PART 2 LESSON 1

Language Focus
Social Studies Vocabulary
OBJECTIVES
Vocabulary
• Acquire and Use Grade-Level Vocabulary
Language
• Language Function: Give Information
• Listen to and Imitate Fluent Models
• Use a Variety of Sentence Lengths
• Participate in a Discussion
Learning to Read
• Recognize and Read Words to Know
Learning Strategies
• Relate to Prior Experiences
• Use Context to Build Concepts and Language
Social Studies
• Explore Family Activities

Language Focus
Teach / Model
1. Review Words to Know on Student’s Book page 34 using
High-Frequency Word Routine: go, this, and is. Have students How to Give Information
look at each word, listen to the word, then listen to the word in
a sentence, say the word, spell it, and then say it again. 1. Name a place that you go. I go to Dawes Pool.

2. Read aloud the introduction on Student’s Book page 34 and

2. Give a detail. This is where my family plays.
play the song. Invite students to sing along as you play the song
a second time. This is where my family plays
3. Give more details.
3. Tell students that to give information about where they go and soccer.
what they do with families, they can use the Words to Know
eVisual 1.5
go, this, and is. Display the How-to card (eVisual 1.5).
4. Ask partners to draw places that they go with their families.
Have each student point to the picture as they give information about it. Prompt: What is this place? What fun things do
you do here?

Practice / Apply
1. Have students give information about the pictures they made in Share What You Know.
2. Tell pairs to use the Words to Know to give information about their family activities.
3. Display and use Academic Talk 2 to provide additional language support for students at all levels.

Check Understanding
eVisual 1.11
Display Language Builder Picture Card G1.8 and have students give information about it.

Monitor ESL_TE_G1U1_P2_D1_eV_T32_1-11.indd 1

Use Oral Language Rubrics in Assessment Resources to monitor students’ progress in oral language performance.

44  Unit 1   My Family

 Resources
XX eVisual: 1.5
XX High-Frequency Word Routine
XX Academic Talk 2
XX Language Builder Picture Card G1.8
XX Vocabulary Routine 1
XX Key Word Images
XX Picture Dictionary
XX Oral Language Rubrics

Social Studies Vocabulary

Teach / Model
1. Use gestures and introduce the concept: Families do special things together. They go different places, they visit people,
and they share enjoyable activities.
2. Use Vocabulary Routine 1 and Key Word Images to teach the words. Then access definitions in Picture Dictionary.
2.1. Pronounce the word and point to it: visit.
2.2. Rate the word. Have students show thumbs up if they know the word or thumbs down if they do not. Ask: What do
you know about this word?
2.3. Define the word: When you visit people, you go to see them.
2.4. Elaborate. Relate the word to your experience: I visit my aunt two times a year.

Practice / Apply
Have partners take turns repeating the routine above for each Key Word. Remind students to use complete sentences for Steps
2.2, 2.3, and 2.4.

Talk Together
1. Review with students the events, occasions, and situations that bring families together.
2. Provide an example: I go to my aunt’s house to visit my extended family. Add the ideas to the unit concept map.

Extension
Use Writing Routine 1. Write the word special and prompt: What special things does your family do? Think about this word
and write about it.

PART 2  LESSON 1 45 

PART 2 LESSON 2
Thinking Map
Academic Vocabulary
OBJECTIVES
Vocabulary
• Acquire and Use Classroom Vocabulary
• Acquire and Use Academic Vocabulary
• Use Grade-Level Vocabulary
Comprehension and Literary Analysis
• Demonstrate Listening Comprehension
• Identify Setting
Listening and Speaking
• Listen Actively and Speak Clearly
• Use Context and Visuals
Learning Strategies
• Use Graphic Organizers: Setting Chart
• Make Connections Across Content Areas
Writing
• Writing Project—Lesson A: Model

Thinking Map
Teach
1. Teach the vocabulary word setting using Vocabulary
Routine 4. Tell students that the setting of a story is where
the story happens. It can also be about when the story
happens. Say: A setting chart can help you keep track
of where and when a story happens. eVisual 1.6
2. Tell students to listen for words that describe the setting as you read “A Special Day” (eVisual 1.6).

Model
1. Point to the setting chart on Student’s Book page 36 and read each label. Explain: The words that tell about where the
story happens go on the left side of the chart. You can draw a picture of the place I read about on the right.
2. Reread the first two sentences of “A Special Day” (eVisual 1.6). Ask: Where does this story happen? (It happens at the
movie theater.) Point to Movie Theater at the top of the left side of the chart.
3. Continue the instruction, guiding students to understand how to identify details about the setting of the story. Invite students
to tell you when the story takes place (on Wednesday, Carla’s birthday) and have them show you where they would add it
to the chart.

Practice / Apply
1. Read aloud the instructions in Talk Together on Student’s Book page 36 and discuss family stories students may know.
Have students use Practice Book 1.12 to complete the activity.
2. Use Multi-Level Strategies to help students at all proficiency levels complete their charts and then talk about the settings of
their family stories.

BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH

Provide sentence starters to Ask questions to help students Encourage students to expand their ideas by adding
identify setting: identify the setting: Where does descriptive details about their settings.
• This story happens at ___. the story happen? When does
the story happen?
• The setting is ____.

46  Unit 1   My Family

 Resources
XX eVisual: 1.6
XX Practice Book: 1.12
XX Vocabulary Routine 1, 4
XX Key Word Images
XX Picture Dictionary
XX Key Words Test

Check Understanding
Have students show you where they listed the details
about the setting in the chart. Ask: How does drawing a
picture help you create the details? (It helps me see the
place in my mind.)

Academic Vocabulary
Teach / Model
1. Invite students to discuss each picture on Student’s Book page 37.
2. Use Vocabulary Routine 1 and Key Word Images to teach the words. Then access definitions in Picture Dictionary.
2.1. Pronounce the word and point to its picture: group.
2.2. Rate the word. Have students show thumbs up if they know the word or thumbs down if they do not know the word.
Ask: What do you know about this word?
2.3. Define the word: A group is made up of more than two people or items.
2.4. Elaborate. Relate the word to your experience: My family is a big group of people: I have many uncles, aunts, and
cousins.

Practice / Apply
1. Read the instruction in Talk Together on Student’s Book page 37. Have partners take turns using Key Words in sentences.
2. Have volunteers share one sentence with the class.

Check Understanding
1. Point to the picture of a Key Word in the book and read the sample sentence.
2. Have students give one more example of the word using the same sentence pattern.

Monitor
Use Key Words Test in Assessment Resources to monitor students’ learning progress in Content Vocabulary and Academic
Vocabulary.

Writing Project
Lesson A: Model
Have students turn to Writing Project on Student’s Book page 66 and review a model of the writing form for their Writing
Projects. (See Teacher’s Book—Writing Project for detailed instructions.)

PART 2  LESSON 2 47 

PART 2 LESSON 2

Extension Resources
Expand Word Knowledge XX Vocabulary Routine 2, 3
XX Cooperative Learning Routines
Teach / Model
XX Practice Book: 1.16
1. Explain that students will study one Key Word and create a fold-up
tab for it. XX Language Builder Picture Cards
G1.6, G1.8
2. Use Vocabulary Routine 2 and model making a fold-up tab about
the word share.
• Write the word on the tab that folds over the short side of the paper.
• Add a picture to the short side of the paper.
• Open the tab and add a definition to the top of the page.
• Add a context sentence to the bottom of the page.

Practice / Apply share

1. Assign a Key Word to each small group of students.
2. Have each group create a fold-up tab for its assigned Key Word. give part to
3. Display the fold-up tabs in the classroom. someone else
Check Understanding
I share my toys
1. Ask: Does the drawing in the fold-up tab match the word? Why or why not?
(Yes; the family has divided the food into portions and each person has some, with my sister.
so they are sharing the meal.)
share
2. If students have difficulty, model actions to demonstrate the word.
Fold-Up Tab
Share Word Knowledge
Teach / Model
1. Referring students to the fold-up tabs they made for Extension Activity 1, Expand Word Knowledge, tell them that they will
share what they know about Key Words.
2. Group each student with a partner who studied a different word. Have partners follow the steps in Vocabulary Routine 3
to share their word knowledge.
• Take turns reading each partner’s fold-up tabs.
• Talk about how the sentences on the fold-up tabs show the meaning of the word.
• Create sentences using the Key Word and have students write them in their journals.
• Draw a line under each Key Word.

Practice / Apply
1. Assign two sets of partners to a group of four. Form Three-Step Interview groups using Cooperative Learning Routines.
2. Partners share two words they studied and copy the information they learn into their vocabulary journals.

Check Understanding
1. Display Language Builder Picture Cards G1.6 and G1.8 and ask students to use Key Words and complete sentences to tell
about them.
2. If students have difficulty, provide a model: It would be fun to visit a park.

48  Unit 1   My Family

Apply Word Knowledge
Teach / Model
Ask students who have played Bingo to tell what the game is like. Then have students turn to Practice Book 1.16 and explain
how to play:
• I write the Key Words in any order in my Practice Book. I use every Key Word at least once.
• I listen to the clues or questions about the Key Words. For example: I went to my grandmother’s house.
• The answer is visit. I find the word visit on my game card and place a counter on it.
• When I have a row of counters on my game card, I call out “Bingo.”

Practice / Apply
1. Distribute counters and have students use Practice Book 1.16. Ask them to write the Key Words in the Practice Book.
Clarify: Make sure you write every Key Word on your game card. If you have extra space, you can use the word again.
2. Explain that partners will work together to write a clue for each Key Word. Provide an example: What word means “more
than two people”? (group) Combine all the clues to play the game with the class.

Check Understanding
Call out several clues and have students explain how the clues helped them identify Key Words on their Bingo game cards.

PART 2  LESSON 2 49 

PART 2 LESSON 3
Phonics Focus
(Blends: cr, dr, fr, gr)
OBJECTIVES
Phonological Awareness & Phonics
• Learn About Blends
• Listen for Initial Blends
Learning to Read
• Read Words with Initial Blends
• Read a Decodable Text

Phonics Focus
Teach
1. Write or display the following blends: cr, dr, fr, gr.
Say: Remember that you learned about blends—
pairs of letters that work together. Review the blends
previously taught—bl, cl, fl, pl, sl. Say: Today we will
learn about some more blends. Explain: When we
say a word with a blend, we say each of the letter
sounds in the blend. Point to each blend as you say
the letter names and then pronounce the blend.
2. Listen to sounds. Use Phonological Awareness Routine 2. Tell students to listen carefully as you say a word with the blend
cr. Say crab slowly, emphasizing each sound. Say it again, hesitating slightly after the blend (cr-ab). Have students repeat
the word with you.
3. Blend words. Distribute counters to students. Remind students that for every sound they hear, they will put one counter on
their desk in front of them. Model for students by blending the word crab sound by sound: /k/-/r/-/a/-/b/, placing a
counter for each sound. Have students blend the word with you, placing their counters. Then have students blend the word
as they point to each counter. Say: Say each sound as I point to the counter.
4. Tell students to turn to Student’s Book page 38. Use the same procedure to introduce the remaining blends and sample
words.
5. Repeat this process with the other sample words until students are comfortable blending words with each of the beginning
blends. Use the following words. cr: crib, crop, crane, crate, crumb; dr: drag, drip, drop, drape, drive; fr: from, frame,
froze, freeze, frost; gr: grab, grin, grip, grime, grade.
6. If time permits, challenge students to blend words with the blend tr: trip, trap, trunk, trim, trot. Model the first word for
them. Write the word trip on the board. Pronounce each sound as you point to the spelling, /t/-/r/-/i/-/p/. Have students
blend the word as you point to each spelling. Then continue with the remining words.

Model
1. Have students listen to the instructions in Listen and Learn. Answer any questions students may have.
2. Use item 1 to model the activity for students. Say: There is a sentence with a word missing. I will read the sentence. The
baby is in the ____. There is a picture clue. The picture shows a baby sleeping in a crib. My answer choices are crib,
frizz, and drip. Which answer has a beginning blend we are learning and matches the picture clue? (crib). I will choose
crib as my answer. Repeat the word slowly. I hear the blend cr at the beginning of the word crib. Then read the complete
sentence.

50  Unit 1   My Family

 Resources
XX Phonological Awareness Routine 2
XX Read on Your Own Book 40
XX Practice Book: 1.18

Practice / Apply
1. Have students listen to and read along with the next
item. Tell them to choose an answer. When everyone
is ready, call on a student to tell the answer he or
she chose. Ask: What blend were you listening for?
Confirm the correct answer and have students read
the completed sentence with you. Continue with the
remaining items.
2. Assign Practice Book 1.18 for more practice. Read
the instructions with students. Then work with students
to complete the first item. Have students complete the
remaining items independently. Then review the page
with students, making corrections and as necessary.

Read Decodable Text

1. Prepare to Read. Review the target blends with students. Remind them that they have practiced reading words with these
blends. Then review one of the Words to Know is and Key Words trip, parents, family, place, groups, and fun with
students. Tell them that they will use these skills and words to read a new text. Have students turn to Student’s Book page
39. Model reading the title. Have students repeat the title.
2. Preview. Have students look at the page and describe what they see in the picture. Model for students. Say: I see a big
airport terminal. Encourage students to describe the rest of the picture.
3. Read the Text. Tell students to follow the text as you read it aloud. Then encourage students to ask any questions they might
have about the text or about any unfamiliar words in the text they might not understand.
4. Read or Play the Text Again. This time have students read aloud as they follow. Then have students summarize the text.

Over to You
Have students work in pairs to take turns reading the text and identifying and pronouncing the words with the target blends.
Monitor students as they read. Compliment or correct as needed. Then ask the following questions:
• Who are the characters in the story? (Brad, his parents)
• Where are they going? (on a trip)
• How are they traveling? (on a plane)
• What does Brad think? (It is fun.)

Extension
Read on Your Own
Use Read on Your Own Book 40: More to Eat for additional practice on reading decodable text with the blends cr, dr, fr, gr.

PART 2  LESSON 3 51 

PART 2 LESSON 4
Reading: Preview
OBJECTIVES
Vocabulary Comprehension and Literary Analysis
• Use Grade-Level Vocabulary • Recognize Literary Elements: Setting
• Use Academic Vocabulary Learning Strategies
Language • Use Prereading Supports
• Listen to a Preview • Build Background Knowledge
Reading Strategy
• Plan: Preview and Predict

Preview
Introduce
1. Have students look at the picture on Student’s Book pages 40–41 and read the title aloud.
2. Ask: Who do you see in this picture? Explain: Your relatives are the members of your family. Parents, grandparents,
uncles, and aunts are your extended family.

Setting
Read aloud the description on Student’s Book page 40 and explain the role of setting in a story. Say: The setting of a story
is when and where the story happens. When we read stories, we pay close attention to the setting to help us understand the
characters and why they do what they do.

52  Unit 1   My Family

Reading Strategy: Plan—Preview and Predict
1. Direct students’ attention to the reading strategy on Student’s Book page 40: Preview and Predict.
2. Remind students that they learned how to preview and predict as they read. Say: Today, we will practice previewing and
predicting as we read a new story.

Preview and Build Background Knowledge

Conduct a picture walk.

Pages Say (and do)

(Point to the boy and then to his family.) This is Victor and this is Victor’s family. (Point to each character.)
42–43
Who is he/she? What do you think they will do together today?

(Point to the room.) This is a living room. (Point to the girl and then to the man.) This is Victor’s sister, Julia,
44–45 and that is Victor’s dad. (Pantomime blowing up a balloon.) Julia blows up a balloon. Victor’s dad decorates
the living room.

(Point to the room.) This is a kitchen. (Point to the woman.) This is Victor’s grandma. Grandma bakes a
46–49 cake. (Point to the two other women.) Victor’s mom and auntie are in the kitchen, too. Mom cooks and
Auntie helps.

(Point to the people.) More family members come for Victor’s birthday. (Point to the room on pages 52–53
50–53
and pantomime sharing food with one another.) Victor’s family shares the meal.

(Pantomime cutting a cake.) Victor’s mom helps him cut the cake. (Point to each family member.) They all
54–57
look happy and have fun on Victor’s birthday.

Check Understanding
Ask: Who are the characters in this story? (Victor, Victor’s grandma, parents, sister, auntie, and other family
members)

Cultural Perspectives

1. Introduce: Victor’s grandma bakes him a cake for his birthday. Then Victor cuts the cake and shares the cake with
his family. Explain that people in different parts of the world have different birthday foods.
2. Have students discuss other birthday foods they know about in the world, such as longevity noodles in China or
seaweed soup in South Korea.

PART 2  LESSON 4 53 

PART 2 LESSON 4
Reading: Read & Build Comprehension
OBJECTIVES
Resources
Vocabulary Learning Strategy
• Use Grade-Level Vocabulary • Use Reading Supports XX Practice Book: 1.14
• Use Academic Vocabulary Writing
Reading Strategy • Writing Project—Lesson B: Draft
• Plan: Preview, Set a Purpose,
and Predict
Comprehension and Literary Analysis
• Identify Setting

Read the Selection

Reading Options
Scaffold the support for varied reading levels.

BELOW LEVEL ON LEVEL ABOVE LEVEL

Listen and Read Along Read Together Read with a Partner

• Have students follow the text on Key • Have students follow the text as you • Encourage students to take turns
Points Reading (Practice Book 1.14) read together. reading with a partner.
while you read it aloud. • On the second reading, have • Students can discuss the meaning as
• Check understanding with selected students chorally read with you. Ask you ask the Build Comprehension
Build Comprehension questions. Build Comprehension questions to questions.
check understanding.

54  Unit 1   My Family

Build Comprehension
Student’s Book Pages 42–43
Set a Purpose
We will read to find out what the family does together.

Setting
1. Remind students that the setting of the story is where and when the story takes place.
2. Say: Victor and his family are in the kitchen having breakfast. This tells me that the story begins in the morning. They are
at home. Together, the time and place are the setting.

Key Words
Why is today special? (Today is Victor’s birthday.)

Plan
1. Review with students how to predict, using the language frames:
• Preview—Read the title and look at the pictures: I read _____ and I see _____.
• Set a purpose—Decide what you want to learn while reading: I want to find out _____.
• Predict—What will happen?: I predict that _____.
2. Read aloud the two pages. Model using the language frames to plan, including previewing, setting a purpose, and
predicting:
• I read that today is special and it is Victor’s birthday. I see a picture of family members in the kitchen having breakfast.
• I want to find out what Victor’s family does together on this special day.
• I predict that Victor’s family will prepare for and celebrate Victor’s birthday together.

PART 2  LESSON 4 55 

PART 2 LESSON 4

56  Unit 1   My Family

Build Comprehension (continued)
Student’s Book Pages 44–49
Setting
Guide students to see that the setting for pages 44–49 is still at home, but now the family members are in a different room.
Ask: Where is Victor’s sister and dad? (They’re in the living room.) Where is Victor’s grandma? Where is Victor’s mom and
auntie? (They’re in the kitchen.)

Confirm Prediction
Remind students that you predicted Victor’s family will prepare for and celebrate Victor’s birthday together. Ask: Was my
prediction correct? (yes) How do you know? (Victor’s sister and dad decorate the living room. Victor’s grandma, mom, and
auntie prepare birthday foods.)

Plan
Help students plan and make a prediction about what will happen next based on what they read on pages 44–49.
• What did you read and see? (I read that Victor’s sister got balloons, his dad hung flags, his grandma baked a cake, and
his mom cooked with his auntie’s help.)
• What do you want to find out? (Sample response: I want to find out what they do next.)
• What do you predict will happen next? (Sample response: I predict that they will prepare a birthday gift for Victor, too.)

PART 2  LESSON 4 57 

PART 2 LESSON 4

58  Unit 1   My Family

Build Comprehension (continued)
Student’s Book Pages 50–51
Confirm Prediction
Remind students of the prediction they made. Ask: Was your prediction correct? How do you know? (Answers will vary.)

Personal Response
Other family members come to celebrate Victor’s birthday. Who do you often celebrate your birthday with?

Character’s Feelings
Reread the text on pages 50–51 and have students look at the illustration. Ask: Do the family members look forward to
celebrating Victor’s birthday? (Yes, I can tell because they are smiling.)

Plan
Have students preview and make a prediction about what will happen on pages 52–55. If students have difficulty, say:
• We know that Victor’s family is preparing for his birthday celebration. Other family members come to celebrate, too. How
can we predict what they will do during the rest of the day together? (We can preview more of the story.)
• Let’s turn to the next few pages to preview. What do you see? (I see all the family members have a meal. I see Victor’s
mom cut the birthday cake for him.)
• Now that we have previewed the next few pages, what do you predict will happen? (Sample response: Victor’s family will
celebrate his birthday with other family members by having a meal together and by sharing the birthday cake.)

Build Comprehension (continued)

Student Book’s Pages 52–53
Use Visuals
What do Victor’s family have for the meal? (They have noodles, pizza, chicken, and sandwiches.)

Make Connections: Text to Self

Victor’s family is having a birthday meal. What do you like to eat on your birthday? (Answers will vary.)

Key Words
Think about the things Victor’s family has done. What special things do you like to do when you are with a parent or a
member of your extended family? (Answers will vary.)

PART 2  LESSON 4 59 

PART 2 LESSON 4

60  Unit 1   My Family

Build Comprehension (continued)
Student’s Book Pages 54–57
Confirm Prediction
Was your prediction about these pages correct? How do you know? (Sample response: Yes, Victor celebrated his birthday
with his family, and he shared the birthday cake with them.)

Setting
When is it now? (afternoon or evening) How do you know? (They prepared for the birthday celebration in the morning, then
had a meal, and after that ate the birthday cake. It possibly took them more than five hours to do all the activities, so it can be
afternoon or evening now.)

Compare and Contrast

Reread the text on pages 54–57. Say: This story introduces a birthday party in Western culture. Display a photo of an Asian
family celebrating a birthday in the traditional way. Ask: How is the birthday party in Western culture like the one in Asian
culture? How is it different? (They both include family involvement. The birthday foods are different.)

Characters’ Feelings
After eating the birthday cake, Victor’s family gets together in the living room. How do they feel? How do you know? (They
are happy. They are smiling.)

Extension
Fluency: Intonation
1. Explain to students that using proper intonation involves raising and lowering the sound of your voice to match what you
read. Tell students to look for punctuation clues.
2. Model reading aloud the pages. Emphasize changing the sound of your voice near the exclamation point.
3. Have students read the passage aloud several times, mimicking the intonation you modeled.

Writer’s Craft
1. Explain: The author uses action words to show what characters do. Let’s write a sentence about one of the characters in
the story.
2. Use Writing Routine 2 to guide students.

Writing Project
Lesson B: Plan
Have students turn to Writing Project on Student’s Book page 67. Have them plan their Writing Projects. (See Teacher’s
Book—Writing Project for detailed instructions.)

PART 2  LESSON 4 61 

PART 2 LESSON 5
Think and Respond
Reread and Summarize
OBJECTIVES
Vocabulary
• Use Grade-Level Vocabulary
• Use Academic Vocabulary
Language
• Ask for and Give Information
• Identify Setting
• Participate in a Discussion
Fluency
• Read with Intonation
Learning Strategies
• Use Peer Support
• Make Contributions
• Use Graphic Organizer: Setting Chart
• Reason Inductively
Writing
• Writing Project—Lesson C: Draft

Think and Respond

Talk About It
1. Read aloud each question on Student’s Book page 58. Invite partners to work together to answer each question.
Encourage students to use Key Words in their answers.
2. Have partners share their responses. Discuss answers as a group. Sample answers are given below.
• Setting: I see flags, balloons, a living room, a kitchen, a dining room, pans, an oven, dishes, a stove, a refrigerator.
• Details: They have a meal and eat a birthday cake.
• Predict: I predicted he was celebrating his birthday. My prediction is correct.

Write About It
1. Read the question and have students complete the sentence frame: We like to ___ together.
2. Use Writing Routine 2 to help students put thoughts in writing, using Key Words.

Say Write
My family and I have fun going to the beach together. We like to go to the beach together.

3. Have students use these ideas to write sentences in their journals.

62  Unit 1   My Family

 Resources
XX Practice Book: 1.17, 1.19
XX Writing Routine 2

Reread and Summarize

Teach
1. Read aloud the questions on Student’s Book page 59.
Tell students that this setting chart is for where Victor
and his family are and what the places are like.
2. Review the provided sample. Have students work with
partners to complete Practice Book 1.17.

Summarize the Story

1. Read the instructions in Practice Book 1.17.
2. Have partners use their charts to summarize what they learned about the different places Victor and his family are.
3. Record students’ retellings for later review.

Summarizing Rubric

Scale Content Presentation

¨¨
Does not identify the settings ¨¨
Is frequently hard to hear or understand
Beginning
¨¨
Does not include the important details ¨¨
Is uncomfortable with the summarizing task

¨¨
Identifies some of the settings ¨¨
Speaks somewhat clearly and is somewhat understood
Intermediate
¨¨
Includes some of the important details ¨¨
Seems somewhat comfortable with the summarizing task

¨¨
Identifies almost all of the settings ¨¨
Almost always speaks clearly and is mostly understood
Advanced
¨¨
Includes almost all of the important details ¨¨
Seems mostly comfortable with the summarizing task

Advanced ¨¨
Identifies all of the settings ¨¨
Always speaks clearly and is easily understood
High ¨¨
Includes all of the important details ¨¨
Seems very comfortable with the summarizing task

Fluency
1. Use the passage in Practice Book 1.19 to assess students’ reading for intonation.
2. Use the formula at the bottom to assess each student’s accuracy and rate.

Writing Project
Lesson C: Draft
Have students turn to Writing Project on Student’s Book page 67. Have them draft their Writing Project compositions.
(See Teacher’s Book—Writing Project for detailed instructions.)
PART 2  LESSON 5 63 
PART 2 LESSON 6
Word Work
OBJECTIVES
Vocabulary
• Use Academic Vocabulary
• Use Grade-Level Vocabulary
• Identify Nouns
Learning Strategy
• Collaborate with Peers
Writing
• Writing Project—Lesson D: Revise

Word Work
Teach
Read aloud the introduction on Student’s Book page 60 and review the Key Word cake. Have students point to the image of
the mother from “A Special Day for Victor.” Read the sentence aloud. Ask: What does Victor’s mom cut? (the cake) The word
cake names a thing which is usually served on special days like birthdays, Christmas, or in special events like weddings.

Model
Read aloud the explanation about nouns. Which word names the things that are used to decorate the living room? (balloons,
flags) These two words names two things. A word that names a thing is a noun.

Practice / Apply
1. Read aloud the instructions and questions in Try It Together on Student’s Book page 60. Tell students to work in pairs to
identify the words that are nouns.
2. Use the Multi-Level Practice Set to practice more with students.

BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH

Have students draw pictures of the following words: Have students use the following words in sentences:
candy, pizza, rice, noodles. sandwiches, cookies, cupcakes.

Check Understanding
Say: Listen to this sentence and tell me which word is a noun: I learn how to make cookies.

64  Unit 1   My Family

Extension
Review / Model
1. Review nouns with students. Say: Remember, a noun is a word that names a person, place, animal, or thing.
2. Ask students to listen as you say a sentence: Henry plays in the yard with his brother. Say: I know that a word that names
a place is a noun. I can find the word that names a place by asking a question with the word where: Where does Henry
play with his brother? He plays in the yard.

Practice / Apply
1. Display and read the following sentences aloud. Have students identify nouns that name places.
• Mom is in the living room.
• We will go to the beach.
• She is at school.
2. Invite students to create their own lists of nouns on word cards and challenge partners to identify them as a person, place,
animal, or thing.

Check Understanding
Ask: What is a noun? (a word that names a person, place, animal, or thing)

Writing Project
Lesson D: Revise
Have students turn to Writing Project on Student’s Book page 67. Have them revise their Writing Project compositions.
(See Teacher’s Book—Writing Project for detailed instructions.)

PART 2  LESSON 6 65 

PART 2 LESSON 7
Reading
OBJECTIVES
Vocabulary Literary Analysis
• Use Academic Vocabulary • Analyze Genre: Postcard
• Use Grade-Level Vocabulary • Recognize Features: Greeting, Closing, Address
Language Learning Strategies
• Listen to a Preview • Use Prereading Supports
• Participate in a Discussion • Build Background Knowledge
Learning to Read • Use Reading Supports
• Concepts of Print: Words as Words Writing
Reading Strategies • Writing Project—Lesson E: Edit and Proofread
• Plan: Preview
• Make Connections: Text to Text

Read the Selection

Making Connections
Read aloud the introduction at the top of Student’s Book page 61 and explain: “A Special Day for Victor” is a story about a
boy who has a special and fun day with family members. In this selection, you will read a postcard from a girl who wants to
tell her grandpa about a fun trip she takes.

Genre
Read aloud the explanation of a postcard on Student’s Book page 61 and say: A postcard usually has a picture on the front.
You can write a message on the back.

Preview and Build Background Knowledge

Conduct a picture walk.

Pages Say (and do)

This is the back of the postcard. (Point to the address on page 63.) A girl named Amy is sending this
61–63 postcard to her grandpa. (Point to the stamp.) This is a stamp. A postcard needs a stamp to be sent in the
mail.

Reading Options
Scaffold the support for varied reading levels.

BELOW LEVEL ON LEVEL ABOVE LEVEL

Listen and Read Along Read Together Read with a Partner

• Have students repeat the sentences • Read the postcard aloud. As you • Read the first sentence of the
as you read. read, have students follow and postcard aloud, pausing for students
• Check understanding with selected repeat the text. to supply the last word: fun. Repeat
Build Comprehension questions. • Read the postcard again chorally, with horses and place.
encouraging students to chime • Have students listen to the recording
in as they can. Ask the Build and practice reading fluently with a
Comprehension questions to check partner. Ask the questions in Build
understanding. Comprehension.

66  Unit 1   My Family

Build Comprehension
Student’s Book Pages 60–61
Concepts of Print: Words as Words
1. Read Making Connections. Then reread, framing each word with your fingers. Explain: Words are groups of letters that
are in a certain order that have meaning. In a sentence, each word is separated by spaces. Point to the spaces between
words in the first sentence.
2. Have students take turns pointing to each word as you read the sentences. Then have students clap to indicate the spaces
between the words.

Plan
Review how to plan for reading. Ask: What do you read and see here? (I read the title and see a postcard from Arizona.)
What do you want to find out as you read? (Sample response: I want to find out who the postcard is for.) What do you
predict that you will learn? (Sample response: I predict that the postcard is from someone in Arizona.)

Clarify Language
Read aloud the cover message on the postcard. Say: Greetings is another way to say hello. What is another way to say
“Greetings from Arizona”? (Hello from Arizona.)

Use Visuals
Point to the cover of the postcard again. Ask: What does it tell you about what Arizona is like? (It tells me Arizona is dry and
the sun is bright there.)

Cultural Perspectives

1. Tell students that many families live far apart. Some may live in different countries in different parts of the world.
2. Have students tell about the letters or postcards they may have received from family or friends who live in other
places. Ask: What do they look like? Where did they come from?

PART 2  LESSON 7 67 

PART 2 LESSON 7

Build Comprehension (continued)

Student’s Book Pages 62–63
Plan
Ask: Was your prediction correct? Why or why not? (Sample response: Yes, I learned that the postcard is from Amy, who
is visiting Arizona.) Discuss with students how previewing and making a prediction helped them to better understand the
postcard.

Draw Conclusion
Point out the stamp. Remind students that you have to pay money to send things in the mail. Ask: What would happen if Amy
forgot a stamp for the postcard? (The post office would not deliver it.)

Identify Details
What does Amy like about Arizona? (She likes the horses.)

Use Visuals
Where does Grandpa Tong live? (Greenhill, Wisconsin)

68  Unit 1   My Family

Extension
Literary Analysis: Features of a Postcard
1. Point to the words Dear Grandpa on page 62. Say: When you write a letter or a postcard, start with the word Dear and
the name of the person you’re writing to.
2. Point to the words Love, Amy and read them aloud. Explain the different ways to close a letter and tell students Amy used
Love because she is writing to her grandpa.
3. Then explain that a postcard must have the name and the address of the person you are sending the card to so the post
office will know how to deliver it.
4. Help students to write postcards to friends or extended family. Ask: Who will you write to? What will you tell them about?
Have students illustrate their postcards.

Writing Project
Lesson E: Edit and Proofread
Have students turn to Writing Project on Student’s Book page 67. Have them edit and proofread their Writing Project
compositions. (See Teacher’s Book—Writing Project for detailed instructions.)

PART 2  LESSON 7 69 

PART 2 LESSON 8
Respond and Extend
Grammar and Spelling
OBJECTIVES
Vocabulary
• Use Grade-Level Vocabulary
• Use Academic Vocabulary
Language
• Participate in a Discussion
Grammar and Spelling
• Common and Proper Nouns
Comprehension and Literary Analysis
• Compare Genres
Learning Strategy
• Collaborate with Peers

Respond and Extend

Reread
Say: Let’s reread “A Special Day for Victor” and think about how it is different from “Postcard to Grandpa.”

Compare Genres
1. Remind students that “A Special Day for Victor” is realistic fiction and “Postcard to Grandpa” is a postcard from a real
person.
2. Create groups and have students use the Fishbowl routine. (See Cooperative Learning Routines.) Focus students’ thinking
by asking questions:
• Text Features: Think about the way both selections look. How are they different?
• Content: What information does each selection give?
• Language: How is the writing different in each selection?
3. Have each circle of the Fishbowl discuss one of the selections. Have students record how the selections are different on
Practice Book 1.20.

Talk Together
1. Read aloud the instruction and question in Talk Together on Student’s Book page 64. Ask: What do families share? What
do they do together? How does this make a family?
2. Invite students to discuss details from the selections. Add their ideas to the unit concept map.
3. Use Multi-Level Strategies to support students at all proficiency levels.

BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH

Have students point to the Provide sentence frames to Have small groups talk about families they know, such
pictures or use drawings to support answers, such as: as neighbors or people they have met through activities.
share ideas. • Families share _____. Have them describe what makes those people a family.

70  Unit 1   My Family

 Resources
XX Practice Book: 1.13, 1.15, 1.20, 1.21
XX eVisual: 1.7
XX Cooperative Learning Routines

Grammar and Spelling

Common and Proper Nouns
1. Review that a noun names a person, place, animal, Common Noun Proper Noun Example
or thing. Say: Most nouns are called common
friend Yoon My friend is named Yoon.
nouns and are not capitalized inside of a sentence.
Explain that some nouns are special because they park Central Park My favorite park is Central Park.

name a specific person, place, animal, or thing day Tuesday The day is Tuesday.
and are always capitalized. Display and read eVisual 1.7
eVisual 1.7.
2. Point to the first row. Say: The noun friend is common because it could name any person. The name Yoon is a proper noun
because it names a specific person. Continue with the next two rows.
3. Display the sentences and read them aloud. Have students raise their hands when they hear common nouns and stand up
when they hear proper nouns. Then assign Practice Book 1.13.
• My aunt lives in Chicago.
• We are going to the beach on Saturday.

Proper Nouns
1. Read aloud the introduction and the Grammar Rules box on Student’s Book page 65. Review proper nouns. Hold up word
cards for the words state and Texas. Say: State could mean any state, but Texas names one specific state. Texas is also
capitalized. Both of these things tell me that Texas is a proper noun.
2. Create word cards for both common and proper nouns that students would be familiar with, such as the word school, your
school’s name, the word teacher, and your name. Hold upeVisual
one1.14
card at a time. Tell students to stand up if the word is a ©

proper noun. As you continue, quicken the pace to challenge students to recognize proper nouns on sight. Then assign
ESL_TE_G1U1_P2_D2_eV_T35a_1-14.indd 1
Practice Book 1.15 and 1.21.
3. Have each student write a sentence about a family member. Make sure it includes a proper noun that names the family
member, and that the proper noun starts with a capital letter.

PART 2  LESSON 8 71 

PART 2 LESSON 9
Review
OBJECTIVES
Resources
Vocabulary Reading Fluency
• Use Grade-Level Vocabulary • Intonation XX Practice Book: 1.19
• Use Academic Vocabulary Literary Analysis XX eVisual: 1.8
• Strategy: Nouns • Character’s Actions XX High-Frequency Word Routine
Language • Setting
XX Key Word Images
• Give Information Learning Strategies
XX Reading Strategy Rubrics
Grammar • Review
• Common and Proper Nouns • Reflect on Learning XX Reading Strategy Test
Learning to Read Writing
• Words to Know • Writing Project—Lesson F: Present
• Phonics Rules and Share
Reading Strategy
• Learn to Plan

Language: Give Information, Words to Know

1. Have students review the selection “A Special Day for Victor.” Pair students and ask them
Words to Know
to give information about the different activities that Victor’s family members do for him.
go
Provide language frame: Victor’s _____ _____ for him.
has
2. Review the Words to Know using High-Frequency Word Routine. Have students look at
is
each word, listen to the word, then listen to the word in a sentence, say the word, spell it,
and then say it again.

Key Words: Social Studies and Academic Vocabulary Key Words

1. DIsplay Key Word Images to groups. Then play a guessing game. Ask: What extended family share
Key Word does this picture show? What does this word mean? fun special
2. Continue until all groups have worked together to answer correctly. group together
Reading Strategy: Learn to Plan idea trip
parents visit
1. Read “A Day with Grandpa” (eVisual 1.8). Have children preview, set a
purpose, and predict, to help them understand the story using the language place
frames: I see the word _____. I think this story will be about _____. I will read
to find out _____.
2. Use Reading Strategy Rubrics in Assessment Resources to measure students’ development in reading strategy.
3. Use Reading Strategy Test in Assessment
Resources to assess students’ skill in applying
common reading strategies.

Thinking Map: Identify Setting

Have students discuss the setting in “A Day with
Grandpa” (eVisual 1.8). Provide the language
frames:
• The story begins at _____.
• First, the boy and his grandpa go _____. Then
they go _____.
• At _____, the boy and his grandpa _____. The
eVisual 1.8
story ends at _____.

72  Unit 1   My Family

Phonics
1. Write or display the following blends in chart form: cr, dr, fr, gr.
2. Say: I am going to say a word. Listen carefully for the beginning blend. Then tell me in which column I should write the
word.
3. Model for students using the word crab. Say the word slowly. Ask students to tell what blend they hear at the beginning of
the word crab. Then have them tell you in which column to write the word.
4. Continue with the following words: grin, frog, drive, crate, drip, from, grape, crib, grate, drag, frame, drum.

Fluency: Intonation
1. Have students review the fluency passage in Practice Book 1.19.
2. Then have students read and review the two reading passages they’ve learned in Unit 1, Part 2, focusing on intonation.

Word Work: Nouns

1. Distribute chart paper to groups and display the following sentence: My sister went on a picnic in the park.
2. Have groups illustrate the sentence and label the nouns as naming a person (sister), place (park), or thing (picnic).
3. Challenge students to label other nouns in their drawings, such as trees, swings, food, etc.

Grammar: Common and Proper Nouns

1. Display the following common nouns: friend, park, state, brother, dog.
2. Challenge students to come up with a proper noun for each common noun that names a special person, place, animal, or
thing.

Writing Project
Lesson F: Present and Share
Have students turn to Writing Project on Student’s Book page 67. Have them present and share their Writing Project
compositions. (See Teacher’s Book—Writing Project for detailed instructions.)

PART 2  LESSON 9 73 

ORAL LANGUAGE PROJECT

Theme Theater
Introduce the Activity
1. Recap prior knowledge by having students recall what they read about in “A Special Day for Victor.” Review what Victor
and his family did on his special day, and what students do for fun with their own families.
2. Tell students that they will participate in a role-play of characters in “A Special Day for Victor” to entertain others. Explain
that a role-play is when a person acts the part of a character in a situation. Tell students that they will play the roles of
Victor and his family members, but that they can imagine and add other family members they wish to the role-play.

Plan
Organize small groups. Help each group plan the role-play. Have them ask and answer these questions:
• Who will play the part of each family member in our role-play?
• What is each family member like?
• How will we present our role-play? Will we use things in the classroom such as chairs? Will we draw or paint scenery?

Rehearse
1. Have students in each group work together to plan the role-play. Have them plan what is happening and who will play
each role. Help them write and rehearse their lines.
2. Discuss props and scenery that they will use in their role-play, and help them to get or create what they need.
3. While students practice, use Multi-Level Strategies to help students at all proficiency levels.

BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH

Have students draw pictures Help students practice Encourage students to Challenge students to come
representing the new speaking at a pace that is brainstorm activities for the up with dialogue involving
characters in the story. easily understood. new characters in the story. the new and existing
characters.

It’s Showtime!
1. Let the action begin! Invite another class to see the students role-play “A Special Day for Victor.”
2. Have each group act out the story, using their own words and appropriate facial expressions, gestures, and movements.
Evaluate the role-play using the rubric. For each performance, assess one group’s listening skills.

Debrief and Compare

1. Have the class share what they liked about each group’s role-play. Ask the Big Question: What makes a family?
2. Have the class compare each group’s role-play of a family. Then encourage them to add ideas to their unit concept maps.

74  Unit 1   My Family

Rubric: Theme Theater
Use the rubric to evaluate students’ performance.

Theme Theater Rubric

Scale Speaking Content Listening

Gives information using body ¨¨
Cannot speak about the topic ¨¨
¨¨ Understands very little
language only unfamiliar language by using
¨¨
Is not able to stay on-topic
context and visuals
Beginning ¨¨
Is not able to put the words
go, this, or is in a sentence ¨¨
Listens but is not able to ask
questions

¨¨
Speaks about the topic, but ¨¨
Gives some information ¨¨
Understands some unfamiliar
at a pace that is not easily language by using context
understood
¨¨
Uses the words go, this, or is
and visuals
Intermediate correctly some of the time
¨¨
Some information is off-topic ¨¨
Listens and ask one or two
questions

¨¨
Speaks at the right pace most ¨¨
Gives a good amount of ¨¨
Understands a good amount
of the time information about the topic of unfamiliar language by
using context and visuals
Advanced ¨¨
Most information is relevant to ¨¨
Uses the words go, this, or is
the topic correctly most of the time ¨¨
Listens and ask mostly relevant
questions

¨¨
Speaks at the right pace ¨¨
Gives information about the ¨¨
Understands unfamiliar
topic language by using context
Advanced ¨¨
Stays on-topic
and visuals
High ¨¨
Correctly uses the words go,
this, or is ¨¨
Listens and ask relevant
questions

PART 2  Or a l La ngu a g e Pr oj ec t 75 

WRITING PROJECT

Mode and Form

Resources
1. Descriptive writing helps readers imagine a person, place, or thing. For this
project, students will write photo essays to talk about places that are special to XX eVisual: 1.9
their families (eVisual 1.9). XX Practice Book: 1.22
2. Use “Families in Many Cultures” as a professional model of a photo essay. Reread XX Vocabulary Routine 4
the text and point out features of the form.

Writing Checklist
A good photo essay
✔ tells the topic in the title
✔ includes pictures about the topic
✔ has captions that go with the pictures
eVisual 1.9

Writing Trait: Organization

1.21eVisual © National Geographic Learning, a part of Cengage Learning, Inc.

eVisual 1.9_1p21_G1U1_WP_eV_T62i_1-21.indd 1 8/8/2019 上午2:20

1. Students will learn how good writers organize their writing by using the
features of a photo essay, focusing on a single topic, and using a clear
structure that fits their audience and purpose. Their content should flow
Key Word: organization
smoothly and logically in a way that makes sense to the reader.
2. Use Vocabulary Routine 4 to teach organization. Definition: Orginization
means putting things in
Lesson Overview and Pacing order or in groups that
go together.
Each lesson in the Writing Project provides detailed instructions. Teach the
Writing Project during Part 2 of the unit with this suggested daily sequence Sentence: Mom says I
and pacing plan, or adjust as your schedule and students’ needs require. need better organization
of the things on my desk.

Key Word: organization

Fold-Up Tab

Writing Project Learning Objectives Suggested Pacing

Lesson A Introduce the Writing Prompt, Study a Model In Part 2, Lesson 2
Lesson B Prewrite (Plan and Write) In Part 2, Lesson 4
Lesson C Draft (Plan and Write) In Part 2, Lesson 5
Lesson D Revise (Check Your Work) In Part 2, Lesson 6
Lesson E Edit and Proofread (Check Your Work) In Part 2, Lesson 7
Lesson F Present and Share (Finish and Share) In Part 2, Lesson 9

76  Unit 1   My Family

Rubric: Photo Essay
Students use Practice Book 1.22 to score their own writing on the trait of organization. You can then use the Writing Rubric to
score each student’s project on all traits.

Writing Rubric
Score
Ideas Organization Voice Word Choice Fluency Conventions Presentation
Point
• The message • The structure is • The tone is • Appropriate • All sentences • The writing has • The text is
is clear and clear and fits the appropriate for words were are varied and only a few minor presented in an
focused. purpose. the purpose and chosen to clearly effective and errors in spelling, orderly way.
• Details are • All content flows the audience. convey the have transitions. capitalization, • Visuals are
accurate and in a logical • The writing message. • When read and punctuation. appropriate and
4
relevant, showing sequence. sounds genuine. • The language aloud, the writing • The writing support meaning.
excellent consistently sounds natural has only a few • Letter formation
understanding of grabs readers’ and rhythmic. minor errors in or handwriting is
the topic. attention. grammar and neat and legible.
usage.

• Most of the • Most of the • The tone is mostly • Many • Most sentences • The writing has • Most of the text is
writing has a structure is clear appropriate for appropriate are varied and some minor presented in an
clear and focused and fits the the purpose and words were effective and errors in spelling, orderly way.
message. purpose. the audience. chosen to clearly have transitions. capitalization, • Most visuals are
• Most details • Most of the • Most of the convey the • When read and punctuation. appropriate and
3 message.
are accurate content flows in a writing sounds aloud, most • The writing has support meaning.
and relevant, logical sequence. genuine. • Most of the of the writing some errors in • Most of the letter
showing good language sounds natural grammar and formation or
understanding of grabs readers’ and rhythmic. usage. handwriting is
the topic. attention. neat and legible.

• The message • The structure is • The tone is • Some • Some sentences • The writing has • Some of the text
is present, confusing and sometimes appropriate are varied and several errors is presented in
but somewhat does not fit the appropriate for words were effective and in spelling, an orderly way.
unclear or purpose. the purpose and chosen to clearly have transitions. punctuation, and • Some visuals are
confusing. • Some content the audience. convey the • When read capitalization. appropriate and
2 • Some details flows in a logical • Some of the message. aloud, some • The writing has support meaning.
are accurate sequence. writing sounds • Some of the of the writing several errors in • Some of the
and relevant, genuine. language sounds natural grammar and letter formation
showing some grabs readers’ and rhythmic. usage. or handwriting is
understanding of attention. neat and legible.
the topic.

• The writing • There is no • The tone is not • Few appropriate • Few or none of • The writing has • The text is not
does not have structure or appropriate for words were the sentences are many errors presented in an
a clear, focused it is barely the purpose or chosen to clearly varied, effective, in spelling, orderly way.
message. discernible. the audience. convey the or complete. Few punctuation, and • Visuals are not
• Few or no details • The content does • The writing message. or no transitions capitalization. appropriate and
1 are included, not flow in a does not sound • Little or none of are present. • The writing has do not support
showing little or logical sequence. genuine. the language • When read many errors in meaning, or they
no understanding grabs readers’ aloud, the writing grammar and do not exist.
of the topic. attention. sounds unnatural. usage. • Letter formation
or handwriting is
not legible.

PART 2  Writi ng Pr oj ec t 77 

WRITING PROJECT
LESSON A: Model
OBJECTIVES
Writing
• Analyze a Student Model: Photo Essay
• Trait: Evaluate for Organization
• Use a Rubric to Analyze Writing

Resources
XX eVisual: 1.9
XX Practice Book: 1.22
XX Cooperative Learning Routines

Introduce the Writing Project

Analyze the Prompt
1. Have students turn to Writing Project on Student’s Book page 66. Read aloud the title of the project and the prompt. Model
how to fill out the first three sections of a RAFT. Have students copy the RAFT:
Role: family member
Audience: family
Form: photo essay
Topic: __________

BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH

Help students select photos Have partners help each Have students give specific Have students tell when their
or create drawings and add other write complete details about the people and family visits the place and
captions. sentences as captions. places pictured. why it is special to them.

2. Point to the prompt on Student’s Book page 66 and explain: This tells what the subject of your writing will be. It tells what
to write about. Have a volunteer reread the prompt aloud. Ask students what the subject is. (a special place where their
family goes) Explain: The place you choose to write about will be your topic. Tell students that they will choose a topic
later.
3. Focus on language: Who is the audience? (families) Guide students to understand how that will affect the language they
use. (They will use informal language, since these are people they know well.)

78  Unit 1   My Family

Study a Model Writing Checklist
Focus on Features
A good photo essay
Read the model together. Stop to explain each callout. As you read the
callout, point out the highlighted examples. Display the Writing Checklist ✔ tells the topic in the title
(eVisual 1.9). Connect examples to key features of the writing form.
✔ includes pictures about the topic
✔ has captions that go with the pictures
eVisual 1.9

Teach the Trait

eVisual1.21
1. Say: When you write in an organized way, you put ideas in order so that the writing ideas flows smoothly and the order
© National Geographic Learning, a part of Cengage Learning, Inc.

makes sense. You can use the parts, or features, of a photo essay to help organize your writing.
eVisual 1.9_1p21_G1U1_WP_eV_T62i_1-21.indd 1 8/8/2019 上午2:20

2. Ask: What parts would you expect to find in a photo essay? (a title, photos, captions) Explain: When you put these parts
together in a clear structure, it helps the reader understand your writing. Find examples in the model:
• What features do you see? (title, author, photos, captions)
• How do captions suit the purpose of a photo essay? (They explain or tell more information about the pictures.)
• Do the ideas flow smoothly? Why do you think so? (Possible response: Yes. Bali first names a place and then gives a
detail about it.)

Present the Rubric

1. Have students turn to Practice Book 1.22. Read aloud the questions and features of each score point.
2. Guide students to tell the difference between a paper with a score of 2 and 4:
• In a 4-point paper, the writing has a clear structure. Does a 2-point paper have a clear structure? (No, the 2-point
paper is confusing.)
• How are the ideas organized in a 4-point essay? (in a way that makes sense and is clear). How are the ideas in 2-point
paper different? (They are not all organized to flow smoothly and logically.)
3. Allow time for the partners to review the rubric and then report.

Check Progress
Have partners do a Think, Pair, Share (see Cooperative Learning Routines) about the features of a photo essay. Have them
suggest other features that might make sense to include, such as a map of the place named or a timeline of their family’s visits
there.

PART 2  Writi ng Pr oj ec t 79 

WRITING PROJECT
LESSON B: Prewrite
OBJECTIVES
Learning Strategies
• Generate Ideas through Brainstorming
• Use Graphic Organizers: Idea Web
Writing
• Writing Process (Prewrite): Select a Topic, Gather
Information, and Organize Ideas

Resources
XX eVisual: 1.10, 1.11
XX Practice Book: 1.23

Prewrite
Choose a Topic
1. Have students turn to Writing Project on Student’s Book page 67 and read aloud Point 1, Paragraph 1.
2. Review: What is the subject of our photo essay? (a place that is special to my family) List on the board the following
phrases: homes, holiday places, vacation places, the outdoors. Say: Make a list of special places. Use the ideas I wrote
on the board to help you make your list.
3. Display and discuss the following guidelines (eVisual 1.10):

• Read the list of places on the board.

• Make notes about each one.
• Add your own ideas.

eVisual 1.10

4. Have partners work together to talk about the places that are special to their families. Then have students choose a topic.

Gather Information
1. Remind students that the ideas in their photo essay should all be about one special place. If students do not have photos,
explain that they can draw pictures for their essay.
2. Have students make a list of details about their special place. Explain that they should also think about what pictures would
best fit what they want the reader to know about that place. Use suggestions below to discuss choosing pictures.
eVisual 1.22 © National Geographic Learning, a part of Cengage Learning, Inc.

Topic: Grandma’s house

eVisual 1.10_1p22_G1U1_WP_eV_T63a_1-22.indd 1 8/8/2019 下午5:28

Use: Pictures of the house, Pictures of family members in the house

Don’t Use: Pictures of people in other places
3. Model the Language Frames at the top of Student’s Book page 67 to help students write phrases and sentences about the
place: We go to my grandmother’s house every summer. This is where my sister and I like to play with Grandma’s little
dog. Remind students to describe the place and explain why it is special to their family.

80  Unit 1   My Family

Get Organized
1. Remind students that a photo essay should include a title, an author, photos, and captions.
2. Model how to use an idea web to organize information from Bali’s photo essay (eVisual 1.11).

we cook
outside we hike

Camp Blue
Lake

we sleep in
we swim
tents

eVisual 1.11
eVisual 1.23 © National Geographic Learning, a part of Cengage Learning, Inc.

eVisual 1.11_1p23_G1U1_WP_eV_T63b_1-23.indd 1 8/8/2019 上午2:18

3. Reinforce the trait of organization by reminding students to use a clear structure for their essay that fits their purpose of
telling about the topic, the special place. Each idea should flow or lead to the next one in a way that makes sense.
4. Have students turn to Practice Book 1.23. Ask: What goes in the center square? (the name of the special place) What goes
in the outer circles? (details about the special place.)
5. Have students complete their own idea webs. Use Multi-Level Strategies to support students at each proficiency level.

BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH

Help students write words Have partners write sentences Have partners critique each Have students write multiple
and phrases as captions as captions to describe their other’s essays and suggest sentences for captions as
to describe their photos/ photos/pictures. ways to make the ideas flow appropriate, giving detailed
pictures. more smoothly and logically. information about the
photos/pictures.

Check Progress
Check students’ idea webs. Ask volunteers to name their family’s special place and tell the class one detail about it.

PART 2  Writi ng Pr oj ec t 81 

WRITING PROJECT
LESSON C: Draft
OBJECTIVES
Writing
• Use the Writing Process (Drafting): Write a Photo
Essay
• Develop Writer’s Craft: Give Details
• Use Writing Strategies: Match Sentences and Pictures

Resources
XX Writing Routine 2
XX eVisual: 1.11

Draft
Introduce Drafting
1. Have students turn to Writing Project on Student’s Book page 67 and read aloud Point 1, Paragraph 2.
2. Use Writing Routine 2 to show how to turn the idea web into a draft. Students will focus on:
• Writer’s Craft: Give Details
Introduce the craft. Say: When we write, we don’t simply name the topic. We tell details about the topic. Details are
specific bits of information that tell us more about something. Have students look at the model on Student’s Book page
66. Ask: What detail about Camp Blue Lake is included? (The family cooks outside there.)
• Writing Strategy: Match Sentences and Pictures
Explain that in a well-organized photo essay, the sentences match each picture shown. Tell students that their first
picture should match the topic; that is, it should clearly show the place they are writing about. After that, each picture
should relate to a detail that the writer includes. Say: Good writers explain what is in each picture so their reader isn’t
confused. Each picture and idea should relate to the ones before and after so that the writing flows well. Think aloud as
you model this strategy.

Say Write
First, I will think about the topic of my photo essay: a special family Our Family Place by Bali Rashidi
place. I want to make sure the title tells about the focus.
Next, I will name the special place: Camp Blue Lake. I’ll use capital We go to Camp Blue Lake.
letters if its name is a proper noun. I’ll match this sentence to a photo
that shows a good view of the place.
Then I’ll include details about the place. I’ll write about things we do This is where we cook outside.
at the special place. I’ll match each activity with a picture.
Pause to review organization. Ask: Does the writing have a clear structure? (yes, it has a title, author, photos, and
captions) Do the ideas flow smoothly and logically? (yes) Use the idea web (eVisual 1.11) to have students imagine
sentences and photos that Bali might include in the rest of the photo essay.

82  Unit 1   My Family

Write the Draft
1. Have students begin their own drafts. Use Multi-Level Strategies to support writers at all levels of language proficiency.

BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH

Have students use the Have students check their Challenge students to use Challenge students to use
language frames to write a sentences to make sure they descriptive adjectives to descriptive adjectives to
topic sentence and details match the pictures. make the captions about write multiple details about
about their place. each photo more interesting. each photo, such as what
is happening and which
family member is involved.
Encourage students to
include parallel details for
each photo in the essay.

2. Have students gather all the materials they need to write their draft. If students brought in photos, they can arrange them in
order and then write the captions. Or, they can start with the captions and then order the photos.
3. If students are using drawings, have them draw the pictures and cut them out before starting the drafting process. Then
start with either step.
4. Remind students: Your idea web and notes may contain incomplete sentences. Check that every sentence in your draft is a
complete sentence.

Check Progress
Have students check to be sure that their pictures and details relate to the topic. Encourage them to tell whether the ideas
make sense together.

PART 2  Writi ng Pr oj ec t 83 

WRITING PROJECT
LESSON D: Revise
OBJECTIVES
Listening and Speaking
• Conduct a Peer Conference
• Prompt and Provide Suggestions
• Discuss Writing with Classmates
Writing
• Writing Process (Revise)
• Revise Drafts for Organization
• Revise Drafts to Include Details
• Revise Drafts for Matching Pictures and Sentences
• Use Revising Marks

Resources
XX eVisual: 1.12, 1.13
XX Practice Book: 1.22, 1.24

Revise
Read, Retell, and Respond
A hike in the
1. Have students turn to Writing Project on Student’s Book page
67 and read aloud Point 2. Then have students understand this woods. My sister
lesson is for them to check their work and revise. swims. Sleeping in
2. Review the trait in Practice Book 1.22. Then use eVisual 1.12 to tents is fun, too.
model how to conduct a peer conference. Read the paragraph
aloud as students follow the text.
3. Retell the part of the photo essay and make suggestions to
improve it: eVisual 1.12

I Read I Think
A hike in the woods. My sister These ideas sound like they are about camping, but they aren’t connected to
swims. anything. Each idea should connect to the topic and should be a complete sentence.
eVisual 1.24 © National Geographic Learning, a part of Cengage Learning, Inc.

Sleeping in tents is fun, too. The picture that follows this sentence doesn’t match the idea of sleeping in tents. The
eVisual 1.12_1p24_G1U1_WP_eV_T63e_1-24.indd 1 8/8/2019 下午5:29

picture isn’t in the right place.

4. Students read aloud their work, and their partner retells it and offers feedback. Use Multi-Level Strategies to support
students at all proficiency levels.

BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH

Have partners use sentence Have partners ask and answer Have partners suggest ways to revise the writing to
frames to make suggestions: questions: include specific details and to make the ideas flow more
• This picture (does/does • Do all the pictures add smoothly.
not) match the sentence. information about the topic?
• This idea (is/is not) about • Do all the details tell about
the topic. why the place is special?

84  Unit 1   My Family

Make Changes
1. Use eVisual 1.12 to model how to revise a draft. Display and use the Revising
Marks as you work through the example. Revising Marks
2. Explain: My reader gave me a lot of suggestions. I’ve also looked at the rubric
again to see what a Score 4 should contain. Add.
3. Model the first change: I wrote “A hike in the woods.” That’s not a complete
sentence, and it isn’t connected to the topic. I will change it to: “This is where Take out.
we hike in the woods.”
4. Review the Organization rubric and call on students to suggest additional
changes that would turn the model into a 4. Remind them to check that they
Move to here.
included the important parts of a photo essay and details about the topic.
5. Have students use Practice Book 1.24 for additional practice. Capitalize.
Revise the Draft
Tell students to use the Revising Marks and begin revising their own drafts. Remind
them to review the rubric and notes from their peer conferences. Post examples as
a reminder to check details (eVisual 1.13): eVisual 1.26 © National Geo

eVisual 1.14#_1p26_G1U1_WP_eV_T63g_1-26.indd 1

Not Enough Details Specific Details

My sister swims. Sleeping in tents This beach is where my older sister

is fun, too. swims. We sometimes sleep in tents by
the lake.

eVisual 1.13

Check Progress
As students revise, check that the sentences and pictures match and that each detail adds information about the topic.

eVisual 1.25 © National Geographic Learning, a part of Cengage Learning, Inc.

eVisual 1.13_1p25_G1U1_WP_eV_T63f_1-25.indd 1 8/8/2019 下午5:29

PART 2  Writi ng Pr oj ec t 85 

WRITING PROJECT
LESSON E: Edit and Proofread
LESSON F: Present and Share
OBJECTIVES
Listening and Speaking
• Read Aloud
• Ask Questions
Writing
• Writing Process (Edit and Proofread): Edit for Spelling,
Grammar, and Mechanics
• Writing Process (Present and Share): Create a Final
Copy; Read Writing Aloud
Grammar, Spelling, and Mechanics
• Use Plural Nouns
• Check Spelling
• Capitalize Proper Nouns

Resources
XX eVisual: 1.14
XX Practice Book: 1.25

Edit and Proofread

Focus on Spelling: Letters and Sounds s, m, h, t, short a
1. Review with students the sounds represented by the letters s, m, h, and t. List and pronounce the following words. Have
students repeat each word after you: sad, mat, hat, tap.
2. Then sound out each word, letter by letter, having students repeat each sound. Demonstrate blending the letters together to
form the word: /s/-/a/-/d/, sad.
3. Have partners practice blending the words. Explain that students can improve their spelling over time by tracking words
they misspell in a spelling list or journal and then practicing the words. Assign Practice Book 1.25 for additional practice.

Focus on Grammar: Plural Nouns and Proper Nouns

1. Remind students that regular plural nouns are formed by adding and -s or -es to the end of the singular form: tent/tents.
Nouns that end in ss, x, ch, or sh form the plural form by adding -es: dish/dishes.
2. Display the following singular nouns: tree, bear, watch, inch, wish, bike, box, kiss. Have pairs write the plural form. Check
answers as a class.
3. Remind students that every proper noun must be capitalized. Display the following sentences and read them aloud: I gave
mary a book about the rocky mountains. Aziz lives in chicago. Ask: Which words should be capitalized? (Mary, Rocky
Mountains, Aziz, Chicago) Assign Practice Book 1.25 for additional practice.

Focus on Mechanics: Capitalizing Proper Nouns

1. Remind students that a proper noun names a specific person, place, or thing. Proper nouns begin with a capital letter, no
matter where they appear in a sentence.
2. Display the following sentences and read them aloud:
jonah’s family hikes in yosemite national park every year in june. ava and brad visited new york city to see the statue of
liberty.
3. Call on a volunteer to assist you in capitalizing proper nouns in the first sentence. Then have partners correct the second
sentence. Check their answers.
4. Have students check their drafts to make sure all proper nouns begin with capital letters. Assign Practice Book 1.25 for
additional practice.
86  Unit 1   My Family
Edit and Proofread
1. Display the Editing Marks (eVisual 1.14) as partners work together to edit and
Editing Marks
proofread the text of their essays.
2. Provide and model the editing tip: As you edit, read the text aloud, as if you were Add.
doing a speech. This helps you focus on the words. When you locate an error,
pause to correct it. Take out.

Present Move to here.

Share Your Photo Essay
Check spelling.
1. Have students finish their essays by copying their sentences neatly onto a large
piece of paper and attaching the corresponding pictures. You can also have
students assemble their essays into a book format with multiple pages. Capitalize.
2. Set aside an area of the classroom to display the photo essays after students have
eVisual 1.14
presented them to the class. eVisual 1.26 © National Geo

3. Model and explain listening and speaking skills to the class: eVisual 1.14_1p26_G1U1_WP_eV_T63g_1-26.indd 1

• Read Aloud: Demonstrate how to read aloud to a group. Point out that readers should pause to show photographs and
make eye contact with the audience when they are reading their photo essays. Have partners practice reading aloud
using the student model.
• Ask Questions: Explain that, as students listen, they should think about things that are confusing or that they do not
understand. Encourage them to ask the speaker questions as they listen. Remind students to raise a hand when they
have a question and to wait for the speaker to call on them.
4. Have students share their writing with the class and take their photo essays home to share with their families.
5. Add a copy of each photo essay in each student’s writing portfolio.

PART 2  Writi ng Pr oj ec t 87 

PART 2 LESSON 10
Wrap-Up
OBJECTIVES
Concepts and Vocabulary
• Use Grade-Level Vocabulary
• Use Academic Vocabulary
• Use Learning Strategy: Graphic Organizers
Language
• Language Function: Describe Actions; Give Information
• Discuss Ideas
Social Studies
• Learn About Different Families
• Explore Family Activities

Talk Together
Answer the Big Question
Famil
ie
1. Read aloud the Big Question on Student’s Book page 68. Encourage share s
home a
a
students to add any additional ideas by drawing or writing in their meals nd
.
journals. Families
celebrate
2. Then invite students to say which things their families do together. holidays Families
together. share Families
stories.
Complete the Unit Concept Map help
each other.
1. Encourage students to skim the selections in the unit and think about class
discussions.
2. Have students complete the concept map by writing their answers on the What makes
a family?
arms.
3. Use these possible answers to the unit concept map to guide the
discussion. Concept Map

Community Connection

1. Discuss with students all of the places in their community that they have visited with their families.
2. Write the places they name on the board. Read each place and ask students to raise their hand if they have visited
it with their family.
3. Ask students to speak about the activities they did with their families in each place. Then ask those who have not
visited the place if they would like to go there with their family.

88  Unit 1   My Family

 Resources
XX Self-Assessment
XX Unit Test

Share Your Ideas

Select and Present
Read aloud the three presentation options on Student’s Book pages 68–69. Explain that the third one can be done alone, but
that the other two involve working with others. You may choose to assign children to an activity or group, or allow them to
self-select. Scaffold students at varied learning level.

Presentation Options Learning Level

Writing Activity: Draw a Chart
When students have completed the chart, ask each student to tell how many B I A AH
people there are in their partner’s family. Have them use this language frame: 3 3
There are _____ in _____’s family.

Oral Activity: Plan a Family Trip

When groups have chosen a place to talk about, help them locate the place on a B I A AH
map. You may want to place colored push pins on the map to show where each
group is planning their trip. Provide language as needed to help students talk
3 3 3
about how they would get to the place and what they would do there.

Kinesthetic Activity: My Helping Hands

Beginners can write a few words and/or draw pictures to show how they help B I A AH
out at home. When students have completed their hand drawings, have students 3 3 3 3
work in pairs to ask each other how they help out.

Respond and Close

Have students discuss their final answers to the Big Question.

Monitor
Use Self-Assessment in Assessment Resources to encourage students to reflect on their own learning. Then administer Unit Test
in Assessment Resources to assess students’ progress on vocabulary, reading, and grammar skills taught.

PART 2  LESSON 10 89