, labor, instrument
• Divide students into small groups. Have them work together to
determine the different meanings of each word and devise example
sentences to fill in the word map. Although the students will work
together, each student in the group should have his or her own
multiple-meaning word and fill in his or her own word map.
• Move around the room, assisting groups that may be struggling.
• When all the students have filled in their word map, call on students
to read their definitions and sentences aloud.
To the Student
Read these directions aloud to your students, after you have divided
them into small groups:
Each person in your group will choose a different multiple-meaning word
from the board. Write your word in the Word bubble on the word map. Work
together as a group to find two different meanings for each word. Write the
meanings in the boxes on the word map. Then work together to write two
example sentences, one for each word meaning.
Answers for Blackline Master:
Student-generated sentences will vary. The definitions for seven of the
nine words can be found in the Multiple-Meaning Words Chart on
pages 4–26 to 4–29. Definitions for address and lean are below.
address (verb): to speak directly to a person or people
address (noun): the specific location of a building; a speech
lean (verb): to tilt to one side
lean (adjective): having very little fat
 Name Date

Multiple-Meaning Word Map

Word

Meaning #1 Meaning #2
Copyright © by the McGraw-Hill Companies, Inc.

Example Sentence #1 Example Sentence #2

Multiple-Meaning Word Map 4–31


These two pages provide an interactive
activity for using a Bingo game to
facilitate understanding of multiple-
meaning words. Students will gain
valuable vocabulary and listening
skills with the game format. Copies
of the blackline master on page 4–33
should be distributed to students to
support comprehension of multiple-
meaning words.
Teacher Resources
Online
To watch a video on the importance of
Vocabulary, go to ellevate.glencoe.com
and click on Section 4.
4–32 Section 4 On-the-Go Resources
Multiple-Meaning Word Bingo
Do the following steps for this activity:
• Provide students with one copy each of the Multiple-Meaning Word
Bingo blackline master on page 4–33.
• Write the 30 words in the Multiple-Meaning Words Chart (pages
4–26 to 4–29) on the board. Keep a list of these words with you, so
you can check off each word as you say the definition aloud.
• Have the students choose 24 of the words on the board and write
them in any order on their Bingo cards. The middle space, labeled
Multiple-Meaning Word Bingo, is a free space.
• At random, read the definitions of the words on the Multiple-
Meaning Words Chart. Be sure to check off each on your personal
list as you say it aloud.
• Students should place an X over each word on their Bingo card that
they hear defined. The first student to mark a row or column of
multiple-meaning words is the winner.
To the Student
Read these directions aloud to your students:
Fill in each square on your Bingo card with a different word from the
board. Write the words in any order you wish. Place an X in the middle
space; it is a free space. Then listen as I read the definitions for some of
these multiple-meaning words. Place an X over the word on your card
that matches the definition you hear. When you have 5 Xs in a row,
shout “Bingo!”
 Name Date

B I N G O

Multiple-Meaning
Word Bingo
Copyright © by the McGraw-Hill Companies, Inc.

Multiple-Meaning Word Bingo 4–33


These two pages provide an activity
for using context clues to facilitate
understanding of multiple-meaning
words. Students will gain valuable
reading fluency skills with the read-aloud
format. Copies of the blackline master
on page 4–35 should be distributed to
students to support comprehension of
multiple-meaning words.
Teacher Resources
Online
To watch videos on Active Reading and
Reading Aloud, go to ellevate.glencoe.
com and click on Section 4.
4–34 Section 4 On-the-Go Resources
Using Context Clues
Do the following steps for this activity:
• Provide each student with one copy of the blackline master on
page 4–35.
• Read the story aloud to the students. This will help them to
distinguish differences in pronunciation based on usage for words
such as tear and bow.
• Direct students to reread the paragraph on their own and then write
two definitions for each boldface word on the chart.
• Move around the room, assisting struggling students.
• When all of the students are finished, call on volunteers to read
their definitions aloud. Then ask for volunteers to use each word in a
sentence.
To the Student
Read these directions aloud to your students:
The story I’m about to read uses multiple-meaning words. The
multiple-meaning words are in boldface type. Follow along as I read
the story. Then reread the story on your own. After reading the story,
write two definitions for each multiple-meaning word from the story
that is listed on the chart.
Answers for Blackline Master:
Bow: an action that involves bending at the waist; a hair ribbon. Fire:
flames from burning something; to shoot out quickly. Tear: to rip; a
drop of liquid made by the eye. Note: a unit of a musical composition;
a message on a piece of paper. Trip: a journey; to catch one’s foot
on something. Play: a performance of actors on a stage; to have fun.
Chance: luck; risk.
 Name Date

Take a Bow
The girl walked on to the stage and took a bow. She had a lovely red bow in her
hair. It was the color of a setting sun. The lights from the stage hit her red hair,
making it look like it was on fire. Throughout the performance, the audience
could not tear its eyes from the stage. She fired out the words of the song, one
beautiful note after another. The audience clapped wildly. The people threw
flowers and notes for her onto the stage when the song ended. She fought to
hold back a single tear that welled in the corner of her eye. She was so happy!
But she would have to leave the stage soon to prepare for her long trip home.
Just as she reached the wings, she tripped across one of the cables. Another
actor caught her. He too had been a part of the play. He liked to play funny
little tricks on her during rehearsals. They laughed together all the way to their
dressing rooms. The girl sat for a long while, thinking. It was by pure chance that
she had gotten the singing part. She was glad the director had taken a chance on
her. She smiled.

Word Meaning 1 Meaning 2

bow

fire

tear
Copyright © by the McGraw-Hill Companies, Inc.

note

trip

play

chance

Take a Bow 4–35


These two pages provide an activity for
using mathematics words to facilitate
understanding of multiple-meaning
words. Students will gain valuable
cross-curricular vocabulary skills with
the combination of mathematics and
language arts content. Copies of the
blackline master on page 4–37 should
be distributed to students to support
comprehension of multiple-meaning
words.
Teacher Resources
Online
To watch videos on Academic Language
and Literacy in the Content Areas, go
to ellevate.glencoe.com and click on
Section 4.
4–36 Section 4 On-the-Go Resources
Multiple-Meaning Mathematics Words
Do the following steps for this activity:
• Write each of the multiple-meaning words from the blackline
master on page 4–37 on the board.
• Explain to students that many words we use in mathematics have
other everyday meanings.
• Call on volunteers to give definitions—the mathematics definitions
and everyday definitions—for each word. Say aloud any definitions
that the class as a whole cannot determine. It is important to go
through each definition orally before providing students with the
blackline master, as these multiple-meaning words may pose more
of a challenge, given their mathematics contexts.
• Provide each student with one copy of the blackline master on
page 4–37.
• Direct students to fill in the missing definitions in the chart on
their own.
• Move around the room, assisting struggling students.
• When all of the students are finished, ask for volunteers to use each
word in a sentence.
To the Student
Read these directions aloud to your students, after providing them with
the blackline master:
As we have just learned, many of the words you use in mathematics class
have other, everyday meanings. Fill in the missing definitions in the chart.
If you finish early, turn your paper over and begin writing two sentences
for each word—one sentence for the mathematics definition and one sentence
for the everyday definition.
Answers for Blackline Master:
The definitions for seven of the ten words can be found in the
Multiple-Meaning Words Chart on pages 4–26 to 4–29. Definitions
for meter, parallel, and variable are below.
meter (noun): a measurement of length that is a little more
than three feet long
parallel (adjective): equal to
variable (noun): something that changes
 Name Date

Multiple-Meaning Mathematics Words

Word Mathematics Context Everyday Context
Angle the space between two lines that is
measured in degrees or radians

Domain set of values of the independent

variable for which a function is
defined

Factor anything that contributes to a

result

Mean hateful or unkind

Meter the basic rhythmic pattern of a

verse or music composition

Negative less than zero

Parallel two lines that never intersect

Copyright © by the McGraw-Hill Companies, Inc.

Range a row of mountains

Rational reasonable and sensible

Variable a symbol used to represent a

quantity

Multiple-Meaning Mathematics Words 4–37

 Multiple-Meaning Words
with Many Definitions
Do the following steps for this activity:
These two pages provide an activity for
• Draw the Concept Web below on the board. Write the word set in
using words with many definitions to
the middle circle.
facilitate understanding of multiple-
meaning words. Students will gain
valuable skills in activating prior
knowledge with the brainstorming
format, as well as carry the responsibility
for their individual work. Copies of the
blackline master on page 4–39 should
be distributed to students to support
comprehension of multiple-meaning
words.
• Explain to students that set is a multiple-meaning word that has
many different definitions. Ask for volunteers to brainstorm,
providing some of these definitions. Write their responses in the
outer circles of the Concept Web.
• Provide each student with one copy of the blackline master on
page 4–39.
• Explain that the lettered definitions at the bottom of the page
are different definitions for set. Instruct students to decide which
definition is used in each sentence and write the letter of that
definition in the space provided.
• Move around the room, assisting struggling students.
• When all of the students are finished, ask for volunteers to say the
answers aloud. Discuss any errors with the class, redirecting them to
the correct answers.

To the Student
Read these directions aloud to your students, after providing them with
the blackline master:

As we’ve seen, the word set has many different definitions. There are even
more definitions for set than the ones we’ve listed on the board. Look at
your worksheet. The lettered definitions at the bottom are all definitions
for set. Read each sentence carefully. Then decide which definition of set
is used in each sentence. Write the letter of the definition in the blank in
Teacher Resources
Online
front of each sentence.

To watch a video about Brainstorming, Answers for Blackline Master:

go to ellevate.glencoe.com and click on 1 A; 2 G; 3 F; 4 J; 5 B; 6 C; 7 H; 8 D; 9 I; 10 E; 11 J; 12 K;
Section 4. 13 B; 14 F; 15 H; 16 H; 17 I; 18 A; 19 K; 20 C

4–38 Section 4 On-the-Go Resources

 Name Date

Multiple Meanings of Set

1. I know I set my keys on this table.
2. The movie is set in Los Angeles.
3. The trainer demanded that we do ten sets of push-ups.
4. I want to be sure that the rules are set before I play.
5. The Olympic athlete set many records.
6. This set of numbers has a very special function.
7. The director yelled, “Quiet on the set!”
8. The chef accidentally set the fire.
9. Are the kids all set to go?
10. The concrete set before the neighborhood kids were able to put their handprints in it.
11. The date has already been set.
12. The set is over, and the tennis players are taking a quick break.
13. The home team set a record for the most wins in a single season.
14. After only two sets of sit-ups, I took a break.
15. The crew changed the set between Act 1 and Act 2.
16. There was a minor explosion on the film set. No one was hurt.
17. I’ve been set and ready to go for the past hour.
18. Set the baby in the crib.
19. We’ll play a set on the court and then have some lemonade.
20. “Use this set of numbers to solve the equation,” said the teacher.
Copyright © by the McGraw-Hill Companies, Inc.

A. put in a certain place G. located

B. to establish as the highest level of performance H. the background in a play or movie; a stage

C. a collection of numbers or symbols I. make ready or suitable

D. to apply or start J. determined or decided by an authority

E. hardened K. a unit of play in tennis or squash

F. several actions to be done in a series

Multiple Meanings of Set 4–39

 ON-THE-GO RESOURCES
4 Instructional Resources
OBSERVATIONAL CHECKLIST

Observing Student Language

Proficiency Levels
This checklist can be used to assess informally a student’s level of
language proficiency. These are general guidelines for competencies
that English Language Learners may display at each level.

Beginning Level Intermediate Level Advanced Level Advanced High Level

ELL students may display ELL students may display ELL students may display ELL students may display
one or more of the following one or more of the following one or more of the following one or more of the following
competencies: competencies: competencies: competencies:
Responds with one- to Listens and Listens and Writes paragraphs,
two-word phrases understands short understands stories essays, and longer
sentences and and information passages
Uses nonverbal forms commands
of communication, Responds using Understands and
such as pointing or Is developing basic complete sentences participates in
gesturing understanding of discussions
English syntax Grasps basic English
Understands short syntax Has command of
phrases or questions Uses a growing spoken English
when accompanied by social and academic Uses more complex
visuals, gestures, and vocabulary vocabulary Continues to make
so on minor errors when
Uses short word Experiences a gap speaking
Uses vocabulary phrases when speaking between social and
limited to (may be difficult to academic language Understands and uses
communicating basic understand) social language close
Writes short to English-proficient
needs
Uses nonverbal forms paragraphs legibly

Copyright © by the McGraw-Hill Companies, Inc.

Begins to develop of communication Continues to make
Reads sentences and grammatical errors in
basic phonemic when needed
short paragraphs written work
awareness
Writes simple
Reads with limited Reads near grade level
Begins to grasp sentences
fluency
alphabetic principles
of English Writes legibly

Decodes short
sentences containing
key words

4–40 Section 4 On-the-Go Resources

 TEACHING TIPS

TEACHING TIPS

Beginning Level Proficiency

Provide Comprehensible Input
Teachers can alter instruction to give students more language that is Quick Tip
useful by doing the following: In addition to the instructional
strategies suggested in Sections 2 and
• Speaking clearly and at a reasonable pace
3, teachers can improve the learning
• Using songs, jazz chants, and other forms of lyrical language to make environment for their beginning level
language more memorable English Language Learners by using the
• Not forcing students to speak before they are ready strategies shown below. These strategies
may also be used at other proficiency
• Providing English Language Learners with feedback on their levels.
language by modeling grammatically correct forms
• Involving English Language Learners in classroom tasks from the
beginning and by using TPR to model the language and action
required
• Clearly explaining and using illustrations of academic tasks and routines
• Give English Language Learners options for demonstrating learning,
such as hands-on activities, labeling, or drawing
• Using gestures and other visual supports to reinforce direct instruction

Design a Language-Rich Environment

English Language Learners benefit from language immersion. The
strategies below can increase the language focus in a classroom:
• Placing labels on every item in your classroom (e.g., doors, windows,
desks, and chairs)
• Creating word walls and posting content-oriented vocabulary
• Having students create vocabulary cards that include illustrations or
photos, as well as each word’s part of speech and a sentence example 4
• Adding a book and reading center with plenty of content-related
books and comfortable seating
• Creating an audio-book center with books and read-along CDs

Use Culturally Appropriate Body Language

Students of different cultural backgrounds do not always share a
common body language. To be considerate, do the following:
• Avoid pointing using a single finger and instead extend the palm of the
hand down and gesture to an item
• Avoid patting on the head (This is considered rude.)
• Be careful not to “read” smiling as a signal of understanding (Often
smiling indicates frustration, embarrassment, or confusion. )

Instructional Resources 4–41


Quick Tip
The following strategies may be used
to improve instruction and learning for
intermediate-level English Language
Learners. These strategies may also
apply to instruction for students at other
proficiency levels.
4–42 Section 4 On-the-Go Resources
Intermediate Level Proficiency
Using Nonlinguistic Representations
Intermediate English Language Learners need visual support for
language acquisition. The strategies below address this need:
• Allowing students to explore materials prior to the lesson
• Using gestures to differentiate size, weight, and other characteristics
• Asking questions that get students to use their senses and that help
them generate mental pictures
• Using real objects and pictures of real objects
• Showing videos, films, or other media
• Creating illustrated directions for tasks
• Using graphic organizers that incorporate pictures and words
Teaching Content
Teacher expectations must remain high and learning should be focused
on standards mastery. To achieve these goals, apply the following:
• Simplify the language of instruction, not the concept being taught
• Use core vocabulary from the start of new instruction (Academic
language develops from day one and requires adequate support.)
• Provide wait time after asking a question. This allows LEP students
time to process the question and to formulate an answer.
• Write on the board for each lesson clear, but general, age and grade-
appropriate goals
• Write vocabulary on the board and add it to a word wall
• Use content- and language-oriented games that make learning fun
• Incorporate higher-level problem solving skills
• Use visuals to convey meaning
Create a Supportive, Non-Threatening Environment
To create a low-risk and welcoming environment, teachers can consider
using one or more of the following techniques:
• Welcoming students at the door of the classroom when they arrive
and making this time especially useful by handing out materials to be
used at the beginning of class
• Posting student work in the classroom; allowing students to select their
best work for display and rotating it often
 TEACHING TIPS

Advanced Level Proficiency

Activate Prior Knowledge and Cultural Perspective
• Using context and themes that are familiar to students to generate
Quick Tip
problems and activities The following strategies may be used
to improve instruction and learning
• Using cognates (words that share a root between languages) for advanced-level English Language
• Having English Language Learners teach a skill to an English- Learners. These strategies may also
speaking peer in the English Language Learner’s native language apply to instruction for students at other
• Providing analogies that show how the concept relates to the proficiency levels.
immediate and/or the English Language Learner’s home
environment
• Asking students to demonstrate songs, rhythms, or kinesthetic
actions that were/are used to teach in their native culture
• Using the names of students and places familiar to them

Lesson Planning and the Classroom Environment

Teachers should prepare lessons and the learning environment with
English Language Learners in mind, considering the following
options:
• Having the room arranged so that workstations can be quickly set up
or rearranged
• Providing a variety of materials at appropriate language levels for
student projects; materials may include reference books, manipulatives,
construction and drawing materials, and audio or computer resources
• Thinking about the complexity of tasks and the thinking skills
involved; adjusting lesson plans to encourage thinking at various
levels (Refer to Bloom’s Taxonomy for a list of thinking skills.)
• Offering several projects that cover the objective(s) on which
instruction will focus and from which students may choose; choices
should reflect various learning styles (e.g., visual learners might 4
present what they have learned in a poster or brochure)

Group Work
Small-group work reduces anxiety among English Language Learners
and gives them opportunities to speak and receive feedback in a natural
context. Group strategies include:
• Pairing up mixed-ability students; research indicates this grouping
strategy can benefit all participants
• Keeping groups small; three to four students is ideal
• Modeling for students appropriate and productive group interaction;
conduct a fishbowl group to model for the entire class
• Creating feedback loops and documentation procedures that keep group
work on task and accountable
Instructional Resources 4–43

Quick Tip
Advanced High English Language
Learners are able to spend additional
time reading and writing. The following
strategies may be used to improve
instruction and learning for level-four
language learners.
4–44 Section 4 On-the-Go Resources
Advanced High Level Proficiency
Lesson Support
• Writing, on the board, the state standards that apply to the lesson
• Posting the “big questions” or “essential themes”
• Creating lesson outlines or notes for students to follow along in class
Reading Support
• Teaching students specifically and directly how to preview chapters
by skimming and scanning or outlining
• Teaching students how to use text features such as headings,
captions, illustrations, and charts to support comprehension
• Giving students sticky notes on which they may write questions to
post in the appropriate places in a book
• Providing reading check questions for each section of a text. Students
can then stop and answer the questions for themselves to self-
monitor their comprehension.
• Giving students graphic organizers for making notes, helping them
select ones that are appropriate for each reading purpose
• Asking students to summarize using a rule-based process—providing
a summary frame to support their summarizations
Writing Support
• Beginning with a focus on sentence composition; moving gradually
to more complex structures
• Giving students ample time to develop ideas orally before they put
pen to paper (Small group discussions can help English Language
Learners to describe their ideas.)
• Providing graphic organizers to organize story structures or essay
outlines and clearly identify how students should organize writing
• Making writing models available for every writing assignment
• Creating (with students as a group) an editing checklist they may use
during the revision process
• Using peer editing stages to allow students to give and receive
feedback
• Modeling for students how to give feedback (e.g., the PAM process:
Praise something; Ask a question about the writing; Make a
suggestion)
• Connecting writing elements to relevant grammar structures
• Giving examples and non-examples of grammar rules
 STRATEGIES AT A GLANCE

STRATEGIES AT A GLANCE

Instructional Strategies at a Glance

The following are general guidelines for instructional strategies
appropriate at each proficiency level. Markers appear in the level
columns in which the strategy is most effective. Many strategies are
appropriate at multiple levels.

Strategy
Beginning Intermediate Advanced Advanced High
Use Visual Supports
Create a language-rich environment, with maps,
● ● ● ●
photos, pictographs.
Match pictures to words. ● ●
Use visuals to represent task directions. ● ●
Label classroom objects with the proper names. ● ● ●

Reinforce Language with Movement or Objects

Use Total Physical Response to establish
● ●
meaning.
Use gestures to clarify meaning. ● ● ●
Use pantomime or skits. ● ● ●
Use realia or real-life examples. ● ● ● ●
Use manipulatives. ● ● ● ●
Use hands-on activities. ● ● ● ●

Focus on Vocabulary, Grammar, and Syntax

Explore words with spelling patterns similar to
● ● ●
the first language.
Use sentence/paragraph frames. ● ● ● ●
Copyright © by the McGraw-Hill Companies, Inc.

Teach vocabulary directly. ● ● ● ●

Provide daily opportunities to practice academic
● ● ● ●
vocabulary. 4
Emphasize key words orally and in writing. ● ● ● ●
Use picture dictionaries. ● ●
Identify cognates and false cognates. ● ● ●

Instructional Resources 4–45

Strategy
Beginning Intermediate Advanced Advanced High
Develop Oral Skills
Use Think-Pair-Share. ● ● ●
Ask students to restate or paraphrase ideas
● ● ●
presented by others.
Provide daily opportunities for student
● ● ● ●
interaction and discussion.
Ask students to defend their position on
● ●
content-related issues.
Have students make presentations with visual
● ●
supports.

Provide Input and Feedback That Builds Understanding

Use slower rate of speech and simple sentence
●
constructions.
Elaborate on student responses to scaffold
● ● ● ●
language.
Provide written directions, in addition to oral
● ● ●
directions for tasks.
Model accurate language by rephrasing. ● ● ● ●

Build Content Knowledge Through Reading and Writing

Use rhymes, jazz chants, and poems to develop
● ● ● ●
phonemic awareness.
Teach comprehension strategies directly. ● ● ●
Conduct Think Alouds to model effective
● ● ●
comprehension strategies.
Include choral readings that focus on fluency. ● ● ● ●

Copyright © by the McGraw-Hill Companies, Inc.

Use graphic organizers to represent concepts
● ● ● ●
and facts.
Make connections to background knowledge. ● ● ● ●
Use interactive writing activities. ● ● ●
Teach text structures. ● ● ●
Use advanced organizers to prepare students
● ● ●
for reading.

4–46 Section 4 On-the-Go Resources

 CULTURAL CONSIDERATIONS

CULTURAL CONSIDERATIONS

About African Learners

The following information provides cultural elements that may affect
African learners’ ability to achieve English language proficiency and Quick Tip
overall classroom success. Keep these concepts and suggestions in mind When working with English Language
when working with your students. Learners of African descent, it is
important to remember the diverse
Collectivity nature of these students. African
Many African cultures are collective in nature. Communal students come from many different
responsibility applies to both the raising and educating of children. countries, each with its own set of
Family is greatly valued, but the community as a whole plays a large ethnic groups, subcultures, religions,
role in children’s lives. and languages.

Past Education
In some African countries, students may not attend school past certain
grades. In some cases, students may have no formal education at all.
It may be difficult for these students to adjust to a formal educational
environment.

Native Illiteracy
Some African languages are strictly oral, with no written form. Do
not underestimate the impact and challenge of illiteracy in the native
language.

Learning Styles
Rote learning, memorization, and an authoritarian teaching style
are common in many African countries. Students may need
encouragement to adapt to the more independent, analytic style of
American education.
4
Religion
Some African students will be followers of Islam. Religion will play
an important role in their everyday lives and will create an effect in Go To p. 4–52 to read more about
your classroom. cultural considerations with Islamic
students.

Teacher
Resources
Online

To watch a video on cultures, go

to ellevate.glencoe.com and
click on Section 4 then Cultural
Considerations.

Instructional Resources 4–47


Quick Tip
To avoid stereotyping, teachers should
be aware that cultural norms and values
vary greatly among different Asian
cultures. Yet there are some generalities
that teachers should keep in mind when
teaching Asian learners.
Go To Language Resources,
starting on p. 4–5, for details on
pronunciation transference for
Cantonese, Vietnamese, Hmong,
Korean, and Khmer.
4–48 Section 4 On-the-Go Resources
About Asian Learners
The following information provides cultural elements that may affect
Asian learners’ ability to achieve English language proficiency and
overall classroom success. Keep these concepts and suggestions in mind
when working with your students.
Collectivity
Most Asian cultures are collective in nature. They value the welfare of
the group over the individual. However, avoid making generalizations
about learning preferences. Cooperative learning activities may be
preferred by some groups, such as Hmong, but not by others, such as
Korean.
Modesty
Asian students may be reluctant to share their individual opinions with
the whole class. Speaking quietly expresses modesty, a behavior valued
in many Asian cultures. These cultural norms contrast with those of
many American teachers, who often include individual participation as
a form of assessment.
Learning Styles
Rote learning and memorization are common learning approaches
in most Asian countries. Students will need encouragement to ask
questions, challenge ideas, and initiate learning on their own.
Respect
Respect for teachers is expected in most Asian cultures. It is
disrespectful for students in these cultures to make eye contact with
a teacher when directly addressed. Do not misinterpret lack of eye
contact as disrespect.
 CULTURAL CONSIDERATIONS

About East Indian Learners

The following information provides cultural elements that may affect
East Indian learners’ ability to achieve English language proficiency Quick Tip
and overall classroom success. Keep these concepts and suggestions in Indian society is multilingual, and
mind when working with your students. English is a language spoken by
many. But while East Indian learners
Parental Involvement may speak English as a native
Education is highly valued by most East Indians. Parents are likely language, teachers should bear in
to consider themselves partners in their child’s education and would mind that the differences between
welcome involvement in the classroom. Indian and American cultures have
broad implications.
Role of Family
The family and extended family are important. A member’s
responsibilities to the family will include academic achievement and
honor.

Respect
Expressions of respect are embedded in the way East Indians address
individuals. Therefore, address Indian parents and caregivers formally,
using their titles such as Mr., Mrs., or Dr.

Physical Considerations
Some East Indians regard the head as the sacred seat of the soul.
Therefore, do not pat students on the head. Additionally, some
East Indians consider the left hand to be unclean. They will feel
uncomfortable accepting anything offered with this hand.

Gestures
Head gestures are subtle yet important. Americans nod or shake their
heads to communicate meaning. East Indians gesture with a rotational
movement of the head. This has several meanings: 4
• Coupled with a smile, it may mean agreement.
• Done vigorously, it may be an expression of anger or dispute.
• The most common meaning is “the matter is not important.”

Communication
East Indians value gentleness in conversation. Being direct may
be interpreted as being harsh. For instance, saying “no” could be
considered a severe response. Students may hedge or try to give
answers they believe are desired.

Instructional Resources 4–49


Quick Tip
English Language Learners from
Eastern Europe and countries of the
former Soviet Union represent a diverse
group of countries with different
languages and religions. Many Eastern
European immigrants are refugees
from oppressive regimes, political
conflicts, religious persecution, or war.
The transitory nature of many of these
countries may be their most unifying
feature, so avoid making generalizations
and seek to learn students’ unique
4–50 Section 4 On-the-Go Resources
About Eastern European Learners
The following information provides cultural elements that may
affect Eastern European learners’ ability to achieve English language
proficiency and overall classroom success. Keep these concepts and
suggestions in mind when working with your students.
Past Education
Children who have been schooled in Eastern Europe may have
experienced a combination of educational practices—some that
resemble the educational systems of the Communist past and newer
systems that prepare students for functioning in a democracy. Use this
knowledge to help students and their families adjust to the American
educational system.
Role of Education
Education is highly valued in most Eastern European and Russian
cultures. Academic achievement is seen as the key to economic security
and stability for the entire family.
Religion
Eastern European students come from a variety of backgrounds.
They represent diverse religious traditions, including Jewish, Roman
Catholic, and Muslim faiths. Consider the personal histories and
backgrounds of your students.
 CULTURAL CONSIDERATIONS

About Hispanic Learners

The following information provides cultural elements that may affect
Hispanic learners’ ability to achieve English language proficiency and Quick Tip
overall classroom success. Keep these concepts and suggestions in mind English Language Learners who speak
when working with your students. Spanish as their native language are
very diverse. They come from a wide
Personal Property variety of places, including Mexico and
Core family values include sharing. The concept of personal property other Central American countries, South
may be more flexible in some Hispanic cultures. They may borrow America, the Caribbean islands, and
items in the classroom without first asking permission and not see it Europe.
as wrong. Many Hispanic students are born in the
United States but still speak Spanish at
Cooperation home. While these students have many
Helping each another is a virtue that parents expect their children cultural identities, these identities have
to demonstrate. Understanding this cooperative nature will help you some differences from American culture.
predict how a Hispanic learner will behave in the classroom.

Respect
Respect for elders is important. Addressing a teacher by using a formal
title or looking away when being spoken to (especially when being
corrected) are common signs of respect.

Respect for Students

Teachers can show respect to students by treating them as
individuals. This can be done by addressing students individually,
shaking hands with them as they arrive each day, or handing out
papers to each student.

Proximity
Hispanic students stand very close to people to whom they are
talking. Americans are more comfortable standing farther away from 4
each other.

Parental Involvement
In many Hispanic cultures, parents do not get involved with the school
as many American parents do. This should not be interpreted as a lack
of interest or motivation. Parents leave the education to the school out
of respect.

Go To p. 4–5, Phonics and

Grammar Transfers, for details
on pronunciation transference for
Spanish.

Instructional Resources 4–51


Quick Tip
English Language Learners of Middle
Eastern descent come from many
different countries and cultures. No
single country accounts for more
than 20 percent of all Middle Eastern
immigrants. Therefore, we can speak
only in generalities about some aspects
of a “Middle Eastern culture.”
4–52 Section 4 On-the-Go Resources
About Middle Eastern Learners
The following information provides cultural elements that may
affect Middle Eastern learners’ ability to achieve English language
proficiency and overall classroom success. Keep these concepts and
suggestions in mind when working with your students.
Role of Family
Family is of great importance to most Middle Eastern people. Families
provide direction for major life decisions. Elders are greatly respected,
and family honor is promoted.
Arabic Identity
Arabic identity is largely linked with language and should not be
confused with religious identity. Although Middle Eastern people hold
a variety of faiths, the majority is Muslim. Yet only 20 percent of all
Muslims are Arabs.
Religion
Muslim students pray five times daily. One prayer cycle will likely
fall during the school day. School administrators must accommodate
prayer. Create a routine to make these students’ transition to prayer
seamless and nondisruptive.
Modesty
Outward modesty is important. Some Muslim girls wear a head scarf.
Head scarves should be treated with respect. Both boys and girls
may cover their skin from head to toe. Be sensitive to these religious
demands for modesty.
Proximity
In Islam, girls and boys are not permitted to be in close physical
proximity. Therefore, mixed-gender collaborative groups should be
avoided. Undressing in front of any classmate—even those of the same
gender—is prohibited, so gym class modifications may be required.
Physical Considerations
Middle Easterners do not shake hands with members of the opposite
sex. Bowing the head or simply smiling when greeting both students
and parents is appropriate. Also, avoid taking or offering food with
your left hand, as this is frowned upon.
 ACTIVITY BANK

ACTIVITY BANK

Beginning English Language Learners

Reading Memory Game Identify ten to twelve academic vocabulary words with which students may be struggling.
• Divide students into pairs, providing them with the Memory Game blackline master on page 4–57, scissors, and
colored pencils.
• Have students cut out the cards and write their vocabulary words on one side of the cards. On the other side, they
should draw images that depict the meanings of the words.
• Students can place the cards picture-up and use the drawings to recall the vocabulary word. After recalling a word
(aloud), they should flip over the card and study the vocabulary word. They should say the word aloud a final time.
Flash Cards In addition to the memory game, students can use the cards as flash cards.
• This activity can be supplemented with a spelling activity. After being shown a drawing, students can spell the
vocabulary word.

Listening Act It Out! Write a list of eight to ten action verbs on the board. Explain to students that they will be performing the
actions.
• Have students stand up and give themselves enough space to move comfortably.
• Say an action verb. Perform the action. Tell students to perform the action. Repeat this for each verb.
• Then explain to students that you will say only the action verb. They must listen to it and then perform the action on
their own. Say each action verb and observe as the students perform the action. Make corrections as necessary.
“Invisible Action” Verbs Challenge Challenge students to perform some “invisible action” verbs.
• Remind students that some actions cannot be seen. For example, you might say, “Think!” Challenge students to come
up with creative ways to demonstrate the act of thinking.

Speaking Reading Aloud Identify a passage that is slightly below reading level that students will read aloud.
• Provide students with copies of the passage. Allow students to read the passage silently. Give students the
opportunity to have any difficult words pronounced for them.
• Tell students they will be reading the passage aloud. Provide time for practice. Pair up students. Have them read
aloud to their partners. Move around the room, listening for students who are not fluent.
• Read the passage chorally to help students with pacing, if necessary.
Differentiation Activities
• Provide fluent students with a slightly more difficult passage on which to practice while you work with other
students.
• For struggling students, recite a single line from the passage and have them repeat it after you. Students should imitate
your pronunciation and rhythm. Do this for the entire passage. Listen to students recite the passage in its entirety a final
Copyright © by the McGraw-Hill Companies, Inc.

time.

Writing Word Cards Identify four or five academic vocabulary words with which students may be struggling. Use the Word
Cards to help students develop proficiency. 4
• Explain the meanings of the words. Provide synonyms and antonyms to further students’ understanding. Give several
example sentences.
• Have students write sentences using the vocabulary words. Write sentence starters on the board to help students
develop their ideas.
• Next, have students create sentences based on themes you provide or without any prompts at all. If students are
having difficulty coming up with ideas for sentences, remind them of the synonyms, antonyms, and examples
discussed earlier.
Write a Story
• For further practice, have more advanced students use all of the vocabulary words in a brief story.

Teacher
To watch a video on Beginning level proficiency, go to ellevate.glencoe.com
Resources
Online and click on Section 4 then Level 1 Proficiency.

Instructional Resources 4–53

Intermediate English Language Learners
Reading Vocabulary Tree Help students to create a vocabulary tree.
• Provide students with copies of the Vocabulary Tree on page 4–58.
• Select a topic for the vocabulary tree. Instruct students to place the topic in the top box of the tree. Topics could
include home, school, neighborhood, and, as students’ skills progress, virtues and dreams.
• As a class, decide which elements should be included in the four branches. A home vocabulary tree might have living
room, bathroom, and basement as a few of its branches.
• Now discuss vocabulary words associated with each subtopic. Place the new words in the two sub-branches. The
living room circle might have couch and TV, for example.
• Extend the activity by discussing what events transpire in a home, school, neighborhood, or other location.

Listening Using Realia This activity will inspire class discussion and give students many opportunities to listen to explicit
pronunciations.
• Gather together several concrete items. Try to consider each of the five senses in your selections. For example, you
might select an air freshener, a box of crackers, a chalk-filled eraser, a wool hat, and a radio.
• Display the items before students in the front of the classroom. Tell students to listen carefully to your pronunciation of
the names of the objects. Pronounce the names. Show some of the objects’ qualities and augment the demonstrations
by clearly stating the names of these qualities. A cracker is crisp, for example. (You can both show and name this
quality.) A wool hat is itchy. It can be passed around and felt by the students. A chalk-filled eraser produces a cloud of
chalk dust, and so on.
• Be sure that you pronounce each word very clearly.

Speaking Sentence Strips Write several sentences using content-specific vocabulary words on sentence strips.
• Cut the sentence strips so that a single word or short phrase appears on its own piece of paper. Keep the words in
one sentence separate from the words in another.
• Separate students into small groups. Give each group a collection of sentence strip pieces. Charge the groups with
arranging the pieces so that they form a complete sentence.
• Once students have correctly arranged their sentences, have each member of the group recite the sentence aloud.
Encourage students to help one another with pronunciation. Move around the room, checking for fluency.
• Pass the sentence pieces around so that each group is able to arrange and say each sentence.
• Then review each sentence as a class. Have one member from each group read a sentence aloud.

Writing Dream Boards Distribute several copies of magazines. Provide students with scissors, glue, and construction paper.
Students will use these to construct “dream boards.”
• Tell students that they will write about their dreams. Explain that they should use the magazines to find photographs
that represent some of their dreams. A photograph of a beautiful home, for example, might illustrate a student’s
dream for financial independence. A photograph of a piano might reflect a desire to excel at piano lessons. It may be

Copyright © by the McGraw-Hill Companies, Inc.

helpful to show students your own dream board.
• Once students have found several photographs to illustrate their dreams, have them arrange and glue them to
the construction paper. Instruct students to write a brief phrase or sentence beside each picture, explaining its
significance.
• Explain that dream boards are reminders to work hard. Display the dream boards throughout the room.

Teacher
To watch a video on Intermediate level proficiency, go to ellevate.glencoe.com
Resources
Online and click on Section 4 then Level 2 Proficiency.

4–54 Section 4 On-the-Go Resources

 ACTIVITY BANK

Advanced English Language Learners

Reading Activate Prior Knowledge and Cultural Perspective Have students utilize higher-order thinking skills and make
cross-cultural connections by reading and discussing a passage.
• Explain to students that different cultures have many holidays and other celebrations. Ask students to name some
holidays they celebrate in their cultures. Be sure to note additional multicultural holidays if the students’ list is short.
Write the list on the board. Have students read the holiday names aloud.
• Explain that although cultures have differences, all cultures have family celebrations of some form or another.
• Provide students with the Celebration! blackline master on page 4–59. Have them read the passage silently. Move
around the room, stopping at students’ desks to check fluency.
• Have students further activate prior knowledge using the blackline master as a guide.

Listening Compare and Contrast Poems Select two contrasting poems to read to students. Poems that cover the same subject
manner but in evidently different ways will best illustrate the purpose of this activity. Students will be listening to
make comparisons and contrasts.
• Read the first poem. Be sure to speak fluently and to adjust your tone and inflection to reflect the meaning of the
poem. Reread the poem if necessary. Allow students to pose any questions they may have. Then repeat the process
for the second poem.
• Lead a class discussion in which the similarities and differences of the poems are explored. When a similarity or
difference is pointed out, reread the portions of the poems that support the finding.
• After comparing and contrasting the poems, ask the students to explain which poem or viewpoint best reflects their
own perspective.

Speaking Tongue Twisters Copy and cut out the tongue twisters on the Tongue Twisters blackline master on page 4–60.
Distribute the strips to the students.
• Explain to students that tongue twisters are complicated sayings that use the same sounds over and over. It is the
repetition that makes them so difficult to say. Explain that tongue twisters present a challenge for readers and can
help to improve fluency. Demonstrate a tongue twister or two for the class. Then have students study the tongue
twisters on their paper. Explain that they will be asked to say the tongue twisters aloud after some practice.
• First have students practice the tongue twisters alone. Then partner students so that they have a small audience.
Partners should be encouraged to offer helpful strategies for saying the tongue twisters. Lastly, ask for volunteers to
demonstrate their command of the tongue twisters for the class.

Writing Class Publication Show students articles in a magazine or other publication. Explain the purpose of articles and
discuss the types of information that can be found in them. Tell students that articles often cover some current event
or issue but can also cover personal stories of failure and triumph. Point out other elements in the publication that
supplement the articles, such as photographs.
• Tell students that they will create, as a class, a publication of their own—a collection of personal articles.
Copyright © by the McGraw-Hill Companies, Inc.

• Suggest some ideas for the articles, including stories that show how they overcame a problem or stories about a
favorite relative. Have students select a topic. Tell students to write a two-to-four paragraph article about their topic.
After a peer review and edit, students should write a publishable copy and draw a picture to accompany
their story. 4
• Put the articles and pictures together in a single bound copy. Create a cover. Display it for the class.

Teacher
To watch a video on Advanced level proficiency, go to ellevate.glencoe.com
Resources
Online and click on Section 4 then Level 3 Proficiency.

Instructional Resources 4–55

Advanced High English Language Learners
Reading Synonyms Build Vocabulary Review the meaning of the term synonym. Many words have the same or similar
meanings. Some of these words are easier to recall than others. By using synonyms interchangeably, students can
increase their vocabulary banks.
• Provide students with a passage that includes content vocabulary words or other challenging terms. Students should
also have dictionaries and thesauruses at their disposal.
• Have students read the passage silently. As they do, they should underline content vocabulary words.
• Tell students to locate synonyms for as many of the content vocabulary words as possible. They should choose
synonyms that are most familiar to them but that also make sense in the context of the sentence. Tell students to
write the synonyms above the content vocabulary words, directly on the page.
• Have students reread the passage, using the synonyms as guides for comprehension.

Listening Listen Carefully Help students to practice careful listening and summarizing skills, as well as gain valuable interaction
skills in the small-group format.
• Model careful listening and summarizing skills. Ask a student to tell a brief story about his or her life. (It could be
about a family vacation, a sports event, or even what the student did yesterday afternoon, for example.) Tell the class
to listen carefully to the story. Afterward, summarize the main points of the story for the class.
• Tell students to think of a story from their own lives. Divide students into small groups. Have each student tell his or her
story while the rest of the group listens. The student to the speaker’s right will then summarize the story. The other group
members can add details they remember that the summarizer did not mention.
• Encourage students to jot down brief notes as they listen to the story, if they have trouble with recall.
• Move around the room, stopping at each group to check listening and summarizing skills.

Speaking Dramatic Performance Use a dramatic play that is slightly below level for this activity. By doing so, you will leave
students room to explore their characters’ emotions and to speak fluently.
• Assign parts. It may be helpful to read for short periods of time and then switch parts. In this way, each student is
given ample opportunity to participate and no character is dominated by a particular student.
• Tell students that they will be required to stand when they recite their dialogue. Point out the importance of
projecting your voice and expressing words according to the meaning of the words. If the directions indicate
a character’s anger, this can be indicated in the voice’s tone. Good readers pay attention to such details. Also
encourage students to focus on their fluency.
• Read and perform the dramatic play as a class.

Writing Play Writing Review the elements of a dramatic play. Define any terms with which the students may be unfamiliar.
Explain the process for creating dialogue and developing a plot. Provide several examples of the literary devices
discussed.
• Tell students they will be creating a short play of their own. Explain that it will be a conversation between two

Copyright © by the McGraw-Hill Companies, Inc.

characters of their choice. Discuss story ideas. Suggest concepts that make for an entertaining work. Help students
begin to develop their ideas by “talking them out.”
• Provide students with the My Play blackline master from page 4–61. Give students independent work time. They
should construct a rough draft of their play. Tell students that if they need more room, they can continue the play on
the back of the paper.
• Have students summarize their play in front of the class. Based on these summaries, students can choose two to three
plays they would like to read as a class.
• Read and perform the selected plays as a class.

Teacher
To watch a video on Advanced High level proficiency, go to ellevate.glencoe.com
Resources
Online and click on Section 4 then Level 4 Proficiency.

4–56 Section 4 On-the-Go Resources

 Copyright © by the McGraw-Hill Companies, Inc.
✂ Memory Game

Instructional Resources
4–57
Name Date

Vocabulary Tree

Copyright © by the McGraw-Hill Companies, Inc.

4–58 Section 4 On-the-Go Resources

 Name
Celebration!
The leaves crunched as Ajay and his new friend Ed
walked home from school. Ajay told Ed that he had
to hurry home. His family was very busy! They were
getting ready for Ajay’s favorite holiday—Diwali.
Diwali had always been so much fun when Ajay and
his family lived in India. This would be their first
holiday in the United States. Ma had promised that
the celebration would be just as special here as it had
been in India. Ajay was not so sure.
That afternoon, Ajay and his ma went to the Indian
market. They went to find everything they needed for
the five-day celebration. They bought clay oil lamps,
beautiful lanterns, and many candles. Diwali is the
Indian Festival of Lights. Ajay’s family would light
the lamps and candles as part of their celebration.
The light was a symbol of the good in the world.
This year, Ajay was finally old enough to light the
lamps himself. The lights were his favorite part of
the holiday. He hoped the lights would cheer him up
because he missed his friends in India.
At home, Papa helped Ajay decorate the house
while Ma started cooking. They would have a huge
1. This passage makes me think of:
Copyright © by the McGraw-Hill Companies, Inc.
2. Ways that the celebration in the passage is similar to one of my family celebrations are:
3. Ways that the celebration in the passage is different from one of my family celebrations are:
4. One holiday or event my family celebrates is:
event by:
Date
feast to celebrate. Later, Ajay looked at the new
clothes he would wear for the celebration tomorrow.
Then he sadly picked up the deck of cards that his
family used for card games during the holiday. In
India, Ajay’s friends and their families always came
over to play cards, eat dinner, and exchange gifts.
Ajay wondered if it would be as fun here in his new
home.
At last, the first day of the festival arrived! Family
members who lived nearby came to visit. As Ajay
carefully lit the lamps and candles, he thought of
the friends he missed back in India. The holiday
was not the same without them. As he bent down
to light the last lamp, there was a knock at the door.
He looked up to see Ed and his family entering the
house. Ajay didn’t know that Ma had invited them.
Ed grinned and ran over to Ajay. He was excited
to celebrate his first Diwali, especially after all that
Ajay had told him. Ajay was so glad to have his new
friend with him! Ajay knew that Diwali in his new
home would be as special as always.
. My family celebrates this day or
Instructional Resources 4–59
 Tongue Twisters
Peter Piper picked a peck of pickled peppers. She sells seashells by the seashore.

A big, black bug bit a big, black bear. Three free throws. Three free throws. Three
free throws.

Sam’s shop sells short, spotted socks. Fat frogs fly past fast.

How much wood would a woodchuck chuck We surely shall see the sun shine soon.
if a woodchuck could chuck wood?

Three gray geese were in the green grass There’s no need to light a night-light on a
grazing. light night like tonight.

Swan swam over the sea. Swim, Swan, swim! Six slippery snails slide slowly seaward.

Fred fed Ted bread, and Ted fed Fred bread. Toy boat. Toy boat. Toy boat.

Copyright © by the McGraw-Hill Companies, Inc.

A skunk sat on a stump. What stunk—the Friendly fleas and fireflies. Friendly fleas and
skunk or the stump? fireflies. Friendly fleas and fireflies.

freshly fried fat flying fish What noise annoys a nosy oyster?

If Stu chews shoes, should Stu choose the Greek grapes. Greek grapes. Greek grapes.
shoes he chews?

4–60 Section 4 On-the-Go Resources

 Name Date

My Play
The title of my play is:

The setting of my play is:

The two characters in my play are: 1.

2.

The play is about:

:
(Character #1):

:
(Character #2):

:
(Character #1):
Copyright © by the McGraw-Hill Companies, Inc.

:
(Character #2):

:
(Character #1):

:
(Character #2):

Instructional Resources 4–61

 ON-THE-GO RESOURCES
4 Graphic Organizers
GRAPHIC ORGANIZER CONTENTS

Using Graphic Organizers Quick Tip

The following pages provide reproducible graphic organizers that can Look for the Go To icon in the
be used to support activities described in the lessons in the ELLevate lessons for suggestions on which
Teacher Resource Guide. graphic organizers to use.

Vocabulary and Comprehension Writing

l. Anticipation-Reaction Guide 4-63 23. Editing Checklist for Peer and
Self Reviews 4-85
2. Caption Notes 4-64
24. Paragraph Writing Form 4-86
3. Cause and Effect Chart 4-65
25. Writing Portfolio Evaluation 4-87
4. Concept Web 4-66
26. Writing Portfolio Management 4-88
5. Cornell Notes 4-67
27. Writing Rubric for Assessment and
6. Definition Map 4-68
Evaluation 4-89
7. Elliptical Chart 4-69
8. Fishbone Diagram 4-70
9. Flash Cards 4-71
10. Flowchart 4-72
11. Four Square 4-73
12. KWL Chart 4-74

Copyright © by the McGraw-Hill Companies, Inc.

13. Main Idea and Details Chart 4-75
14. Pyramid Chart 4-76
15. QAR Chart 4-77
16. Story Map 4-78
17. Table Notes 4-79
18. Three-Column Chart 4-80
19. Tree Diagram 4-81
20. Two-Column Chart 4-82
21. Venn Diagram 4-83
22. Word Card 4-84

4–62 Section 4 On-the-Go Resources

 Name Date

Anticipation-Reaction Guide
Page /
Agree Disagree Statement Evidence
Line
Copyright © by the McGraw-Hill Companies, Inc.

Anticipation-Reaction Guide 4–63

 Copyright © by the McGraw-Hill Companies, Inc.
Date

Caption Notes

Caption Notes
Name

4–64
 Name Date

Cause and Effect Chart

Copyright © by the McGraw-Hill Companies, Inc.

Cause and Effect Chart 4–65

 Copyright © by the McGraw-Hill Companies, Inc.
Date

Concept Web

Concept Web
Name

4–66
 Name Date

Cornell Notes

Questions Notes
Copyright © by the McGraw-Hill Companies, Inc.

Summary

Cornell Notes 4–67

Name Date

Def inition Map

Definition
(What is it?)

Characteristics
(What is it like?)
Word or Idea

Copyright © by the McGraw-Hill Companies, Inc.

Examples
(What are some examples?)

4–68 Def inition Map

 Copyright © by the McGraw-Hill Companies, Inc.
Name

Elliptical Chart
Date

Elliptical Chart
4–69
 Copyright © by the McGraw-Hill Companies, Inc.
Date

Fishbone Diagram

Fishbone Diagram
Name

4–70
 Copyright © by the McGraw-Hill Companies, Inc.
Name

Flash Cards
Date

Flash Cards
4–71
 Copyright © by the McGraw-Hill Companies, Inc.
Date

Flowchart

Flowchart
Name

4–72
 Copyright © by the McGraw-Hill Companies, Inc.
Name

Four Square
Date

Four Square
4–73
Name Date

KWL Chart
Topic:

K - What I Already Know

From Experience From Previewing

W - What I Want to Learn

L - What I Learned

Copyright © by the McGraw-Hill Companies, Inc.

What I Want to Know More About How I Will Learn More

4–74 KWL Chart

 Name Date

Main Idea and Details Chart

Main Idea

Supporting Detail Supporting Detail Supporting Detail

Copyright © by the McGraw-Hill Companies, Inc.

Supporting Detail Supporting Detail Supporting Detail

Main Idea and Details Chart 4–75

 Copyright © by the McGraw-Hill Companies, Inc.
Date

Pyramid Chart

Pyramid Chart
Name

4–76
 Name Date

QAR Chart
In the Book In My Head
Questions Questions

Right There Author and Me

Think and Search On My Own

Copyright © by the McGraw-Hill Companies, Inc.

QAR Chart 4–77

Name Date

Story Map
Title:

Setting:

Characters:

Conflict:
(Problem)
(Attempts to solve the problem)

Event 1

Event 2

Event 3

Copyright © by the McGraw-Hill Companies, Inc.

Event 4

Event 5

Solution:

Theme:
(Life Lesson)

4–78 Story Map

 Copyright © by the McGraw-Hill Companies, Inc.
Name

Table Notes
Date

Table Notes
4–79
Name Date

Three-Column Chart

Copyright © by the McGraw-Hill Companies, Inc.

4–80 Three-Column Chart

 Copyright © by the McGraw-Hill Companies, Inc.
Name

Tree Diagram
Date

Tree Diagram
4–81
 Copyright © by the McGraw-Hill Companies, Inc.
Date

Two-Column Chart

Two-Column Chart
Name

4–82
 Copyright © by the McGraw-Hill Companies, Inc.

Topic
Name

Both
Venn Diagram
Date

Venn Diagram
4–83
Name Date

Word Cards

Word Card

DEFINITION DEFINICION

EXAMPLE SENTENCE

Copyright © by the McGraw-Hill Companies, Inc.

Word Card

Copyright © by the McGraw-Hill Companies, Inc.

DEFINITION DEFINICION

EXAMPLE SENTENCE

Copyright © by the McGraw-Hill Companies, Inc.

4–84 Word Cards

 Name Date

Editing Checklist for Peer and Self Reviews

Use the Editing Checklist below to check a piece of writing. Read through the
paper three times. During each reading, focus on one section of the checklist.
Use the Proofreading Symbols below to mark changes.

Editing Checklist
Spelling and Capitalization
Are all words spelled correctly, including easily confused words?
Are the right words capitalized or lowercased?

Grammar and Usage

Are verb tenses used correctly and consistently?
Are subjects paired with the correct verb form?
Do all pronouns have an antecedent? Are they paired correctly?
Do sentences flow smoothly and in a logical order?
Are combining words used correctly?
Are signal words used to introduce and connect ideas?
Are negatives used in the correct way?
Are the best word choices used to get an idea across?

Punctuation
Are punctuation marks at the end of a sentence used correctly?
Are punctuation marks inside a sentence used correctly?
Copyright © by the McGraw-Hill Companies, Inc.

Are apostrophes used in the right way to mark possessives and

contractions?

Proofreading Symbols
Insert a period. Transpose the position of letters or words.

Insert a letter or a word. Insert a space.

Insert a semicolon. Delete letters or words.

Capitalize a letter. Insert quotation marks.

Make a capital letter lowercase. Insert a hyphen.

Close up a space. Begin a new paragraph.

Spell out. Insert an apostrophe.

Insert a comma.

Editing Checklist for Peer and Self Reviews 4–85

Name Date

Paragraph Writing Form

TOPIC SENTENCE
(Introduces the main idea of the paragraph)

BODY SENTENCES
(Explain and support the main idea of the paragraph)

Copyright © by the McGraw-Hill Companies, Inc.

CONCLUSION SENTENCE
(Restates the main idea, summarizes the support, and makes a thought-provoking connection)

4–86 Paragraph Writing Form

 Name Date

Writing Portfolio Evaluation

Directions: Review the contents of the portfolio and assign a rating on a scale of
1–4, where 1 indicates a need for improvement and 4 indicates excellence. In the
spaces provided add any other criteria you wish to consider.

Needs
The Portfolio lmprovement Excellent
1. meets intended purpose 1 2 3 4
2. is complete and meets all requirements 1 2 3 4
3. is well organized 1 2 3 4
4. includes a variety of pieces 1 2 3 4
5. demonstrates concerted effort 1 2 3 4
6. illustrates appropriate level of quality 1 2 3 4
7. shows imagination and creativity 1 2 3 4
8. goes beyond minimum expectations 1 2 3 4
9. shows improvement 1 2 3 4
10. shows evidence of personal reflection and awareness 1 2 3 4
of personal strengths and weaknesses

Additional Criteria
11. 1 2 3 4
12. 1 2 3 4
13. 1 2 3 4
Copyright © by the McGraw-Hill Companies, Inc.

14. 1 2 3 4

Comments and Suggestions

Writing Portfolio Evaluation 4–87

Name Date

Writing Portfolio Management

A portfolio is a purposeful collection of student work that can be used to assess
the student’s achievement, proficiency level, and process. A portfolio provides
a view of the student’s performance over a period of time.

Steps in Establishing and Managing Portfolios

1. Set a purpose.
• Establish a set of goals for your students and yourself. If your school, state, or district
has portfolio requirements, consider these when setting your goals.
• Decide how portfolios can help meet these goals.
• Consider the audience that will see the portfolio: teachers, students, administrators,
and/or parents.

2. Determine what type of portfolio you will use.

• Choose the type of portfolio you want to use—for example, a showcase portfolio
includes the student’s best works for a given marking period; a process portfolio
includes work from each step in the writing process. The type of portfolio depends a
great deal on the purpose established in step 1.

3. Determine what kinds of work will be included.

• This step also depends on the purpose of the portfolio. Portfolios may include written
works, audiotapes, artworks, videotapes, works in progress, journal entries, teacher
observations, peer assessments, reading logs, or oral reports.

4. Encourage student involvement.

• Students should be involved in steps 1–3.
• Make sure students have easy access to their portfolio at all times. Let them

Copyright © by the McGraw-Hill Companies, Inc.

personalize their portfolios, refer back to earlier works within the portfolio, and update
portfolio as they see fit.
• Set aside regular class time for students to manage and reflect on their portfolio.
Encourage students to organize their reflections in a log, journal, or series of
comments.

5. Establish evaluation criteria.

• Decide whether you will evaluate portfolios based on progress or on end results.
• Work with students to ensure that they understand the criteria. You may want students
to help set the criteria.

Comments and Suggestions

4–88 Writing Portfolio Management

 Name Date

Writing Rubric for Assessment and Evaluation

This form may be used to score a piece of writing.

Focus/Organization Comments
• The main idea or story sequence is clear.
• The piece fulfills its purpose and is appropriate to its
intended audience.
• Ideas or events are presented in an effective order.
• The writing has unity and coherence.

Score /25

EIaboration/Support/StyIe Comments
• The opening states the topic.
• All details are clearly related to the topic.
• Details are sufficient and appropriate.
• Word choice enhances the writing.
• Effective transition words are used.

Score /25

Grammar, Usage, and Mechanics Comments

• The writing is free of misspellings, and words are
capitalized correctly.
• Sentences are punctuated correctly, and the piece
Copyright © by the McGraw-Hill Companies, Inc.

is free of fragments and run-ons.

• Standard English usage is employed.
• The paper is neat, legible, and presented in an
appropriate format.
Score /25

Engagement in the Writing Process Comments

The student
made a prewriting plan
discussed the draft with a partner or small group
contributed questions and suggestions to other writers
revised the draft
edited the final draft
Overall Score /100

Writing Rubric for Assessment and Evaluation 4–89

 ON-THE-GO RESOURCES
4 Professional Development Videos
USING VIDEOS
Quick Tip
In the pages that follow, you will find a
Video Log that lists all of the program
video clips in alphabetical order. This
chart also provides descriptions of
each video’s content, how it supports
ELL instruction, and relevant pages or
lessons referenced within this guide.
About Proficiency Levels
Cultural Considerations (S4)
Level 1 Proficiency (S4)
Level 2 Proficiency (S4)
Level 3 Proficiency (S1, S4, S5)
Level 4 Proficiency (S4)
Understanding Proficiency (S1)
Expert Commentary
Academic Language (S1, S2, S4, S5)
Active Reading (S4, S5)
Differentiated Instruction (S1)
Flexible Grouping (S1)
Literacy in the Content Areas (S1, S4)
Professional Development (S1)
Teachers as Learners (S1)
Teaching Resources (S4)
Verbal Environment (S1)
Vocabulary (S4, S5)
Writing in Mathematics (S1, S2, S5)
Teacher Resources
Online
To watch a video about using
resources, go to ellevate.glencoe.com
and click on Section 4 then Teaching
Resources.
4–90 Section 4 On-the-Go Resources
Accessing and Using Videos
Throughout this program, you will find references to online videos
that supplement the English Language Learner teaching strategies
presented in this guide. These videos, created by experts in the field,
supply multimedia support to enhance understanding of both your
English Language Learners and the instructional strategies you will
use to ensure their success in the classroom.
Look for the LOG ON icon, as shown in the margin, to find references
to the video clips in this program. Once you get to the ELLevate Web
site, click on a section of interest. Choose from a list of video titles
relevant to the section or click on the title or lesson referenced on a
particular page of this guide. For example, click on Section 4 then the
title Teaching Resources to watch expert Dr. Roger Day speak about
the importance of using resources. In addition, you can click on links to
relevant instructional strategies charts and the Texas ELPS.
You may also click on Video Library to access the entire library. The
videos are organized into three categories on ELL Proficiency Levels,
Expert Commentary, and Strategies for Levels 1–4. As you watch the
workshops, refer to the charts on this page to see which sections (S1 to
S5) reference a particular video title in the ELLevate Teacher Resource
Guide.
Strategies for English Language Learners
Level 1— Level 2— Level 3— Level 4—
Beginning Intermediate Advanced Advanced High
Creative Examples (S1) Hands-On Activity—1 (S1) Brainstorming (S1, S2, S3, S4) Academic Language—
Analyze and Evaluate (S1,
S4, S5)
Manipulatives (S1) Hands-On Activity—2 Choral Reading (S1, S2, S5) Background Knowledge (S1,
(S1, S2) S2, S3, S5)
Pantomime or Gesture Multimedia (S1, S3) Learning Centers (S1, S3) Collaborative Groups (S2)
(S1, S3)
Physical Modeling (S2, S3) Multiple Modalities (S1) Manipulatives—Upper Experiments (S1)
Grades (S1)
Realia (S1, S2) Reading Aloud—1 (S1, S2, Modeling a Task—1 (S2, S3) Graphic Organizers (S1, S2)
S3, S4)
Skits (S1, S2, S3) Vocabulary—Building on Modeling a Task—2 (S2, S3) Pairs (S2)
Responses (S2, S3, S4)
Vocabulary—Read My Mind Previewing—Expository Text Peer Interaction (S1, S2, S4)
(S1, S2, S3, S5) (S2, S3)
Readers Theater (S3, S5) Previewing Text (S2)
Real-Life Connections (S1, S2) Reading Aloud—1 (S1, S2,
S3, S4)
Vocabulary—Focusing on Vocabulary—Focusing on
Key Words—2 (S1, S2, S4) Key Words—1 (S1, S2, S3, S4)
 VIDEO LOG

VIDEO LOG

Video Log Chart

Title Video Description
Academic In this clip, authors Jana
Language Echevarria and Josefina
Tinajero discuss the
importance of addressing
academic language
when teaching English
Language Learners.
Academic In this clip, students
Language— analyze and evaluate
Analyze and issues surrounding
Evaluate school integration at
Little Rock.
Active Reading In this clip, Doug Fisher
describes how teachers
can help students,
especially English
Language Learners,
increase comprehension
by “owning” or
“transforming” texts.
Background In this clip, high-school
Knowledge students use their own
personal or cultural
experiences to make
inferences.
Brainstorming In this clip, Releah
Lent and her students
Copyright © by the McGraw-Hill Companies, Inc.
ELLevate
ELL Connection Reference
The ability to use language in an academic way is challenging for S1–20
English Language Learners. Listen as both Jana Echevarria and S1–26
Josefina Tinajero discuss the importance of developing academic S2–226
language. S4–21
S4–25
S4–36
S5–26
ELL students at advanced levels need opportunities to use academic S1–26
language in context. By analyzing and evaluating relevant content, S4–21
they become engaged in higher level thinking tasks that give them S5–26
practice using academic English. In this clip, students discuss school
integration at Little Rock.
To improve comprehension, students, especially English Language S4–34
Learners, need to “transform” a text. Watch as Doug Fisher explains S5–23
this process.
Frontloading knowledge about history and culture prior to S1–40
reading can help mediate some of the gaps that ELL students may S2–86
experience when trying to connect to English-language literature. S3–22
In this lesson, Kim Hartman pairs ELLs with English-proficient S5–20
students to provide additional support for understanding a piece of
literature from the American West. Although this technique is being
applied to literature, teachers of all subject areas should pay close
attention to the anecdotes, cultural references, and other forms of
background knowledge commonly used in their classrooms.
Accessing prior knowledge is a critical comprehension strategy S1–17
for English Language Learners because it gives them a starting S2–28, S2–76

brainstorm what they point for building new information. In this example, teacher Releah S2–296, S2–306
know about wolves. Lent prepares students for a new reading selection by conducting S2–316, S2–326
a brainstorming session. Notice that Ms. Lent doesn’t correct S2–336
misconceptions about wolves or comment on students’ beliefs, S3–46 4
but rather builds a list of ideas that students have about the topic. S3–124
Although students in this example are near proficient, this activity S4–38
can be modified for beginning to advanced ELL students.
Choral Reading In this clip, a high school When ELL students participate in choral reading, they read along S1–30
teacher conducts a choral with native speakers of English. Oral proficiency improves as they S2–64
reading with students. hear correct pronunciation, pauses, stops, intonation, and stress. S5–8
Reading aloud as part of a group reduces anxiety and builds both
reading and speaking fluency. Watch as Ann MacGowan leads her
students in a choral reading activity.
Collaborative In this clip, students work Collaborative groups allow students to practice using academic S2–126
Groups together to determine English in context in a low-risk environment. These groups allow
where the phases of the students to negotiate meaning through interaction with peers,
moon go on a pictorial which often bridges the gap between direct instruction and full
model of Earth. comprehension of the concept for English Language Learners.
Watch as these students work together to identify the phases of the
moon on a diagram of Earth.
(continued)

Professional Development Videos 4–91

Video Log Chart, (continued)
Title Video Description
Creative In this clip, Mr. Elizalde
Examples uses some creative
concrete examples to
explain tangents.
Cultural In this clip, Jana
Considerations Echevarria discusses the
cultural considerations
teachers should keep
in mind when working
with English Language
Learners.
Differentiated In this clip, Nancy Frey,
Instruction an educator and author,
discusses the role of
differentiated instruction
in helping to meet the
needs of all students.
Experiments In this clip, Melanie
Retterer conducts an
experiment to determine
the relative humidity at
different temperatures.
Flexible In this clip, Nancy Frey,
Grouping an educator and author,
discusses the role of
flexible grouping in
differentiated instruction.
Graphic In this clip, a middle-
Organizers school teacher shows
students how a graphic
organizer can be used
to improve reading
comprehension.
Hands-On In this clip, Tara
Activity—1 McGuigan conducts a lab
on moon phases using
foam balls and light.
Hands-On In this clip, Maria Grant
Activity—2 has students use toy cars
and tracks to test how
far the cars move with
different sized hills.
4–92 Section 4 On-the-Go Resources
ELLevate
ELL Connection Reference
Modeling concepts with manipulatives provides English Language S1–19
Learners with the support they need to connect language to
concepts. In this example, teacher Andrew Elizalde uses concrete
examples to teach tangents in geometry. Note that Mr. Elizalde
connects geometry concepts to objects students interact with in
the real world thus making learning relevant and motivating.
When working with English Language Learners, it is helpful to know S4–47
their cultural backgrounds, so you can avoid miscommunication.
Differentiated instruction allows teachers to individualize S1–7
instruction according to ELD levels. Watch as Nancy Frey talks about
meeting the needs of all learners.
Experiments give the English Language Learners a memorable S1–19
experience to solidify lesson concepts while allowing them to S1–42
make connections to the real world. Watch as Melanie Retterer
uses an experiment to demonstrate relative humidity at different
temperatures.
By promoting less teacher-talk and more student-talk, flexible S1–36
grouping allows the English Language Learners multiple
opportunities to communicate with their peers. Listen to Nancy Frey
discuss this effective instructional strategy.
Graphic organizers provide a visual representation of ideas and S1–22
facts. They help students organize and analyze information so S1–33
that they can draw appropriate conclusions. For English Language S2–116
Learners, they help organize language into “pieces” or “chunks” that S2–216
Copyright © by the McGraw-Hill Companies, Inc.
are more easily understood, organized, and analyzed. Key phrases
and vocabulary that are organized this way make language tasks
more approachable. In this segment, Maria Javier teaches students
to use a T-chart to distinguish between major and minor details in a
story.
Students acquiring English need frequent opportunities to apply S1–33
new learning in relevant and meaningful ways. Collaborative
hands-on activities allow students to model the concepts they are
learning, while engaging in discussion about content. Watch as Tara
McGuigan engages students and encourages academic discourse
during a hands-on lesson on moon phases.
When English Language Learners interact with hands-on activities, S1–33
they are able to extend their understanding beyond language S2–70
limitations. They then can go back and apply vocabulary terms
and academic language to what they have done, solidifying these
concepts. Watch as Maria Grant has her students use hands-on
activities during a lesson on energy.
(continued)
 VIDEO LOG

ELLevate
Title Video Description ELL Connection Reference
Learning In this clip, Andy Soto English Language Learners may not understand expectations when S1–20
Centers explains directions to they are presented orally in class. Therefore, directions for tasks S3–98
learning center tasks. should always be available in written form. In this clip, teacher Andy
Written directions are Soto provides clear written and oral directions for each center. Note
shown clearly in the the various ways that he reinforces his expectations for each task
video as well. as he monitors and supports student progress. Although there are
advanced learners in this example, providing directions for tasks
in numerous forms is essential for all levels of English Language
Learners.
Level 1 In this clip, author Jana Beginning level ELLs have unique stumbling blocks to learning that S4–53
Proficiency Echevarria discusses the can be overcome with the right strategies in place.
characteristics of Level
1 proficiency English
Language Learners.
Level 2 In this clip, author Jana Intermediate level ELLs have unique stumbling blocks to learning S4–54
Proficiency Echevarria discusses the that can be overcome with the right strategies in place.
characteristics of Level
2 proficiency English
Language Learners.
Level 3 In this clip, author Jana Advanced level ELLs are able to read English but require help with S1–14
Proficiency Echevarria discusses the difficult vocabulary. S4–55
characteristics of Level S5–28
3 proficiency English
Language Learners.
Level 4 In this clip, author Jana Advanced High level ELLs are able to read English on par with native S4–56
Proficiency Echevarria discusses the English speakers, but may require help with difficult vocabulary.
characteristics of Level
4 proficiency English
Language Learners.
Literacy in the In this clip, Doug Fisher, Listen as Doug Fisher talks about some of the strategies all students S1–26
Content Areas an author and teacher and especially English Language Learners need to use when reading S1–45
educator, discusses text in the various content areas. S4–21
literacy in the content S4–26
areas. S4–36
Manipulatives In this clip, Ms. Lamanski Manipulatives provide a bridge between the explanation of a S1–33
Copyright © by the McGraw-Hill Companies, Inc.

is demonstrating how concept and its symbolic form. English Language Learners who use
to complete the square hands-on activities have the opportunity to model the problem
using algebra tiles. Each without being inhibited by academic language. They then have
student has their own a model to give meaning to those mathematical terms. Watch as 4
individual bag of tiles to these students explore the concept of completing the square using
use. manipulatives.
Manipulatives— In this clip, Mike Cox All students benefit from having concepts modeled with S1–19
Upper Grades and a student model a manipulatives. English Language Learners in particular need these S1–46
problem using algebra experiences to make language more concrete. In this example,
tiles. algebra teacher Mike Cox gives students algebra tiles to solve a
problem. Students at all levels and in all subjects benefit from using
concrete representations, whether it is by manipulating algebra
tiles, word cards in a word sort, or anatomical models.
Modeling a In this clip, Rita Elwardi Direct vocabulary instruction is an effective method of enhancing S2–70
Task—1 models how to fill out a language development for ELL students. Instruction should be S2–266
vocabulary card. robust, interactive, and personally meaningful to students. In this S3–80
classroom, teacher Rita Elwardi has students create a personal
dictionary using vocabulary cards. For each new word, they explore
not only its meaning, but also its part of speech, which enhances
their understanding of English grammar.
(continued)
Professional Development Videos 4–93
Video Log Chart, (continued)
Title Video Description
Modeling a In this clip, a high school
Task—2 teacher models how to
use a graphic organizer
to identify direct and
indirect characterization.
Multimedia In this clip, a middle-
school teacher uses
multimedia examples to
illustrate the meaning of
vocabulary terms.
Multiple In this clip, students use
Modalities multiple modalities to
form a conjecture about
relating tangents to a
circle from an outside
point.
Pairs In this clip, a teacher
helps students as they
work in pairs to solve a
problem.
Pantomime or In this clip, a middle-
Gesture school teacher asks
students to demonstrate
the meaning of new
vocabulary through
pantomime and gesture.
Peer Interaction In this clip, student
discussion allows
ELLs to build fluency
in a non-threatening
environment.
Physical In this clip, Mr. Wilcoxon
Modeling reviews the concept
of absolute value
represented as a distance
on the number line and a
distance on the floor.
Previewing— In this clip, Maria Grant
Expository Text previews the textbook
entry for potential energy
with her students.
4–94 Section 4 On-the-Go Resources
ELLevate
ELL Connection Reference
Providing verbal and written instructions as well as modeling the S2–70
task are two very good methods to help ELL students understand S2–266
expectations. Modeling tasks is especially important when S3–80
introducing new concepts or skills. Notice how Kim Hartman has
students participate in modeling a task in which she uses a graphic
organizer to identify direct and indirect characterization.
Multimedia examples can provide vivid illustrations of words and S1–19
concepts. Using multiple representations to explain the meaning S3–140
of new vocabulary helps make language more concrete to the ELL
student. Note how teacher Cindy Diaz clearly defines the vocabulary
word and uses it in a sentence prior to introducing the multimedia
example.
Giving English Language Learners the opportunity to explore and S1–18
explain a concept using multiple modalities increases their ability to S1–21
fully comprehend the underlying idea. In addition, it allows students
to practice using both formal and informal language within the
lesson context. Listen and watch for the variety of modalities
used as well as the informal and academic language employed by
Andrew Elizalde and his students as they prove that tangents from
an outside point to a circle are congruent.
After students have received direct instruction, it is important to S2–166
monitor their progress as they work. This is particularly important
for teachers of English Language Learners. Watch as Michael Cox
uses information from collaborative group monitoring to add to his
direct instruction.
English Language Learners benefit from acting out the meaning of S1–12
vocabulary being learned. Using gestures or acting out meaning S1–18
provides a kinesthetic equivalent to the words they are learning. S3–72
Although the teacher in the following example has created a more
sophisticated activity for students at higher proficiency levels, simple
gestures and physical actions work best for lower level speakers.
Peer interactions allow students to discuss academic content in a S1–21
non-threatening environment. As students discuss ideas, they get S1–23
Copyright © by the McGraw-Hill Companies, Inc.
valuable practice using academic vocabulary. Listen as these English S1–31
Language Learners discuss social studies content they have read. S2–156
S4–30
English Language Learners can greatly benefit from both visual S1–19
and concrete representations of a concept. Watch as Mr. Wilcoxon’s S3–174
students demonstrate the concept of absolute value.
English Language Learners can learn to read expository text when S2–106
given the appropriate strategies and support. In addition to directly S2–176
teaching new vocabulary, teachers also should model effective S3–4
comprehension strategies such as previewing text features like S3–64
titles, illustrations, captions, and headings. Watch as teacher Maria S3–114
Grant models how to preview a science text.
(continued)

Title Video Description
Previewing Text In this clip, a high school
teacher has students
interpret the meaning of
a quote from a text prior
to reading the whole
text.
Professional In this clip, Gilbert
Development Cuevas Ph.D., Professor of
Mathematics at University
of Miami, talks about
professional development
and change.
Readers In this clip, a group of
Theater high school students
participate in a Readers
Theater.
Reading In this clip, Tara
Aloud—1 McGuigan reads about
waxing moon phases to
her students.
Reading In this clip, a high school
Aloud—2 teacher integrates
reading comprehension
strategies as he reads the
text aloud to the whole
group.
Realia In this clip, a teacher
uses realia to help make
learning more concrete
for English Language
Learners.
Copyright © by the McGraw-Hill Companies, Inc.
Real-Life
Connections
In this clip, Maria Grant
asks her students to
answer the question:
“What causes a roller
coaster to move?”
Skits In this clip, a high school
teacher uses skits to
motivate students to
practice the reading
strategy, prediction.
Teachers as In this clip, Jack Price,
Learners former president of
NCTM, discusses the
importance of teachers
as continuing learners.
VIDEO LOG
ELLevate
ELL Connection Reference
Using questioning and other activities to preview text helps S2–96
stimulate student interest and formulate predictions that aid
reading comprehension. Teachers can also use these activities to
tie the material to ELL students’ background knowledge, cultural
references, and personal experiences. In this segment, notice how
Scott Green pairs students to interpret a central quote from the text.
New research is continually being introduced into the teaching S1–38
community. Improved developments and strategies are available
to help you become a better teacher. Listen as Dr. Gilbert Cuevas
explains the importance of being a teacher who also continually
learns.
Readers Theater is a highly motivating activity that allows English S3–148
Language Learners to practice their oral language fluency and S5–6
improve reading comprehension. Listening to peers reading and
responding in character allows them to practice intonation, stress,
and pronunciation. They also have an increased focus on reading
the text for meaning. In this clip, students read a script from a play
that has relevance to their daily lives.
Reading aloud provides a model of fluent reading for English S1–29
Language Learners. As students follow along in their books, they S2–116
listen for pronunciation as well as expression and rate. In this S3–46
example, teacher Tara McGuigan also models effective reading S4–34
strategies as she stops to asks questions and clarify the meaning of
technical vocabulary.
Reading aloud is effective for modeling fluent reading, but it S1–22
also allows teachers to model reading strategies that enhance S2–236
comprehension. Note how Scott Green uses a Read Aloud to model S3–158
prediction strategies and lead students through activities in which S4–34
they practice predicting plot using graphic organizers and partner
work.
Teachers can support and enhance English language development S1–27
by using realia, which are objects from the real world that make S1–36
language more concrete. In this clip, teacher Maurice Roundtree S2–286
helps students understand some of the key innovations made by
the Chinese using elements of realia. Notice that he passes objects
around so that students can see, feel, hear, and smell the objects,
thus making learning more memorable.
Students enjoy seeing examples of classroom lessons in their daily S1–36
lives. This makes the concepts more real and applicable and answers S2–196
4
the question, “Why should I learn this?” Conversations about real-life
examples are helpful for English Language Learners because it gives
them ways to incorporate academic language into experience that
they already have. Listen as Maria Grant has her students discuss
what makes a roller coaster move in preparation for the day’s lesson
on energy.
Skits appeal to students because they provide an opportunity to S1–31
interact socially and express their creativity. They also offer a clear S2–246
visual reference for students of limited English. Watch as Scott Green S3–166
has his students practice making predictions using skits.
Listen as Jack Price, former president of the National Council of S1–10
Teachers of Mathematics, discusses the role of state standards,
in-services, conferences, journals, and textbook ancillaries in a
teacher’s professional growth and development.
(continued)
Professional Development Videos 4–95
Video Log Chart, (continued)
Title Video Description
Teaching Dr. Roger Day speaks
Resources about the importance
of teachers using and
knowing about available
resources.
Understanding In this clip, author Jana
Proficiency Echevarria discusses the
meaning of proficiency
and describes the various
levels of proficiency that
can be applied to English
Language Learners.
Verbal In this clip, Ruben
Environment Zepeda discusses how to
create a language-rich
environment.
Vocabulary In this clip, author
Josefina Tinajera
describes the critical
importance of
vocabulary.
Vocabulary— In this clip, an ELL
Building on teacher scaffolds student
Responses understanding of key
vocabulary and academic
language by elaborating
on student responses.
Vocabulary— In this clip, pairs of
Focusing on students describe a
Key Words—1 geometric picture.
Vocabulary— In this clip, Doug Roberts
Focusing on uses technology and
Key Words—2 question and answer
to introduce the
vocabulary necessary
to the conceptual
understanding of
ellipses.
Vocabulary— In this clip, a whole class
Read My Mind tries to guess a word
based on clues.
Writing in Bea Moore-Harris, an
Mathematics author and curriculum
specialist, talks about
writing in mathematics.
4–96 Section 4 On-the-Go Resources
ELLevate
ELL Connection Reference
Knowing the resources available and using them are important S4–90
parts of being a teacher. Resources provide the latest research,
inform teachers about the most up-to-date teaching techniques,
and help make vital connections with peers. Listen as Dr. Roger Day
speaks about the importance of using available resources.
In Texas, there are four ELL proficiency levels—Beginning, S1–10
Intermediate, Advanced, and Advanced High. In other states or
organizations the levels may be named differently. In general, ELL
proficiencies are broken into four to five levels that are correlary to
most other designations.
Creating a verbally rich environment is vital to the English Language S1–20
Learners. Listen as Ruben Zepeda talks about how important it is
to understand and establish a verbal-rich environment for English
Language Learners.
Listen as Josefina discusses three challenges for English Language S4–32
Learners as they strive to derive meaning from the words they S5–18
encounter in the classroom. S5–21
Elaborating on student responses is an effective way for teachers S1–26
to help students build understanding. By adding information to a S2–186
student’s response, teachers create a low-risk environment in which S2–276
ELL students feel encouraged to contribute. Consider how teacher S4–21
John Weimholt scaffolds student understanding of key vocabulary
and academic language by elaborating on student responses.
Vocabulary that is essential for understanding key concepts in S1–18
the lesson must become a focus for instruction. English Language S1–26
Learners need frequent opportunities to use correct vocabulary to S2–40
describe and discuss ideas and concepts. Watch the way Matthew S2–146
Roberson has students use academic language and terms to S3–30
describe an unknown geometric picture to other students. S3–56
Copyright © by the McGraw-Hill Companies, Inc.
S3–106
S4–21
Introducing key vocabulary both verbally and in a visual form S1–26
benefits all students, especially English Language Learners. Students S2–136
can both hear and see the new vocabulary and are better able to S2–296
adopt its use for themselves. Watch as Doug Roberts focuses on S2–306
some key vocabulary terms for a lesson on ellipses (foci, major axes, S2–316
minor axes, center). S2–326
S2–336
S4–21
Interactive vocabulary activities such as guessing games allow S1–17, S1–22
students to have fun, while getting practice using vocabulary words S1–28
that have been taught directly. In this example, students from Rita S2–16, S2–206
Elwardi’s class take turns playing Read My Mind. Students practice S3–38, S3–114
vocabulary with definitions, synonyms, antonyms, and using words S3–132
in sentences. Although these students are near proficient, this S5–22
activity can be modified to accommodate students at all levels.
Writing in mathematics is important to help students internalize S1–25
and dialog about the concepts they are learning. This is especially S2–326
important for students learning to communicate well in English. S5–10
Listen as Bea Moore-Harris discusses writing in mathematics.
 SECTION

TELPAS™ Guide 5
ASSESSMENT WITH TELPAS™ SAMPLE READING TEST ITEMS
• An Overview of TELPAS™ 5–4 • Beginning Level 5–18
• Assessing Listening 5–6 • Intermediate Level 5–21
• Assessing Speaking 5–8 • Advanced Level 5–24
• Assessing Writing 5–10 • Advanced High Level 5–31
• Assessing Reading 5–13

“TELPAS™ test results provide a measure of progress, indicating annually

where each LEP student is on a continuum of English language development
designed for second-language learners. This continuum is divided into four
proficiency levels:
• Beginning • Intermediate • Advanced • Advanced High
“The progress of students along this continuum is the basis for the TELPAS™
reporting system and the key to helping districts monitor whether their LEP
students are making steady annual growth as they learn to listen, speak, read,
and write in English.”
—2008 TELPAS™ Interpretive Guide, Texas Education Agency, Spring 2008
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.

SECTION SECTION SECTION SECTION SECTION

In Section 5, you will find information
on TELPAS™ and sample test items for 1 2 3 4 5
the reading portion of the assessment. ELL Strategy Content-Area On-the-Go
TELPAS™
Fundamentals Models Model Lessons Resources
Guide

5–1
SECTIONS AT A GLANCE
Spotlight on Section 5

SECTION SECTION SECTION

1 23
ENGLISH LANGUAGE ELPS STRATEGY CONTENT-AREA
LEARNER MODELS MODEL LESSONS
FUNDAMENTALS
Strategy lessons feature Model lessons apply
IQR is the foundation of scripted, stepped-out IQR strategies to actual
ELLevate’s approach to routines. textbook pages.
ELL instruction. ■ ELPS Vocabulary ■ Science
■ The English Language Strategies ■ Social Studies
Learner ■ ELPS Comprehension ■ Language Arts
■ English Language Strategies
Learners in Texas ■ Mathematics
■ ELPS Writing Strategies
■ Teaching English ■ Fine Arts
Language Learners ■ Applied Arts
■ Content-Area
Considerations
■ Correlations

5–2 Section 5 TELPAS™ Guide

 SECTION SECTION

45
ON-THE-GO
Section 5 provides an overview
of TELPAS™ with details on:
•
TELPAS™ Guide
Assessment explanations
and samples prepare ELLs
for TELPAS.™
RESOURCES Listening Assessment
• Speaking Assessment 5 Assessment with TE TELPAS™ GUID
E

A variety of resources • Writing Assessment AN OVERVIEW

LPAS™
OF TELPAS™

support core content • Reading Assessment About TELPAS™

areas and all ELL levels.
Section 5 defines and
describes TELPAS™. Purposes and Ob
It provides an overv jectives of TELPAS
iew by describing in
detail TELPAS™ is ™
Sample reading test
each of the four langu
by TELPAS™ and provi
test items included
age domains assessed
ding examples of the
in the online reading
test.
LEP students

• listening
a program desi
in lear
gned to assess
students’ progress ning the English language. TE
in four languag
e domains:
the yearly prog
ress of
LPAS™ evaluate
s
• reading
items are annotated,
■ Language Resources
• speaking
Quick Tips • writing
Here are some acron It is important
yms you should to note that TEL
knowledge. Rat PAS™ does not
and cover: know.
and comprehend
her, its focus is
on measuring a
assess content
student’s ability

•
AMAO Annual Meas English. TELPA to read
urement and districts mon S™ results help

■ Vocabulary Resources
Achievement Objective itor whether stud teachers, parents,
Beginning Level SLA Second Language
s
Acquisition
learning English
TELPAS™ fulfi
through reading,
lls the requirem
ents are making
stea
writing, speaking dy progress in
, and listening.
language proficie ents of NCLB

• Intermediate Level
TELPAS™ Texas Engli ncy of LEP stud to assess the Eng
sh Language help educators ents. The results lish-
Proficiency Assessmen in all subject area of the TELPAS
t System

■ Instructional Resources
students access s create instructiona ™
to content. l plans that give
all

■ Graphic Organizers
• Advanced Level Relationship Be
The English Lan
area second-lang
tween TELPAS™ an
guage Proficiency
uage acquisition
d EL
Standards, or ELP
S, list content-
PS

• Advanced High
TELPAS™ asse (SL
ss these SLA ELP A) knowledge and skills.
TELPAS™ mak S skills. Both the
e use of the sam ELPS and
e proficiency leve
l descriptors (PL
Ds).

■ Professional
How TELPAS™ Is
Level TELPAS™ is
Ad ministered
administered by
complete online “raters.” All TEL
training and qua PAS™ raters mus
raters assess each lification activitie t

Development Videos approach is used

This means that
assessing each
language domain
to rate the liste
students’ abilities
ning, speaking,
are evaluated as
s. For each stud
separately. A holi
stic rating
and writing dom
ent,

ains.
skill in isolation a whole, rather

(online)
Teacher Res . than
ources
0OMJOF In grades 2–12,
classroom obse
speaking assessm rvations are used
ents. Writing is for listening and
For more about TELP writing samples assessed through
AS™, visit . Online multiple cross-curricular
www.tea.state.tx.u reading. At the -choice tests are
s and click on secondary leve used to assess

■ Academic Word Cards

Testing/Accounta l, two reading test
bility, then Student • Grades 8–9 s exist:
Item 1 Assessment, then
Learner Assessme
English Language
• Grades 10–12
nts.

(separate package) In this sample, students are tested on their

grasp of newly acquired English vocabulary.
5–4 Section
DIRECTIONS 5 TELPAS™ Guid
e

ELV912_TX_ Find the word that best completes the sentence.

S5_OV_8934
49.indd 4
Objective 1: Understanding of words and
language structures 1 This is a .

ELPS Student Expectation C:

Developing basic sight vocabulary A fish
B flag
C friend
Student Test Tip
D father
Tell students: To name a picture with the
correct English word, say what you see
aloud.

Section 5 At a Glance 5–3

 TELPAS™ GUIDE
5 Assessment with TELPAS™
AN OVERVIEW OF TELPAS™
About TELPAS™
Section 5 defines and describes TELPAS™.
It provides an overview by describing in detail
each of the four language domains assessed
by TELPAS™ and providing examples of the
test items included in the online reading test.
Quick Tips
Here are some acronyms you should
know.
AMAO Annual Measurement
Achievement Objectives
SLA Second Language Acquisition
TELPAS™ Texas English Language
Proficiency Assessment System
Teacher Resources
Online
For more about TELPAS™, visit
www.tea.state.tx.us and click on
Testing/Accountability, then Student
Assessment, then English Language
Learner Assessments.
5–4 Section 5 TELPAS™ Guide
Purposes and Objectives of TELPAS™
TELPAS™ is a program designed to assess the yearly progress of
LEP students in learning the English language. TELPAS™ evaluates
students’ progress in four language domains:
• listening • reading
• speaking • writing
It is important to note that TELPAS™ does not assess content
knowledge. Rather, its focus is on measuring a student’s ability to read
and comprehend English. TELPAS™ results help teachers, parents,
and districts monitor whether students are making steady progress in
learning English through reading, writing, speaking, and listening.
TELPAS™ fulfills the requirements of NCLB to assess the English-
language proficiency of LEP students. The results of the TELPAS™
help educators in all subject areas create instructional plans that give all
students access to content.
Relationship Between TELPAS™ and ELPS
The English Language Proficiency Standards, or ELPS, list content-
area second-language acquisition (SLA) knowledge and skills.
TELPAS™ assess these SLA ELPS skills. Both the ELPS and
TELPAS™ make use of the same proficiency level descriptors (PLDs).
How TELPAS™ Is Administered
TELPAS™ is administered by “raters.” All TELPAS™ raters must
complete online training and qualification activities. For each student,
raters assess each language domain separately. A holistic rating
approach is used to rate the listening, speaking, and writing domains.
This means that students’ abilities are evaluated as a whole, rather than
assessing each skill in isolation.
In grades 2–12, classroom observations are used for listening and
speaking assessments. Writing is assessed through cross-curricular
writing samples. Online multiple-choice tests are used to assess
reading. At the secondary level, two reading tests exist:
• Grades 8–9
• Grades 10–12
 AN OVERVIEW OF TELPAS™

Student Eligibility Requirements and

Special Accommodations
All LEP students are required to take the TELPAS™ reading test, “TELPAS™ test results provide a measure
with the following exceptions: some students served by special of progress, indicating annually where
education who are unable to complete the test; newly arrived
each LEP student is on a continuum of
immigrants with little or no ability to read English.
English language development designed
Testing accommodations are available for certain special needs for second-language learners.”
students taking the TELPAS™ reading tests. These are the same as the
accommodations available to TAKS test takers, and they include: 2008 TELPAS™ Interpretive Guide,
Texas Education Agency, Spring 2008

Approved Accommodations
✔ using magnifying and amplifying devices
✔ using place markers
✔ reading aloud to self
✔ writing in blank graphic organizers
✔ individual administration
✔ time extensions
No student is given reading assistance or allowed to use dictionaries or
other language-reference materials.

Rating and Reporting Process

TELPAS™ raters use the PLDs as rubrics to classify each student into
one of the four proficiency levels within each language domain. Raters
holistically evaluate each student and choose the level at which each
student performs most consistently. Writing, speaking, and listening
assessment ratings are entered online at the Texas State Assessments
Web site. Because the reading test is taken online, reading scores are
automatically calculated and entered for each student.
Language Domain Assessment Procedure
Listening Observation of students
Speaking Observation of students
Writing Writing samples
Reading Online tests Domain Weights of Composite Ratings
Listening 5%
A composite rating score is also provided for each student. This
score takes into account a student’s performance in all four domains. Speaking 5%

Aggregates of these composite ratings are used in federal NCLB AMAO Reading 75%
accountability measures for ELLs. Reading is weighted most heavily, Writing 15%
followed by writing, as shown at right. More information about the 5
assessment process for each domain is provided on the following pages.
Go To Sample Test Items for
annotated assessment
examples on page 5–18.

Assessment with TELPAS™ 5–5

 ASSESSING LISTENING
About Listening
Assessment of listening proficiency is one
step in understanding an LEP student’s level
of English comprehension. The listening
proficiency level of an English language
learner may be different from his or her levels
in the other domains.
Quick Tips
Explain to LEP students that listening
assessments occur over time. Remind
them periodically that their ability to
understand spoken English is being
observed. Listening assessment includes
observation of their:
• understanding of words, phrases, and
main ideas
• participation in classroom discussions
• ability to follow directions
• willingness to seek help when they do
not understand something
Go To Sample Test Items for annotated
sample assessment items on page
5–18.
Teacher Resources
Online
To watch a video about a motivating
activity on practicing oral language
fluency, go to ellevate.glencoe.com
and click on Section 5 then Readers
Theater.
5–6 Section 5 TELPAS™ Guide
How Listening Skills Are Assessed
TELPAS™ listening skills are evaluated through holistic assessments.
Raters observe students as they listen in social and academic situations.
These observations are conducted over time. Raters can gather
information about each student from other teachers and school
personnel.
Raters use the listening Proficiency Level Descriptors (PLDs) as
rubrics. (See p. 5–7 for the listening PLD table.) Raters assign each
student to a proficiency level at which he or she understands what is
heard most comfortably.
Types of Situations to Observe
Observations occur in a variety of settings, including:
• oral presentations
• casual conversations with students and teachers
• group work
• one-on-one interviews
ELPS Assessed Related to Listening
(2) Cross-curricular second language acquisition/listening. The student is
expected to:
(A) distinguish sounds and intonation patterns of English with increasing ease
(B) recognize elements of the English sound system in newly acquired vocabulary
such as long and short vowels, silent letters, and consonant clusters
(C) learn new language structures, expressions, and basic and academic vocabulary
heard during classroom instruction and interactions
(D) monitor understanding of spoken language during classroom instruction and
interactions and seek clarification as needed
(E) use visual, contextual, and linguistic support to enhance and confirm
understanding of increasingly complex and elaborated spoken language
(F) listen to and derive meaning from a variety of media, such as audio tape, video,
DVD, and CD ROM, to build and reinforce concept and language attainment
(G) understand the general meaning, main points, and important details of spoken
language ranging from situations in which topics, language, and contexts are familiar
to unfamiliar
(H) understand implicit ideas and information in increasingly complex spoken
language commensurate with grade-level learning expectations
(I) demonstrate listening comprehension of increasingly complex spoken English
by following directions, retelling or summarizing spoken messages, responding to
questions and requests, collaborating with peers, and taking notes commensurate
with content and grade-level needs
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.

TELPAS™ Proficiency Level Descriptors
Beginning
Beginning English language learners
(ELLs) have little or no ability to
understand spoken English used in
academic and social settings.
These students:
• struggle to understand simple
conversations and simple discussions
even when the topics are familiar and
the speaker uses linguistic supports
(e.g., visuals, slower speech and other
verbal cues, gestures)
• struggle to identify and distinguish
individual words and phrases during
social and instructional interactions
that have not been intentionally
modified for ELLs
• may not seek clarification in English
when failing to comprehend the
English they hear; frequently remain
silent, watching others for cues
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.
Grades K–12 Listening
Intermediate
Intermediate ELLs have the ability to
understand simple, high-frequency
spoken English used in routine
academic and social settings.
These students:
• usually understand simple or routine
directions, as well as short, simple
conversations and short, simple
discussions on familiar topics; when
topics are unfamiliar, require extensive
linguistic supports and adaptations
(e.g., visuals, slower speech and other
verbal cues, simplified language,
gestures, preteaching to preview or
build topic-related vocabulary)
• often identify and distinguish key
words and phrases necessary to
understand the general meaning (gist)
during social and basic instructional
interactions that have not been
intentionally modified for ELLs
• have the ability to seek clarification in
English when failing to comprehend
the English they hear by requiring/
requesting the speaker to repeat, slow
down, or rephrase speech
Advanced
Advanced ELLs have the ability to
understand, with second language
acquisition support, grade-
appropriate spoken English used in
academic and social settings.
These students:
• usually understand longer, more
elaborated directions, conversations,
and discussions on familiar and some
unfamiliar topics, but sometimes need
processing time and sometimes depend
on visuals, verbal cues, and gestures to
support understanding
• understand most main points, most
important details, and some implicit
information during social and basic
instructional interactions that have not
been intentionally modified for ELLs
• occasionally require/request the
speaker to repeat, slow down, or
rephrase to clarify the meaning of the
English they hear
Assessment with TELPAS™
ASSESSING LISTENING
Advanced High
Advanced High ELLs have the ability
to understand, with minimal second
language acquisition support, grade-
appropriate spoken English used in
academic and social settings.
These students:
• understand longer, elaborated
directions, conversations, and
discussions on familiar and unfamiliar
topics with only occasional need
for processing time and with little
dependence on visuals, verbal cues,
and gestures; some exceptions when
complex academic or highly specialized
language is used
• understand main points, important
details, and implicit information at
a level nearly comparable to native
English-speaking peers during social
and instructional interactions
• rarely require/request the speaker
to repeat, slow down, or rephrase to
clarify the meaning of the English they
hear
5–7
ASSESSMENT WITH TELPAS™
ASSESSING SPEAKING
About Speaking
TELPAS™ speaking skills are also holistically
assessed.
Quick Tips
Remind LEP students periodically that
their ability to use English is being
assessed. Speaking assessment includes
observation of their:
• ability to express themselves in
English
• use of vocabulary and grammar
• pronunciation
• participation in classroom and social
discussions
Teacher Resources
Online
To watch a video about a way to improve
and assess oral proficiency, go to
ellevate.glencoe.com and click on
Section 5 then Choral Reading.
5–8 Section 5 TELPAS™ Guide
How Speaking Skills Are Assessed
Like the listening assessments, speaking assessments are holistic
observations of students’ social and academic interactions over time.
Once again, collaboration with other teachers and school personnel
is utilized to evaluate each student using the speaking PLD rubrics.
(See p. 5–9 for the speaking PLD table.) Each student is assigned
to the proficiency level at which he or she speaks English most
comfortably.
Types of Situations to Observe
Observations occur in a variety of settings, including:
• classroom discussions
• casual conversations with students and teachers
• explanations of problem-solving strategies
• student/teacher conferences
ELPS Related to Speaking
(3) Cross-curricular second language acquisition/speaking. The student is
expected to:
(A) practice producing sounds of newly acquired vocabulary such as long and short
vowels, silent letters, and consonant clusters to pronounce English words in a manner
that is increasingly comprehensible
(B) expand and internalize initial English vocabulary by learning and using high-
frequency English words necessary for identifying and describing people, places, and
objects, by retelling simple stories and basic information represented or supported
by pictures, and by learning and using routine language needed for classroom
communication
(C) speak using a variety of grammatical structures, sentence lengths, sentence types,
and connecting words with increasing accuracy and ease as more English is acquired
(D) speak using grade-level content area vocabulary in context to internalize new
English words and build academic language proficiency
(E) share information in cooperative learning interactions
(F) ask and give information ranging from using a very limited bank of high-
frequency, high-need, concrete vocabulary, including key words and expressions
needed for basic communication in academic and social contexts, to using abstract
and content-based vocabulary during extended speaking assignments
(G) express opinions, ideas, and feelings ranging from communicating single words
and short phrases to participating in extended discussions on a variety of social and
grade-appropriate academic topics
(H) narrate, describe, and explain with increasing specificity and detail as more
English is acquired
(I) adapt spoken language appropriately for formal and informal purposes
(J) respond orally to information presented in a wide variety of print, electronic,
audio, and visual media to build and reinforce concept and language attainment
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.

TELPAS™ Proficiency Level Descriptors
Beginning
Beginning English language learners
(ELLs) have little or no ability to
speak English in academic and social
settings.
These students:
• mainly speak using single words and
short phrases consisting of recently
practiced, memorized, or highly
familiar material to get immediate
needs met; may be hesitant to speak
and often give up in their attempts to
communicate
• speak using a very limited bank of
high-frequency, high-need, concrete
vocabulary, including key words
and expressions needed for basic
communication in academic and social
contexts
• lack the knowledge of English grammar
necessary to connect ideas and speak
in sentences; can sometimes produce
sentences using recently practiced,
memorized, or highly familiar material
• exhibit second language acquisition
errors that may hinder overall
communication, particularly when
trying to convey information beyond
memorized, practiced, or highly
familiar material
• typically use pronunciation that
significantly inhibits communication
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.
Grades K–12 Speaking
Intermediate
Intermediate ELLs have the ability
to speak in a simple manner using
English commonly heard in routine
academic and social settings.
These students:
• are able to express simple, original
messages, speak using sentences, and
participate in short conversations and
classroom interactions; may hesitate
frequently and for long periods to think
about how to communicate desired
meaning
• speak simply using basic vocabulary
needed in everyday social interactions
and routine academic contexts; rarely
have vocabulary to speak in detail
• exhibit an emerging awareness of
English grammar and speak using
mostly simple sentence structures and
simple tenses; are most comfortable
speaking in present tense
• exhibit second language acquisition
errors that may hinder overall
communication when trying to use
complex or less familiar English
• use pronunciation that can usually be
understood by people accustomed to
interacting with ELLs
Advanced
Advanced ELLs have the ability to
speak using grade-appropriate
English, with second language
acquisition support, in academic and
social settings.
These students:
• are able to participate comfortably
in most conversations and academic
discussions on familiar topics, with
some pauses to restate, repeat, or
search for words and phrases to clarify
meaning
• discuss familiar academic topics using
content-based terms and common
abstract vocabulary; can usually speak
in some detail on familiar topics
• have a grasp of basic grammar features,
including a basic ability to narrate and
describe in present, past, and future
tenses; have an emerging ability to
use complex sentences and complex
grammar features
• make errors that interfere somewhat
with communication when using
complex grammar structures, long
sentences, and less familiar words and
expressions
• may mispronounce words, but use
pronunciation that can usually be
understood by people not accustomed
to interacting with ELLs
Assessment with TELPAS™
ASSESSING SPEAKING
Advanced High
Advanced High ELLs have the ability
to speak using grade-appropriate
English, with minimal second
language acquisition support, in
academic and social settings.
These students:
• are able to participate in extended
discussions on a variety of social and
grade-appropriate academic topics
with only occasional disruptions,
hesitations, or pauses
• communicate effectively using abstract
and content-based vocabulary during
classroom instructional tasks, with
some exceptions when low-frequency
or academically demanding vocabulary
is needed; use many of the same idioms
and colloquialisms as their native
English-speaking peers
• can use English grammar structures
and complex sentences to narrate and
describe at a level nearly comparable to
native English-speaking peers
• make few second language acquisition
errors that interfere with overall
communication
• may mispronounce words, but rarely
use pronunciation that interferes with
overall communication
5–9
 ASSESSING WRITING
About Writing
Writing is assessed through the evaluation of
a representative collection of writing samples.
Quick Tips
Remind each student to write his or
her name and the date on each writing
assignment. Samples without this
information cannot be included in the
collections.
Students at the Beginning level may
sometimes use their native language
to express themselves in their writing.
Encourage them to use as much English
as they can in these samples.
Teacher Resources
Online
To watch a video about writing with
math, go to ellevate.glencoe.com and
click on Section 5 then Writing in
Mathematics.
5–10 Section 5 TELPAS™ Guide
How Writing Skills Are Assessed
For the TELPAS™ writing evaluation, raters do not use classroom
observations. Instead, they evaluate a collection of writing samples
against the writing PLD rubrics. (See p. 5–12 for the writing PLD
table.) Each student’s level is entered into the online TELPAS™
system.
Writing Collections
Each student’s writing collection includes a minimum of five samples.
Collections can include a mix of six types of writing.
Writing Type Example(s)
Narrative about a past event* Fiction or nonfiction that describes
something that already happened
Two samples from mathematics, science, Description of a scientific process or
or social studies* experiment
Description of the solution to a
mathematical problem
Biography
Report on a historic event
Descriptive Comparison of two things or people
Familiar process How-to
Reflective An essay on beliefs or personal feelings
Extended language arts topic Character study or comparison of a book
to a movie
*required
Raters choose samples written close to the time of assessment. This
allows them to assign students to proficiency levels that accurately
represent their current abilities. In addition, raters choose samples that
best illustrate a student’s proficiency level. Appropriate samples for a
student whose proficiency level is Advanced or Advanced High, for
example, would illustrate the student’s ability to use complex English
in grade-appropriate assignments.
 ASSESSING WRITING

Exclusions
The following samples cannot be included in the collections.
Quick Tips
✔ Writing copied from a textbook or other source Encourage students to take their
✔ Writing for which the student often referred to a dictionary or time as they complete their writing
thesaurus assignments. Rushed samples will not
✔ Writing that shows a teacher’s corrections truly reflect their abilities.
✔ Writing that has undergone editing by peers, teachers, or parents Discourage students from frequently
✔ Writing that is not primarily done in English referring to reference material while
✔ Worksheets or question/answer-type assignments writing their samples. Doing so may
result in samples that do not accurately
✔ TAKS writing
represent a student’s spelling or
✔ Writing that is too brief, was rushed, or is incomplete sentence construction abilities.
Students may edit and revise their
Writing Features Assessed own work. Allow time for each student
Raters look for a variety of increasingly complex writing features, to reread his or her own samples.
including: Remind students to correct spelling
and grammar mistakes and to rewrite
Feature Range of complexity sentences for clarity.
Vocabulary From the use of high-frequency words
to a command of vocabulary similar to
native speakers
Construction From the use of simple lists to the use of
complex sentences that express abstract
ideas
Grammar From the use of simple present tense to
a mastery of grammar similar to native
speakers

Raters also pay attention to errors in the samples. At the Beginning

proficiency level, many errors are expected. In higher levels, fewer
errors are expected. However, even at the Advanced High proficiency
level some errors are permitted as long as they do not hinder the
reader’s understanding.
Characteristics of writings from each level might be as follows:

Beginning Writings are incomplete and may include short sentences,

Level lists, memorized vocabulary, and out-of-order words, as well
as words and phrases from a student’s primary language.

Intermediate Writings are complete but difficult to understand and may

Level include simple sentences, loosely connected ideas, repetition,
and limited details.

Advanced Level Writings are understandable and include grade-appropriate

vocabulary, more complex grammar, and detailed
descriptions. 5
Advanced High Writings are on par with native English-speakers but may
Level include poor expression of abstract ideas and awkward
phrasing.

Assessment with TELPAS™ 5–11

 TELPAS™ Proficiency Level Descriptors
Beginning
Beginning English language learners
(ELLs) lack the English vocabulary
and grasp of English language
structures necessary to address
grade-appropriate writing tasks
meaningfully.
These students:
• have little or no ability to use the English
language to express ideas in writing
and engage meaningfully in grade-
appropriate writing assignments in
content area instruction
• lack the English necessary to develop
or demonstrate elements of grade-
appropriate writing (e.g., focus and
coherence, conventions, organization,
voice, and development of ideas) in
English
Typical writing features at this level:
• ability to label, list, and copy
• high-frequency words/phrases and
short, simple sentences (or even short
paragraphs) based primarily on recently
practiced, memorized, or highly familiar
material; this type of writing may be quite
accurate
• present tense used primarily
• frequent primary language features
(spelling patterns, word order, literal
translations, and words from the
student’s primary language) and other
errors associated with second language
acquisition may significantly hinder
or prevent understanding, even for
individuals accustomed to the writing of
ELLs
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.
5–12 Section 5 TELPAS™ Guide
Grades K–12 Writing
Intermediate
Intermediate ELLs have enough English
vocabulary and enough grasp of
English language structures to address
grade-appropriate writing tasks in a
limited way.
These students:
• have a limited ability to use the English
language to express ideas in writing
and engage meaningfully in grade-
appropriate writing assignments in
content area instruction
• are limited in their ability to develop
or demonstrate elements of grade-
appropriate writing in English;
communicate best when topics are highly
familiar and concrete, and require simple,
high-frequency English
Typical writing features at this level:
• simple, original messages consisting
of short, simple sentences; frequent
inaccuracies occur when creating or
taking risks beyond familiar English
• high-frequency vocabulary; academic
writing often has an oral tone
• loosely connected text with limited use of
cohesive devices or repetitive use, which
may cause gaps in meaning
• repetition of ideas due to lack of
vocabulary and language structures
• present tense used most accurately; simple
future and past tenses, if attempted,
are used inconsistently or with frequent
inaccuracies
• descriptions, explanations, and narrations
lacking detail; difficulty expressing
abstract ideas
• primary language features and errors
associated with second language
acquisition may be frequent
• some writing may be understood only
by individuals accustomed to the writing
of ELLs; parts of the writing may be
hard to understand even for individuals
accustomed to the writing of ELLs
Advanced
Advanced ELLs have enough English
vocabulary and command of English
language structures to address grade-
appropriate writing tasks, although
second language acquisition support
is needed.
These students:
• are able to use the English language, with
second language acquisition support,
to express ideas in writing and engage
meaningfully in grade-appropriate
writing assignments in content area
instruction
• know enough English to be able to
develop or demonstrate elements of
grade-appropriate writing in English,
although second language acquisition
support is particularly needed when topics
are abstract, academically challenging, or
unfamiliar
Typical writing features at this level:
• grasp of basic verbs, tenses, grammar
features, and sentence patterns; partial
grasp of more complex verbs, tenses,
grammar features, and sentence patterns
• emerging grade-appropriate vocabulary;
academic writing has a more academic
tone
• use of a variety of common cohesive
devices, although some redundancy may
occur
• narrations, explanations, and descriptions
developed in some detail with emerging
clarity; quality or quantity declines when
abstract ideas are expressed, academic
demands are high, or low-frequency
vocabulary is required
• occasional second language acquisition
errors
• communications are usually understood
by individuals not accustomed to the
writing of ELLs
Advanced High
Advanced High ELLs have acquired the
English vocabulary and command of
English language structures necessary
to address grade-appropriate writing
tasks with minimal second language
acquisition support.
These students:
• are able to use the English language, with
minimal second language acquisition
support, to express ideas in writing
and engage meaningfully in grade-
appropriate writing assignments in
content area instruction
• know enough English to be able to
develop or demonstrate, with minimal
second language acquisition support,
elements of grade-appropriate writing in
English
Typical writing features at this level:
• nearly comparable to writing of native
English-speaking peers in clarity
and precision with regard to English
vocabulary and language structures, with
occasional exceptions when writing about
academically complex ideas, abstract
ideas, or topics requiring low-frequency
vocabulary
• occasional difficulty with naturalness of
phrasing and expression
• errors associated with second language
acquisition are minor and usually
limited to low-frequency words and
structures; errors rarely interfere with
communication
 ASSESSING READING

ASSESSING READING

How Reading Skills Are Assessed

TELPAS™ reading skills are evaluated through multiple-choice tests. About Reading
The test items are designed to correlate to second-language acquisition
Assessment of reading for LEP students is
skills in the ELPS as well as TELPAS™ PLDs and objectives. (See
done through online multiple-choice tests.
p. 5–14 for the reading PLD table and p. 5–16 for more about
TELPAS™ objectives.)
Tests are administered in grade groupings, or clusters. At the high Quick Tips
school level, two tests are used. When students reach a question that
they are unable to answer, they can
leave it blank or guess. Suggest that to
45 Roosevelt compares the United Nations to a community that guess, students should first eliminate
is . answers they know are wrong. Then
they can choose their answer from a
TELPAS™ shorter list of possibilities.
A being destroyed by flooding
Reading Since students are encouraged to work
B working together
grades 8–9 at their own pace, some test sessions
C facing defeat
may be long. Encourage students to take
D celebrating victory
breaks. Have them exit the test session
and turn their monitors off. Then they
may stretch, visit the bathroom, eat
lunch, or talk quietly about subjects
other than the test.

46 At the time of Roosevelt’s address, which countries did the

Germans still occupy?

TELPAS™
A the United States and Italy
Reading
B Tunisia and Sicily
C Italy and France
grades 10–12
D Berlin and Tokyo

For a detailed breakdown of test items on each test, see p. 5–17, for the
test blueprints.
The tests are not timed, but must be completed the same day they
are started. Each test begins with items from the Beginning and
Intermediate proficiency levels. The remaining selections and items 5
represent a random mix of proficiency levels. This mix allows teachers
and administrators to evaluate how well each student is progressing
along the spectrum of reading proficiency.

Assessment with TELPAS™ 5–13

 TELPAS™ Proficiency Level Descriptors
Beginning
Beginning English language learners
(ELLs) have little or no ability to
read and understand English used in
academic and social contexts.
These students:
• read and understand the very limited
recently practiced, memorized, or
highly familiar English they have
learned; vocabulary predominantly
includes
- environmental print
- some very high-frequency words
- concrete words that can be
represented by pictures
• read slowly, word by word
• have a very limited sense of English
language structures
• comprehend predominantly
isolated familiar words and phrases;
comprehend some sentences in highly
routine contexts or recently practiced,
highly familiar text
• are highly dependent on visuals and
prior knowledge to derive meaning
from text in English
• are able to apply reading
comprehension skills in English only
when reading texts written for this
level
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.
5–14 Section 5 TELPAS™ Guide
Grades K–12 Reading
Intermediate
Intermediate ELLs have the ability to
read and understand simple, high-
frequency English used in routine
academic and social contexts.
These students:
• read and understand English
vocabulary on a somewhat wider range
of topics and with increased depth;
vocabulary predominantly includes
- everyday oral language
- literal meanings of common words
- routine academic language and
terms
- commonly used abstract language
such as terms used to describe basic
feelings
• often read slowly and in short phrases;
may re-read to clarify meaning
• have a growing understanding of
basic, routinely used English language
structures
• understand simple sentences in short,
connected texts, but are dependent
on visual cues, topic familiarity, prior
knowledge, pretaught topic-related
vocabulary, story predictability, and
teacher/peer assistance to sustain
comprehension
• struggle to independently read and
understand
grade-level texts
• are able to apply basic and some
higher-order comprehension
skills when reading texts that are
linguistically accommodated and/or
simplified for this level
Advanced
Advanced ELLs have the ability to
read and understand, with second
language acquisition support,
grade-appropriate English used in
academic and social contexts.
These students:
• read and understand, with second
language acquisition support, a
variety of grade-appropriate English
vocabulary used in social and academic
contexts:
- with second language acquisition
support, read and understand
grade-appropriate concrete and
abstract vocabulary, but have
difficulty with less commonly
encountered words
- demonstrate an emerging ability
to understand words and phrases
beyond their literal meaning
- understand multiple meanings of
commonly used words
• read longer phrases and simple
sentences from familiar text with
appropriate rate and speed
• are developing skill in using their
growing familiarity with English
language structures to construct
meaning of grade-appropriate text
• are able to apply basic and higher-
order comprehension skills when
reading grade-appropriate text, but
are still occasionally dependent on
visuals, teacher/peer assistance, and
other linguistically accommodated
text features to determine or clarify
meaning, particularly with unfamiliar
topics
Advanced High
Advanced High ELLs have the
ability to read and understand,
with minimal second language
acquisition support, grade-
appropriate English used in
academic and social contexts.
These students:
• read and understand vocabulary at a
level nearly comparable to that of their
native English-speaking peers, with
some exceptions when low-frequency
or specialized vocabulary is used
• generally read grade-appropriate,
familiar text with appropriate rate,
speed, intonation, and expression
• are able to, at a level nearly comparable
to native English-speaking peers, use
their familiarity with English language
structures to construct meaning of
grade-appropriate text
• are able to apply, with minimal second
language acquisition support and at
a level nearly comparable to native
English-speaking peers, basic and
higher-order comprehension skills
when reading grade-appropriate text
 ASSESSING READING

The Types of Test Items

Three types of multiple-choice test items appear on the TELPAS™
reading tests.
Quick Tips
1. Stand alone items. These include: Provide students opportunities to
• Questions practice working in the online format
prior to test day. Online student tutorials
• Sentences with a blank (cloze)
are available at http://www.etesttx.
2. Items associated with a reading selection. These make up the com/resources.
majority of test items. Selections may be narrative or informational.
Tell students that they may not
They represent a variety of content areas.
ask questions about the content of
3. Cloze reading selections. These are content-area selections in selections or test items. They may,
which words in several sentences are replaced by blanks. In associated however, ask for clarification of
items, students select the correct words to complete the sentences. directions.
Examples of test items, such as the one below, appear on pages 5-18
to 5-42.

45 Roosevelt compares the United Nations to a community that

is .

A being destroyed by flooding

B working together
C facing defeat
D celebrating victory

The Types of Selections

Most of the items in the TELPAS™ exam are associated with reading
selections. Selections appear in a wide variety of formats, including the
following:
• Narratives similar to those on the reading section of TAKS
• Informational texts similar to those on the reading section of TAKS
• Writing students may encounter in real life, such as posters, want ads,
and schedules
• Writing similar to what students may choose to read for enjoyment,
5
such as comics or short stories
• Content-area selections similar to those found in core subject
textbooks or other classroom materials

Assessment with TELPAS™ 5–15

 TELPAS™ Reading Objectives and the ELPS
TELPAS™ reading objectives encompass most of the ELPS cross-
curricular second language acquisition (SLA) student expectations.
The chart below lists the TELPAS™ reading objectives and shows
how the ELPS student expectations align to these objectives. The
ELPS student expectations not listed here relate directly to classroom
activities and meet all TELPAS™ objectives.
TELPAS™ Reading Objective
1. Word Meaning and Language
Structure
The student will demonstrate an
understanding of words and language
structures necessary for constructing
meaning in English.
2. Basic Understanding
The student will demonstrate a basic
understanding of a variety of texts
written in English.
3. Analysis and Evaluation
The student will demonstrate an ability
to analyze and evaluate information
and ideas in a variety of texts written
in English.
ELPS Cross-Curricular SLA Student
Expectation
(C) develop basic sight vocabulary, derive
meaning of environmental print, and
comprehend English vocabulary and
language structures used routinely in
written classroom materials
(F) use visual and contextual support
and support from peers and teachers to
read grade-appropriate content area text,
enhance and confirm understanding, and
develop vocabulary, grasp of language
structures, and background knowledge
needed to comprehend increasingly
challenging language
(G) demonstrate comprehension
of increasingly complex English by
participating in shared reading, retelling
or summarizing material, responding
to questions, and taking notes
commensurate with content area and
grade level needs
(I) demonstrate English comprehension
and expand reading skills by
employing basic reading skills such
as demonstrating understanding of
supporting ideas and details in text and
graphic sources, summarizing text, and
distinguishing main ideas from details
commensurate with content area needs
(J) demonstrate English comprehension
and expand reading skills by employing
inferential skills such as predicting,
making connections between ideas,
drawing inferences and conclusions from
text and graphic sources, and finding
supporting text evidence commensurate
with content area needs
(K) demonstrate English comprehension
and expand reading skills by employing
analytical skills such as evaluating written
information and performing critical
analyses commensurate with content
area and grade level needs

Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.

5–16 Section 5 TELPAS™ Guide

 ASSESSING READING

TELPAS™ Reading Test Blueprints

A test blueprint is available for each grade-cluster TELPAS™ reading
exam. The blueprint shows the number of questions aligned with each
objective in each of the four proficiency levels. Test blueprints for the
grades 8–9 test and the grades 10–12 test are shown below.

Grades 8–9
Number of Test Items in Each Proficiency Level
Objective
Beginning Intermediate Advanced Advanced High
Objective 1: 5 6 7 7
Understanding
of words and
language
structures
Objective 2: Basic 6 6 5 5
understanding of
a variety of texts
Objective 3: 4 6 6
Analyze and
evaluate
information and
ideas in a variety
of texts
Total Test Items 11 16 18 18
per Proficiency
Level
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.

Grades 10–12
Number of Test Items in Each Proficiency Level
Objective
Beginning Intermediate Advanced Advanced High
Objective 1: 4 6 7 7
Understanding
of words and
language
structures
Objective 2: Basic 6 6 5 6
understanding of
a variety of texts
Objective 3: 4 6 7
Analyze and
evaluate
information and
ideas in a variety
of texts
Total Test Items 10 16 18 20
per Proficiency
Level 5
Copyright © 2008 by the Texas Education Agency. Reprinted with permission. All rights reserved.

Assessment with TELPAS™ 5–17

 TELPAS™ GUIDE
5 Sample Reading Test Items
BEGINNING LEVEL

About Beginning Level Stand-Alone Items

At this level, English Language Learners
understand little of the English they read.
Understanding is often limited to memorized
vocabulary and familiar phrases.
Item 1
In this sample, students are tested on their
grasp of newly acquired English vocabulary.
Objective 1: Understanding of words and
language structures
Stand-alone items are not based on a reading selection. They address
TELPAS™ Reading Objectives 1 and 2 related to word meaning,
language structure, and basic understanding.
DIRECTIONS
Find the word that best completes the sentence.
1 This is a .

ELPS Student Expectation C:

Developing basic sight vocabulary A fish
B flag
C friend
Student Test Tip
D father
Tell students: To name a picture with the
correct English word, say what you see
aloud.

Item 2
Here, students show their ability to read and DIRECTIONS
respond to questions about pictures. They
must connect the visual to a word, and use the Answer the question about the picture.
correct verb form.
2 What is the teacher doing?
Objective 2: Basic understanding of a
variety of texts
ELPS Student Expectation G: A speaking
Demonstrating comprehension of increasingly B to speak
complex English by responding to questions C writing
D to write

Teacher Resources
Online

To watch a video of vocabulary, go

to ellevate.glencoe.com and click on
Section 5 then Vocabulary.

5–18 Section 5 TELPAS™ Guide

 BEGINNING LEVEL

Reading Selection and Items

The Beginning level of reading proficiency is assessed through short,
narrative reading passages.

About Passages
DIRECTIONS Passages such as this are designed to assess
Read the selection and choose the best answer to each question. Beginning reading proficiency. They
describe common, everyday situations. The
The Test vocabulary chosen is simple, as is the sentence
structure. Since TELPAS™ is not a test for
Friday was the big biology test.
specific content knowledge, art is provided to
Sofia studied in her room every
assist in comprehension.
night that week. She read her
notes again on Thursday, and
she went to bed early. Friday
morning she arrived at school
Student Test Tip
on time. Sofia was excited to Tell students: Use the pictures in a reading
take the test. She knew she was selection to help you understand what the
ready. story is about.

Item 3
3 What is Sofia studying for? In this sample item, students are tested
on their grasp of newly acquired English
academic vocabulary. With careful reading,
A a spelling test the answer is plainly given in the passage.
B a driving test
Objective 2: Basic understanding of a
C a mathematics test variety of texts
D a biology test
ELPS Student Expectation I: Employing
basic reading skills commensurate with
content area needs

Sample Reading Test Items 5–19

Items 4 and 5
Some items assess students’ ability to use 4 Where does Sofia study?
basic reading skills to understand texts. In
Item 4, students can use the text to determine
A Friday
the setting of the story. They can also refer
to the illustration for clues. To answer Item 5, B school
students can refer to the story’s details. C Monday
D home
Objective 2: Basic understanding of a
variety of texts
ELPS Student Expectation I:
Employing basic reading skills commensurate
with content area needs

5 When is Sofia’s test?

Teacher Resources
Online
A Tuesday
B Wednesday
To watch a video on making inferences,
C Thursday
go to ellevate.glencoe.com and click on
D Friday
Section 5 then Background
Knowledge.

Item 6
Basic comprehension skills, such as 6 Why does Sofia study so much?
making inferences, predicting, and making
conclusions, are also assessed. Students must
infer that Sofia wants to do well in biology A She wants to do well in biology.
because it is not stated in the passage. B She wants to do well in algebra.
C She does not want to take the test.
Objective 3: Analyze and evaluate
information and ideas in a variety of texts D She wants to go to the dance.

ELPS Student Expectation J:

Employing inferential skills commensurate
with content area needs

5–20 Section 5 TELPAS™ Guide

 INTERMEDIATE LEVEL

INTERMEDIATE LEVEL

Stand-Alone Items About Intermediate Level

Stand-alone items are not based on a reading selection. They generally The Intermediate level of proficiency is
address TELPAS™ Reading Objectives 1 and 2 related to word characterized by an ability to read and
meaning, language structure, and basic understanding. understand English selections with simple
construction and high-frequency vocabulary.

Item 7
DIRECTIONS In this sample, students are tested on
high-frequency words that appear in
Find the word that best completes the sentence. sentence-length text.
7 He likes to water. Objective 1: Understanding of words and
language structures
A eat ELPS Student Expectation C:
B drink Develop basic sight vocabulary
C make
D take

Item 8
DIRECTIONS Here, students show their ability to read and
respond to questions about pictures. They
Answer the question about the picture. must connect the visual to a word to use the
8 What is the weather like here? correct adjective.
Objective 2: Basic understanding of a
variety of texts
A It is rainy.
B It is sunny. ELPS Student Expectation G:
C It is icy. Demonstrating comprehension of increasingly
complex English by responding to questions
D It is snowy.

Teacher
Resources
Online
5
To watch a video on understanding
classroom vocabulary, go to ellevate.
glencoe.com and click on Section 5
then Vocabulary.

Sample Reading Test Items 5–21

About Passages
Passages such as this are designed to assess
Intermediate reading proficiency. They
use high-frequency words and academic
words to describe important ideas or concepts
from core subject areas.
Reading Selection and Items
Short, informational texts are used to assess the Intermediate level of
reading proficiency.
DIRECTIONS
Read the selection and choose the best answer to each question.

The Food Chain

We know that energy moves through all living things. Energy starts
with plants and moves to animals. A plant uses energy from the sun
to make its own food. A bug gets its energy from eating the plant. A
mouse gets its energy from eating the bug. A snake gets its energy
from eating the mouse.
Each organism uses the energy it gets from the organism it eats to live
and grow. This is called the food chain.

Item 9
This item assesses students’ ability to access 9 What does the word organism mean?
content-area vocabulary. Students make use
of context clues to determine the meaning of
organism. A a power supply
B a part of a plant
Objective 1: Understanding of words and
language structures C a musical instrument
D a living thing
ELPS Student Expectation F:
Using visual and contextual support to
understand vocabulary

Teacher Resources
Online

To watch a video on vocabulary games,

go to ellevate.glencoe.com and click
on Section 5 then Vocabulary—Read
My Mind.

5–22 Section 5 TELPAS™ Guide

 INTERMEDIATE LEVEL

Items 10 and 11
10 According to the selection, the plant gets energy from . Understanding main ideas and details
is a reading skill that allows students to
understand content area texts. Items such
A the bug as these assess students’ ability to identify
B the mouse details.
C the snake
Objective 2: Basic understanding of a
D the sun variety of texts
ELPS Student Expectation I:
Employing basic reading skills commensurate
with content area needs

Teacher
11 Which of the following is at the top of the food chain? Resources
Online

A plant To watch a video on helping LEP

B snake students increase comprehension, go
C sun to ellevate.glencoe.com and click on
D energy Section 5 then Active Reading.

Item 12
12 What is the purpose of this selection? This item evaluates high-level Intermediate
skills. In order to answer the question,
students must understand the text and most
A to explain how to care for mice of its vocabulary.
B to describe a food chain
Objective 3: Analyze and evaluate
C to talk about energy sources information and ideas in a variety of texts
D to persuade you to like bugs
ELPS Student Expectation K:
Employing analytical skills commensurate
with content area needs

Sample Reading Test Items 5–23

 ADVANCED LEVEL
About Advanced Level
Students who read at the Advanced level
of proficiency read and understand grade-
appropriate English selections with some
second-language support.
Item 13
At the Advanced and Advanced High
proficiency levels, cloze items are used to
assess content-area English understanding.
These items include short informational
selections with a single blank.
Objective 1: Understanding of words and
language structures
ELPS Student Expectation F:
Using contextual support to understand
vocabulary
Item 14
To answer this cloze item, students must
understand the main idea of the selection.
“Many” is the only answer choice that makes
sense within the description of scientific
theory.
Objective 1: Understanding of words and
language structures
ELPS Student Expectation F:
Using contextual support to understand
vocabulary
Student Test Tip
Tell students: Be sure to read the entire
cloze paragraph before trying to fill in
the blank.
5–24 Section 5 TELPAS™ Guide
Stand-Alone Items—Cloze Format
At the Advanced and Advanced High levels, stand-alone items continue
to be used. Rather than continuing to assess only high-frequency
vocabulary and basic comprehension, a new type of stand-alone item is
introduced. These items use the cloze format to assess students’ ability
to read and understand English in short core subject-area selections.
DIRECTIONS
Find the word that best completes the sentence.
13 A baseball infield is a square with a base at each corner. Each
base lies the same distance from the next one. Suppose s represents
the length of each side. Since the infield is a , you can use the
expression 4 times s, or 4s, to find the perimeter.
A circle
s
B square
C flat
D curve
DIRECTIONS
Find the word that best completes the sentence.
14 A scientific theory is an explanation based on observations
during repeated investigations. A scientific theory is valid only if it is
consistent with observations, makes predictions that can be tested, and
is the simplest explanation of observations. Like a scientific model, a
theory can be changed or modified with the discovery of new data.
A harmful
B few
C many
D expensive
 ADVANCED LEVEL

Item 15
DIRECTIONS Conditional statements (“If A, then B”) are
often used in mathematics and the sciences.
Find the word that best completes the sentence.
As LEP students become comfortable with
15 The percent of growth for travel agents is 5 less than the percent content-area text, they will recognize these,
of growth for medical assistants. An equation can be used to find the and other, standard structures.
percent of growth expected for medical assistants. If m is the percent
of growth for medical assistants, 66 = m – 5. You can use a
Objective 1: Understanding of words and
property of equality to find the value of m. language structures
ELPS Student Expectation F:
Using contextual support to understand
A so
vocabulary
B if
C then
D cheaper

Item 16
To answer this cloze item, students must
DIRECTIONS
recognize the verb form that is needed—
Find the word that best completes the sentence. present participle. They must also understand
that within the context of the passage,
16 When you are eating a slice of pizza, you are your body
“supplying” is the only answer choice that
with energy. You might be surprised to learn that the sun is the original
makes sense.
source of energy for your body. How did the sun’s energy get into the
pizza? Objective 1: Understanding of words and
language structures
A helping ELPS Student Expectation C:
B hurting Understanding common English vocabulary
and language structures
C lighting
D supplying
Student Test Tip
Tell students: Remember that if . . . then
statements are commonly found in
mathematics texts.

Sample Reading Test Items 5–25

 Content Cloze Selection and Items
Cloze format content-area selections help to assess the Advanced and
Advanced High proficiency levels. Students will complete cloze-format
content-area selections by choosing words that complete the sentences
in accordance with the overall meaning of the selection. Successful
completion of these items shows a student is mastering academic
literacy and can read and understand core-subject materials.

DIRECTIONS
Read the selection and find the words that best complete the
sentences.

The Economic Importance of Metamorphic Rocks and Minerals

The modern way of life is made 1 by a great number of naturally
occurring Earth materials, such as oils, salts, and ores. We need
table 2 for cooking, gold for trade, iron for construction, fossil
fuels for energy, and various minerals for cosmetics.
Metamorphic processes produce many economic mineral resources.
Among these resources are the metals gold, silver, copper, and lead, as
well as many significant nonmetallic 3 .

Teacher Resources
Online

To watch a video on academic vocabulary,

go to ellevate.glencoe.com and click on
Section 5 then Academic Language.

5–26 Section 5 TELPAS™ Guide

 ADVANCED LEVEL

Items 17, 18, and 19

17 Choose a word to complete 1 in the selection. In these sample items, students are tested
on their ability to read and understand core-
subject texts. Students who understand the
A metamorphic passage will correctly choose the omitted
B possible words.
C edible
Objective 1: Understanding of words and
D cheaper language structures
ELPS Student Expectation F:
Understanding vocabulary and language
structures in grade-appropriate content-
area text

18 Choose a word to complete 2 in the selection.

A hot
B rock
C wet
D salt

19 Choose a word to complete 3 in the selection.

A resources
B currencies
C metals
D animals

Sample Reading Test Items 5–27

About Advanced Passages
Passages such as this are designed to assess
Advanced reading proficiency. They
are similar to grade-appropriate content
area texts. Most include structural support
features such as headings, subheadings, and
photographs.
Teacher Resources
Online
To watch a video on the Advanced
proficiency level, go to
ellevate.glencoe.com and click on
Section 5 then Level 3 Proficiency.
5–28 Section 5 TELPAS™ Guide
Reading Selection and Items
At the Advanced level, LEP students read and understand longer
grade-level texts with some second-language support.
DIRECTIONS
Read the selection and choose the
best answer to each question.
Sandra Day O’Connor, 1930–
When a Supreme Court vacancy opened
up in 1981, President Ronald Reagan
chose Sandra Day O’Connor. O’Connor
was an Arizona appeals court judge.
Unlike many Supreme Court justices, she had political experience.
Appointed to a state senatorial vacancy in 1969, she successfully ran
for the seat. She became the state senate’s first woman majority leader
in 1972. O’Connor won the election as a superior court judge in 1974,
and was later appointed to the court of appeals.
The Opposition
O’Connor’s nomination was opposed by the Moral Majority. Its
members disagreed with her support of the Equal Rights Amendment
(ERA). She had also refused to back an anti-abortion amendment
or criticize the decision in Roe v. Wade. Others, however, praised her
legal judgment and conservative approach to the law. O’Connor was a
moderate conservative justice. She quickly became an important swing
vote on the Court between more liberal and more conservative judges.
 ADVANCED LEVEL

Items 20, 21, and 22

20 Sandra Day O’Connor was chosen for the Supreme Court by Items such as these assess students’ ability
. to understand main concepts and details in
content-area text. The goal of TELPAS™ is not
to determine whether a student has mastered
A the Moral Majority a content-specific skill or knowledge base.
B the Arizona state senate Instead, at the Advanced proficiency level,
C Ronald Reagan students are expected to be familiar with
D Roe v. Wade the types of language they will encounter in
core subject areas. They should also have a
foundation of basic comprehension skills to
help them understand what they read.
Objective 2: Basic understanding of a
variety of texts
21 O’Connor was known as what type of judge? ELPS Student Expectation I:
Employing basic reading skills commensurate
A extreme conservative with content area needs
B moderate conservative
C extreme liberal Student Test Tip
D moderate liberal Tell students: If you are unsure of the
correct answer, try to eliminate one or
two choices that you know are incorrect.
Then skim the passage looking for the
remaining choices to find out which one
is correct.

22 In what year was O’Connor chosen for the Supreme Court?

A 1969
B 1972
C 1974
D 1981

Sample Reading Test Items 5–29

Item 23
Advanced level students are expected to use 23 The Moral Majority opposed the .
basic comprehension skills, such as making
conclusions. Here students should conclude
that the Moral Majority opposed the ERA A Equal Rights Amendment
since its members disagreed with O’Connor’s B Supreme Court
support of it. C Presidency of Ronald Reagan
Objective 3: Analyze and evaluate D Anti-Abortion Amendment
information and ideas in a variety of texts
ELPS Student Expectation K:
Employing analytical skills commensurate
with content area needs

Items 24 and 25
Advanced level English Language Learners are 24 What is a swing vote?
also expected to draw inferences. For these
items, students must use context clues to infer
a meaning not stated directly in the text. A a vote that breaks a tie between two sides
B a conservative vote from one side
Objective 3: Analyze and evaluate
information and ideas in a variety of texts C a liberal vote from one side
D a vote that represents the minority side
ELPS Student Expectation J:
Employing inferential skills commensurate
with content area needs

25 What was Ronald Reagan’s opinion of Sandra Day O’Connor?

A He disagreed with her.

B He wanted her to stay in the state court of appeals.
C He wanted her to stay in politics.
D He respected her.

5–30 Section 5 TELPAS™ Guide

 ADVANCED HIGH LEVEL

ADVANCED HIGH LEVEL

Stand-Alone Items—Cloze Format About Advanced High Level

Cloze-format items assess students’ understanding of English used Students reading at the Advanced High level
in core subject instruction. These items include short informational of proficiency need minimal second-language
selections with a single blank. support to read and understand grade-
appropriate English selections.

Item 26
DIRECTIONS
Find the word that best completes the sentence.
Here students use context clues to select the
correct answer.
26 The economic of the 1920s provided many Americans
Objective 1: Understanding of words and
with more leisure time and more spending money, which they devoted
to making their lives more enjoyable. Millions of Americans eagerly
language structures
watched sports and enjoyed music, theater, and other forms of popular ELPS Student Expectation F:
entertainment. They also fell in love with motion pictures and radio Understanding vocabulary and language
programs. structures in grade-appropriate content
area text
A depression
B instability
C majority
D stability

Item 27
This item requires students to understand the
DIRECTIONS correct grammatical form needed, and then
Find the word that best completes the sentence. use context clues to decide between answer
choices.
27 Nicole’s Internet service provider $4.95 a month, which
includes 100 hours of access. If she is online more than 100 hours, she Objective 1: Understanding of words and
pays an additional $0.99 per hour. Suppose Nicole is online 117 hours language structures
this month. The expression below represents what she must pay for the ELPS Student Expectation C:
month.
Comprehend English vocabulary and language
structures used routinely in written classroom
4.95 + 0.99(117 – 100) materials
A charges
B technology
Student Test Tip
Tell students: If more than one word 5
C pays
seems to work, choose the word that
D computer
creates a sentence that fits best with the
meaning of the selection as a whole.

Sample Reading Test Items 5–31

 Content Cloze Selection and Items
Cloze format content-area selections assess the Advanced High
proficiency levels by using longer, more complex selections.

DIRECTIONS
Read the selection and find the words that best complete each
sentence.

Eleanor Roosevelt
Orphaned at age 10, Eleanor Roosevelt was 1 by relatives and later
attended boarding school in England. When she returned home as a
young woman, she devoted time to a settlement house on Manhattan’s
Lower East Side. During this 2 , she became engaged to Franklin
D. Roosevelt, a distant cousin. They were married in 1905.
First Lady During FDR’s presidency, Eleanor Roosevelt
transformed the role of First Lady. Rather than restricting herself to
traditional hostess functions, she became an important 3 in his
administration. She traveled extensively, toured factories and coalmines,
and met with factory workers and farmers. She then told her 4
what people were thinking. In doing so, she became FDR’s “eyes and
ears” when his disability made travel difficult.
Civil Rights Eleanor was also a strong 5 of civil rights and
prodded her husband to stop discrimination in New Deal programs.
When the Daughters of the American Revolution 6 African
American singer Marian Anderson from performing in its auditorium,
Eleanor intervened and arranged for Marian to perform at the Lincoln
Memorial instead.

5–32 Section 5 TELPAS™ Guide

p5-32_ELV912_TX_S5_ATI_893449.in32 32 2/10/10 4:11:09 PM

 ADVANCED HIGH LEVEL

Items 28, 29, and 30

28 Choose a word to complete 1 in the selection. These items assess the level of a student’s
academic literacy. To complete the sentences,
a familiarity with academic vocabulary and
A moved grammatical structures is needed.
B raises
Objective 1: Understanding of words and
C moves
language structures
D raised
ELPS Student Expectation F:
Using visual and contextual support to
understand vocabulary

Student Test Tip

Tell students: Think about the part of
29 Choose a word to complete 2 in the selection. speech needed to complete the sentence.

A time
B month
C work
D life

30 Choose a word to complete 3 in the selection.

A hostess
B person
C factory worker
D farmer

Sample Reading Test Items 5–33

Items 31, 32, and 33
Students at the Advanced High proficiency 31 Choose a word to complete 4 in the selection.
level have an understanding of complex
English language structures and vocabulary.
Some items ask them to make difficult choices A herself
among several answers that appear to be B husband
correct. Choosing the correct answers shows C people
their ability to understand the meaning of the D friends
entire selection.
Objective 1: Understanding of words and
language structures
ELPS Student Expectation F:
Using visual and contextual support to
understand vocabulary
32 Choose a word to complete 5 in the selection.

Student Test Tip

Tell students: If more than one answer A opponent
seems to work, try each one out in B writer
the sentence. Reread the sentence or C athlete
paragraph once with each possible D supporter
answer.

33 Choose a word to complete 6 in the selection.

A allowed
B permitted
C barred
D asked

5–34 Section 5 TELPAS™ Guide

 ADVANCED HIGH LEVEL

Reading Selection and Items About Advanced High Passages

Selections used to assess the Advanced High proficiency level are like Passages such as this are designed to assess
those found in grade-level language arts and content-area texts. Advanced High reading proficiency. At
this level, LEP students are familiar with all
but the most specialized vocabulary.
DIRECTIONS
Read the selection and choose the best answer to each
question.

The Father and His Two Daughters

A man had two daughters, one of whom he gave in marriage to
a gardener, and the other to a potter. After a time he thought he
would go and see how they were getting on; and first he went to the
gardener’s wife. He asked her how she was, and how things were going
with herself and her husband. She replied that on the whole they were
doing very well. “But,” she continued, “I do wish we could have some
good heavy rain—the garden wants it badly.”
Then he went on to the potter’s wife and made the same inquiries of
her. She replied that she and her husband had nothing to complain of.
“But,” she went on, “I do wish we could have some nice dry weather, to
dry the pottery.” Her father looked at her with a humorous expression
on his face. “You want dry weather,” he said, “and your sister wants rain.
I was going to ask in my prayers that your wishes should be granted;
but now it strikes me I had better not refer to the subject.”
from Aesop’s Fables: A New Translation
by V.S. Vernon Jones with illustrations
by Arthur Rackham (1912)

Sample Reading Test Items 5–35

Items 34, 35, and 36
At the Advanced High proficiency 34 In the first paragraph, what does getting on mean?
level, students have moved beyond an
understanding of high-frequency words. In
these items, students show their familiarity A climbing onto
with colloquial English phrases. B doing in life
C raising children
Objective 1: Understanding of words and
language structures D getting sleep

ELPS Student Expectation G:

Demonstrating comprehension of increasingly
complex English by responding to questions

Student Test Tip

Tell students: When you do not know the 35 The phrase on the whole in the first paragraph means the same
meaning of a word or phrase, use the rest as .
of the sentence or paragraph to figure out
what it probably means.
A overall
B in their marriage
C secretly
D honestly

36 What is the meaning of it strikes me in the second paragraph?

A It hits me.
B It overwhelms me.
C It occurs to me.
D It scares me.

5–36 Section 5 TELPAS™ Guide

 ADVANCED HIGH LEVEL

37 Why did the man look at his second daughter with a humorous
face?
A She made a joke.
B He remembered something funny.
C Her request was the opposite of her sister’s.
D Her request was ridiculous compared to her sister’s.
Item 37
Here students show their understanding of
details that support the main idea.
Objective 3: Basic understanding of a
variety of texts
ELPS Student Expectation I:
Employing basic reading skills commensurate
with content area needs

38 At the end of the story, the father decides
A not to pray for his own wishes.
B to pray for rain.
C to pray for dry weather.
D not to pray for his daughters’ wishes.
Items 38 and 39
These items require that students think
critically about the broader meaning of the
story. Its completion shows the successful use
of higher order reading skills when reading
English.
Objective 3: Analyze and evaluate
information and ideas in a variety of texts
ELPS Student Expectation K:
Employing analytical skills commensurate
with content area needs

39 What would be the most appropriate moral to this story?

A You can’t please everyone.

B Never trust your enemy.
C Look before you leap.
D Nature beats nurture.

Sample Reading Test Items 5–37

About Advanced High Passages
Selections like this are similar to those found
in students’ core-subject classroom materials.
Second-language access supports, such as
subheadings, photographs, and art, are not
always added to assist with comprehension.
Student Test Tip
Tell students: In long selections, the
paragraphs are numbered. Test items
will often refer to specific paragraphs.
The numbers will help you find these
paragraphs quickly.
5–38 Section 5 TELPAS™ Guide
Example: Long Reading Selection and Items
Students at the Advanced High reading proficiency level must show
their ability to read and comprehend written English at a level
comparable to native English speaking peers.
DIRECTIONS
Read the selection and choose the best answer to each
question.
President Roosevelt’s Fireside Chat
The following excerpt is from a “fireside chat,” which was a weekly radio
address made by Franklin D. Roosevelt during his presidency. This fireside
chat was delivered as Italy agreed to temporarily stop waging war against
the United States in World War II. At the time, the United States was still at
war with Germany and Japan.
September 8, 1943
My Fellow Americans:
1 Once upon a time, a few years ago, there was a city in our Middle
West, which was threatened by a destructive flood in the great river.
The waters had risen to the top of the banks. Every man, woman
and child in that city was called upon to fill sand bags in order to
defend their homes against the rising waters. For many days and
nights, destruction and death stared them in the face.
2 As a result of the grim, determined community effort, that city still
stands. Those people kept the levees above the peak of the flood. All
of them joined together in the desperate job that had to be done—
businessmen, workers, farmers, doctors, and preachers—people of all
races.
3 To me, that town is a living symbol of what community cooperation
can accomplish.
4 Today, in the same kind of community effort, only very much
larger, the United Nations and their peoples have kept the levees
of civilization high enough to prevent the floods of aggression and
barbarism and wholesale murder from engulfing us all. The flood has
been raging for four years. At last we are beginning to gain on it; but
the waters have not yet receded enough for us to relax our sweating
work with the sand bags. . . .

5 Today, it is announced that an armistice with Italy has been
concluded.
6 This was a great victory for the United Nations—but it was also a
great victory for the Italian people. After years of war and suffering
and degradation, the Italian people are at last coming to the day of
liberation from their real enemies, the Nazis.
7 But let us not delude ourselves that this armistice means the end of
the war in the Mediterranean. We still have to drive the Germans
out of Italy as we have driven them out of Tunisia and Sicily; we
must drive them out of France and all other captive countries; and
we must strike them on their own soil from all directions.
8 Our ultimate objectives in this war continue to be Berlin and Tokyo.
9 I ask you to bear these objectives constantly in mind—and do not
forget that we still have a long way to go before we attain them.
40 In paragraph 5, what is the meaning of armistice?
A a decision to begin fighting a war
B an agreement to stop fighting a war
C a country’s trained fighting force
D a building in which arms, or weapons, are stored
ADVANCED HIGH LEVEL
Student Test Tip
Longer passages will need to be scrolled
in order to read on screen. Review the
term scroll so students understand the
instructions when taking the online
assessment. In addition, students may
need to use the BACK button to go back
and reread when answering an item.
Item 40
Even students at the Advanced High
proficiency level are not tested on their
mastery of content-area concepts. They
continue to be assessed on their ability to
access and understand academic language.
In this case, they are asked to access language
typically used in a social studies lesson. The
meaning of armistice, if not already known,
can be gleaned from a careful reading of the
selection.
Objective 2: Basic understanding of a
variety of texts
ELPS Student Expectation H:
Read silently with ease and comprehension
for longer periods
Sample Reading Test Items 5–39
Item 41
This item requires that students use higher- 41 Who is responsible for the “floods of aggression and barbarism and
order thinking skills when reading core subject wholesale murder” described by Roosevelt in paragraph 4?
material. They must infer as they read that
Roosevelt is comparing the Midwestern floods
to Nazi aggression. A Germany
B Italy
Objective 3: Analyze and evaluate
C United States
information and ideas in a variety of texts
D United Nations
ELPS Student Expectation J:
Employing inferential skills commensurate
with content area needs

Item 42
This item also asks students to use their 42 Why does Roosevelt call the armistice a victory for the Italian people?
higher-order thinking skills. There is no
evidence in the selection to support A or
B—neither of which is true. Students who A Because the Italians had fought against Germany in the war.
understood what they read will know that C B Because the Italians had founded the United Nations.
is not the answer. In fact, one purpose of the C Because he wanted Americans to be satisfied that the war was
address was to remind Americans that the over.
war was not over. Roosevelt was encouraging D Because he wanted Americans to focus on the real enemy, the
Americans to continue to support the efforts Nazis.
of the United States and the United Nations
against their real enemy, Nazi Germany.
Objective 3: Analyze and evaluate
information and ideas in a variety of texts
ELPS Student Expectation J:
Employing inferential skills commensurate
with content area needs

5–40 Section 5 TELPAS™ Guide

 ADVANCED HIGH LEVEL

Item 43
43 Which of the following statements is not supported with evidence Here, students must analyze the text and
from Roosevelt’s address? make conclusions about Roosevelt’s purpose
and beliefs.

A Roosevelt was not a supporter of the United Nations.

Objective 3: Analyze and evaluate
information and ideas in a variety of texts
B Roosevelt believed the support of the American people was
important. ELPS Student Expectation K:
C Roosevelt knew that defeating Germany and Japan would be Employing analytical skills commensurate
difficult. with content area needs
D Roosevelt felt many people needed to work together to solve
difficult problems. Student Test Tip
Tell students: If a question includes the
word not, look for the answer that is not
true.

Item 44
44 Franklin D. Roosevelt was the president of . The selection never explicitly states that
Roosevelt was the president of the United
States. However, students should understand
A Italy this from the opening phrase, “My fellow
B Germany Americans.”
C the United States
Objective 2: Basic understanding of a
D the United Nations variety of texts
ELPS Student Expectation I:
Employing basic reading skills commensurate
with content area needs

Sample Reading Test Items 5–41

Item 45
To answer this item, students must 45 Roosevelt compares the United Nations to a community that
understand the comparison Roosevelt makes is .
between a hard-working community facing
disaster and the efforts of the United Nations
to end World War II. The ability to answer this A being destroyed by flooding
item correctly shows an LEP student’s mastery B working together
of vocabulary and skill in analyzing what is C facing defeat
read. D celebrating victory
Objective 3: Analyze and evaluate
information and ideas in a variety of texts
ELPS Student Expectation K:
Employing analytical skills commensurate
with content area needs

Item 46
At the Advanced High level, students are 46 At the time of Roosevelt’s address, which countries did the
expected to comprehend the main ideas and Germans still occupy?
supporting details in content area text. Here,
students are asked to identify an important
supporting detail from Roosevelt’s address. A the United States and Italy
B Tunisia and Sicily
Objective 2: Basic understanding of a
variety of texts C Italy and France
D Berlin and Tokyo
ELPS Student Expectation I:
Employing basic reading skills commensurate
with content area needs

Student Test Tip

Accessing prior knowledge is an
important part of second language
acquisition. In this case, students may
not have learned about World War II, but
they might know that Berlin, Sicily, and
Tokyo are not countries. Tell students: If
a selection is about content that you are
not familiar with, think about what you
already know about the subject.

5–42 Section 5 TELPAS™ Guide