Unit 2

PART 1 LESSON 1
Unit Launch
OBJECTIVES
Resources
Listening and Speaking
• Participate in a Discussion XX eVisual: 2.1
Learning Strategies XX Practice Book: 2.1
• Preview and Predict XX Family Newsletter 2
• Relate to Personal Experience
• Use Graphic Organizers

Preview and Predict

1. Direct students’ attention to the image on Student’s Book pages 70–71. Then read the image caption and have students
talk about it. Elicit responses from students using fun facts about the image:
• Monterey Bay Aquarium, one of the world’s best and largest exhibit aquariums, showcases more than 350,000 marine
animals and plants. Each year, nearly two million people visit it.
• Leopard sharks are a smaller shark, and rarely grow more than four or five feet. They are more active at night than
during the day.
• Kelp forests offer food and shelter to many marine creatures. In ideal conditions, kelp can grow up to 18 inches per
day.
2. Read the unit title aloud and encourage students to flip through the unit. Ask: What do you think you will learn? What
makes you think that?

90  Unit 2   Shoot for the Sun

Introduce the Big Question
1. Point to yourself and say: I am alive. I breathe and I move and I eat. Hold up an eraser or other classroom item. Ask: Is
this alive? Point to students, plants, animals, and other objects in the classroom. Ask: Is this alive? How do you know?
2. Read aloud the Big Question. Have students share possible answers. Encourage them to provide details. List the answers.

Build Background Knowledge

Help students build background knowledge using more questions for discussion:
• What do living things do?
• What do living things need?
• What happens to a seed when you plant it in the ground?

Share What You Know

1. Review the instructions in Share What You Know on Student’s Book page 71. Explain: To complete the activity, you will
need to think about:
• one thing that is alive
• how it moves
• what it can do
2. If some students need help choosing a living thing, display pictures of common animals, such as birds, cats, or dogs.
Tell them that they can also choose a person they know. Guide them to identify a living thing, act out how it moves, and
discuss what it can do.
3. Display students’ drawings in the classroom. Encourage students to add to their drawings throughout the unit.

Begin the Unit Concept Map

1. Introduce the concept map: As you go through this unit, it will be
helpful to organize your thinking in a concept map. Guide students
to think about how they could organize ideas about what living
things need and what they can do:
• Need to eat and drink
• Can grow
• Need to breathe air When is
2. Display the unit concept map (eVisual 2.1) for the Big Question. something
Explain: The Big Question is what we will be asking as we learn alive?
about living things. We will add our answers to the papers on the
eVisual 2.1
tree.
eVisual2.1 © National Geographic Learning, a part of Cengage Learning, Inc.
3. Read the Big Question. Have students use Practice Book 2.1 and add the ideas that are listed.
eVisual 2.1_2p1_G1U2_UL_eV_T67_2-1.indd 1 11/8/2019 下午9:51

Make Connections
1. Send home a copy of Family Newsletter 2. Ask students to talk with their family members together about living and
nonliving things in the home.
2. Remind students to use a checklist to find common things around their homes to decide whether these things are living or
nonliving and talk about why. They can also add a few things to the checklist, such as a favorite stuffed animal, or fruits
and vegetables from the refrigerator.
3. Encourage students to share their results with the class.

PART 1  LESSON 1 91 

PART 1 LESSON 2
Language Focus
Science Vocabulary
OBJECTIVES
Vocabulary
• Acquire and Use Grade-Level Vocabulary
Language
• Language Function: Describe
• 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
• Recap Prior Knowledge
• Use Context to Build Concepts and Language
Science
• Sort and Classify Living Things

Language Focus
Teach / Model
1. Review Words to Know on Student’s Book page 72 using High-Frequency Word Routine: am, can, and not. Have students
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.
2. Read aloud the introduction on Student’s Book page 72 and play the song. Invite students to sing the song as you play it a
second time.
3. Display the examples and read them aloud:
• I am alive. I am healthy. I eat.
• My hat is not alive. It cannot eat.
4. Say: When you describe people and things, you tell what they are like. To model, have students point to objects (people,
plants, books, pets, supplies) in the classroom and say: The _____ (is, is not) alive. It can (not) _____.

Practice / Apply
1. Have partners describe the objects they drew in Share What You Know. Remind them to use the Words to Know am, can,
and not in their descriptions.
2. Display and use Academic Talk 1 to provide additional language support for students at all levels.

Check Understanding
Have students describe a living thing and a nonliving thing that would be found in a park using the Words to Know.

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

92  Unit 2   Shoot for the Sun

 Resources
XX High-Frequency Word Routine
XX Academic Talk 1
XX Vocabulary Routine 1
XX Key Word Images
XX Picture Dictionary
XX Oral Language Rubrics

Science Vocabulary
Teach / Model
1. Have students look at the picture on Student’s Book page 73. Introduce the concept: People, plants, and animals are
living. Living things need to breathe, eat, and drink to stay alive.
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: living.
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: Something that is living is alive. Have students point to the picture and tell what living things do.
2.4. Elaborate. Relate the word to your experience: I am living. I can breathe. I can move. I can eat. I can drink.

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
Review with students that people, plants, and animals are living things. Have students complete the language frame: I am
living. I can ____. Something that is nonliving cannot ____. Say: Add the ideas to your unit concept map.

Extension
Use Writing Routine 1. Write the word nonliving and prompt: What do you know about the meaning of the word nonliving?
Think about this word and write about it.

PART 1  LESSON 2 93 

PART 1 LESSON 3
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
• List Facts
Listening and Speaking
• Use Context and Visuals
Learning Strategies
• Use Graphic Organizers: List
• Reason Inductively
• Make Connections Across Content Areas
Science
• Sort and Classify Living Things

Thinking Map
Teach
1. Teach the vocabulary word list using Vocabulary
Routine 4. Display the Living Things Checklist. Point
to each fact on the list on Student’s Book page 74
and say: When you list facts, you write one fact
below the other.
2. Have students listen to “Living Things” as you read
it aloud (eVisual 2.2). Invite volunteers to list facts
eVisual 2.2
about “Living Things.”

Model
1. Model how to complete the checklist. Say: I am going to write a list for the facts that I read about in “Living Things.”
2. Point to the top row and explain: In the top row, I am going to write the title of the topic: “Living Things.” In the rows
below, I list the facts.
3. Point to each of the rows as you explain: First, I write: Living things can eat. On the next row, I write the fact: Living
things can drink. On the line below that fact, I write: Living things can move. I can use this list to check off facts to see if
something is living or nonliving.

Practice / Apply
1. Distribute Language Builder Picture Cards G1.13–20 to groups of students and have them use Practice Book 2.2. Ask
them to use these pictures, their prior knowledge, and the checklist to determine if the things in the pictures are living or
nonliving.
2. Use Multi-Level Strategies to help students at all proficiency levels.

BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH

Have students work together Ask students to work together in Have students create a Nonliving Things checklist. Have
in small groups to determine small groups to use the checklist them use it to determine if an object is nonliving.
if an object is living. Show to determine if an object is
them how to make a check living. Have them use the word
in the box next to the facts list to tell about the facts they
that are true. used.

94  Unit 2   Shoot for the Sun

 Resources
XX eVisual: 2.2
XX Language Builder Picture Cards G1.13–20
XX Practice Book: 2.2
XX Vocabulary Routine 1, 4
XX Key Word Images
XX Picture Dictionary
XX Key Words Test

Check Understanding
Ask students to use the checklist to demonstrate or pantomime examples of what living things can do. Then have them list what
living things can do.

Academic Vocabulary
Teach / Model
1. Invite students to discuss each picture on Student’s Book page 75.
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: exercise.
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: Exercise is movement that helps our health.
2.4. Elaborate. Relate the word to your experience: I jog every morning for exercise.

Practice / Apply
1. Read the instruction in Talk Together on Student’s Book page 75. Have partners take turns using Key Words in sentences.
2. Have volunteers share one sentence with the class.

Check Understanding
Point to a Key Word in the book and 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.

PART 1  LESSON 3 95 

PART 1 LESSON 3

Extension Resources
Expand Word Knowledge XX Vocabulary Routine 2, 3

Teach / Model XX Cooperative Learning Routines

1. Explain that students will be working in groups to create a window for XX Language Builder Picture Cards
a Key Word. G2.13–20
2. Use Vocabulary Routine 2 and model making a window about the XX Practice Book: 2.6
word food.
• Start with a horizontal piece of letter-size paper (8 1/2 x 11 inches)
and mark the center of the page.
• Fold the left half of the paper to the center line so that the edge meets
the center mark. Key word: Definition:
• Repeat with the right half. food something
• Write the word and draw a picture on the left half. Write the definition you eat
on the right half. Write a sentence using the word inside.

Practice / Apply
1. Assign a Key Word to each small group of students.
2. Have each group create a window for its assigned Key Word.
3. Display the windows in the classroom.

Check Understanding
Sentence:
Ask: Does the drawing in the window match the word? Why or why not? (Yes; I love to eat food.
esl_SWMLBBS_G1_Batch4_U2_p8-11.indd 9 1/28/10 3:18:01 PM

the drawing shows an apple and a sandwich, which are examples of food.)

Share Word Knowledge

Teach / Model
1. Referring students to the windows they made for Extension Activity 1,

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2. Group each student with a partner who studied a different word. Have them follow the steps in Vocabulary Routine 3 to

12:15:04 PM
share their word knowledge.
• Take turns reading each partner’s windows.
• Talk about how the sentences show the meanings of the words.
• Create sentences using the Key Word and have students write them in their journals.
• Draw a line under each Key Word.

Practice / Apply
1. Split each set of partners to form two separate groups. Form an Inside-Outside Circle with each group, using Cooperative
Learning Routines.
2. Have students rotate partnerships in the circles to practice asking and answering questions about their Key Words.

Check Understanding
1. Display Language Builder Picture Cards G1.13–20, and ask students to use Key Words to tell about living and nonliving
things. Remind them to use complete sentences.
2. You may need to talk briefly with students about the image on the card. Then provide a sentence frame for them and
prompt them to finish it: This picture shows _____.

96  Unit 2   Shoot for the Sun

Apply Word Knowledge
Teach / Model
1. Display Practice Book 2.6 and explain how to play the game Rivet:
• Each Key Word is shown with a write-on line for each letter in the word.
• You watch to see what letters I starts to fill in for each word.
• You guess the word.
• You fill in the rest of the letters.
2. Have students use Practice Book 2.6. Model an example. Draw six write-on lines and say: This word begins with I. Can
you guess the word? I will give it to you in a sentence: A _____ thing can eat food. (living)
3. Continue adding letters to the word until someone guesses the word correctly.

Practice / Apply
1. Review the instructions. Then write the first letter of each word and pause to give students an opportunity to guess the
word.
2. Ask students who think they know the word to raise their hands. Check to make sure students fill in the letters for each
word after it is guessed.
3. Monitor students as they follow your instructions. Restate instructions as needed.

Check Understanding
Have students look at number 2 and ask: Would a long word like exercise fit here? Why or why not? (No. Exercise has more
letters than this word.)

PART 1  LESSON 3 97 

PART 1 LESSON 4
Phonics Focus
(Final Blends nd, nk, nt, ng)
OBJECTIVES
Phonological Awareness & Phonics
• Learn About Final Blends
• Listen for Final Blends
Learning to Read
• Read Words with Final Blends
• Read Decodable Text

Phonics Focus
Teach
1. Write or display the following final blends: nd, nk, nt,
ng. Say: Remember that we talked about pairs of letters
working together. Today, we will talk about some of these
letter pairs that come at the ends of words. Point to each
blend as you say the letter names. Remind students that
letter combinations like these are called blends. Have
students repeat the word blends. Say: When we say a
word with a blend, we say each of the letter sounds in
the blend.
2. Listen to sounds. Use Phonological Awareness Routine 2. Tell students to listen carefully as you say a word with the final
blend nd. Say hand slowly, emphasizing each sound. Say it again, hesitating slightly before the blend (ha-nd). Have
students repeat the word after you.
3. Blend words. Distribute counters to students. Tell students that for every sound they hear, they will put one counter on their
desks in front of them. Model for students by blending the word hand sound by sound, /h/-/a/-/n/-/d/, 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 76. Use the same procedure to introduce the remaining blends and sample
words at the top of the page.
5. Repeat this process with other sample words until students are comfortable blending words with each of the final blends.
Use the following words. nd: bland, bend, bond, fund, sand, land; nk: bank, dunk, hunk, ink, link; nt: bent, cent, dent,
hint, hunt; ng: fang, hang, king, long, song.
6. If time permits, challenge students to blend words with both beginning blends and final blends. Model the first word for
them. Write the word blend on the board. Pronounce each sound as you point to the spelling, /b/-/l/-/e/-/n/-/d/. Have
students blend the word as you point to each spelling. Then continue with the following words: blind, grand, grind, stand,
drink, crank, blink, grant, plant, slant, bring, sling, slang, chant.

Model
1. Have students listen to the instructions for Listen and Learn. Answer any questions students may have.
2. Use item 1 to model the activity for students. Say: The picture word is plant. Repeat the word slowly. Say: I hear the blend
nt at the end of the word plant. My answer choices are grand, slant, and blank. I need to choose the word that ends with
the blend nt. Repeat the three choices. Say: I hear the blend nt at the end of the word slant. I will choose the word slant.

98  Unit 2   Shoot for the Sun

 Resources
XX Phonological Awareness Routine 2
XX Read on Your Own Book 38
XX Practice Book: 2.8

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?
Continue with the remaining items.
2. Assign Practice Book 2.8 for more practice. Read the
instructions with students. Then work with students to
complete the first item. Name the images for students.
(wing, plant, sing, band, drink) Have students
complete the remaining items independently. Then
review the page with students, making corrections as
necessary. Finally, have partners complete the activity
at the bottom of the page.

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 Words to Know am, can, and not and Key Words living, drink, breathe, eat, food, and move 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
77. 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 dog.
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 story 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 story and identifying words with the target blends. Monitor students as
they read. Compliment or correct as needed. Then ask the following questions:
• What is the first living thing in the text? (a dog)
• How can we tell that a dog is a living thing? (It can run, drink water, breathe, eat food, grow.)
• What is the next living thing in the text? (a plant)
• How can we tell that a plant is a living thing? (It can move, turn to the sun, make food, grow, breathe.)

Extension
Read on Your Own
Use Read on Your Own Book 38: Animals Sing for additional practice on reading decodable text with ending blends.

PART 1  LESSON 4 99 

PART 1 LESSON 5
Unit Launch
Reading: Preview
OBJECTIVES
Vocabulary Comprehension and Literary Analysis
• Use Grade-Level Vocabulary • Rhythm and Rhyme
• Use Academic Vocabulary Learning Strategies
Language • Use Prereading Supports
• Listen to a Preview • Build Background Knowledge
Reading Strategies
• Plan: Preview
• Monitor

Preview
Introduce
1. Have students look at the picture on Student’s Book pages 78–79 and read the title aloud. Ask: What do you see in the
picture?
2. Encourage students to use Key Words to describe what they see.

Genre
Read aloud the definition of a song at the top of Student’s Book page 78. Say: This selection is a song. A song is often like a
poem set to music. This song tells real information about living things. It is nonfiction.

100  Unit 2   Shoot for the Sun

Reading Strategy: Monitor
1. Direct students’ attention to the reading strategy on Student’s Book page 78: Monitor.
2. Tell students that it is important to monitor what they read to make sure they understand it. Say: Today, we will learn and
practice making sure that we understand what we read.

Preview and Build Background Knowledge

Conduct a picture walk.

Pages Say (and do)

This song is about living things. Living things need to eat and sleep. (Pantomime eating, and then pretend
80–81
to be asleep.)

82–83 Living things breathe air. (Breathe in and out.) Living things move around. (Run briefly in place.)

84–85 Plants are living things, too. These flowers are growing tall! (Hold your hand up high to show height.)

86–87 Plants need water, dirt, and sunlight to grow. These plants look very healthy!

There are many living things here. The dog, the bird, the hamster, and the students are all living. They can
88–91
all move, eat, and drink.

Check Understanding
Ask: What is this selection about? (being alive)

Cultural Perspectives
1. Explain to students that people around the world do activities to help them move and stay healthy, such as Tai Chi in
China or Cambodian classical dancing.
2. Have students talk about exercise they know from other countries, and model the movements if appropriate.

PART 1  LESSON 5 101 

PART 1 LESSON 5
Reading: Read & Build Comprehension
OBJECTIVES Reading Strategies
• Plan: Set a Purpose
Resources
Vocabulary
• Use Grade-Level Vocabulary • Monitor XX Practice Book: 2.2, 2.4
• Use Academic Vocabulary Comprehension and XX Vocabulary Routine 4
• Use Classroom Vocabulary Literary Analysis
Learning to Read • List Facts: Checklist
• Concepts of Print: Identify Uppercase Learning Strategy
Letters • Use Reading Supports

Read the Selection

Concept of Print: Identify Uppercase Letters
1. Say: In English, sentences begin with uppercase letters. Point to the A and the D on Student’s Book pages 80–81. Say:
This A and this D are both uppercase letters. Model writing both letters.
2. As students continue to read, pause to have them identify the uppercase letters in the text.

Reading Options
Scaffold the support for varied reading levels.

BELOW LEVEL ON LEVEL ABOVE LEVEL

Listen and Read Along Read Silently and Aloud Read Silently and Aloud
• Have students follow the text on Key • Help students set a purpose for • Have students read silently and study
Points Reading (Practice Book 2.4) reading—to get information. the pictures to help them understand
while you read it aloud. • Have students read silently first and what they read.
• Check understanding with selected then aloud. Check understanding • Have students read the song
Build Comprehension questions. with Build Comprehension questions. aloud. Encourage them to use the
pictures in discussing the Build
Comprehension questions.

102  Unit 2   Shoot for the Sun

Build Comprehension
Student’s Book Pages 80–81
Set a Purpose
Say: We will read to find out what makes something a living thing.

Monitor
1. Use Vocabulary Routine 4 to teach the vocabulary: monitor.
2. Say: When you monitor what you read, you pay attention to what you understand and don’t understand. When you
reread, you try to understand what you did not understand the first time.
3. Teach students how to monitor, using the language frames:
• Read the text, and stop to think about it: I read _____.
• Name something you do not understand: I do not understand _____.
• Reread to find words that help you understand: I reread and I find _____.
4. Read aloud the two pages. Model using the language frames to monitor:
• I read the question “Do you eat _____?”
• I do not understand the question.
• I reread the question and then look at the photo. I see the girl thinking about eating an apple. Now I understand what
eating means—putting food in my mouth.

List Facts
Remind students that a checklist (Practice Book 2.2) can help if they have to remember a lot of facts. Model making your own
checklist for “Living Things.” Make places for and mark off “eat” and “sleep.” Say: I know living things eat and sleep, so I
check them on my list of facts.
PART 1  LESSON 5 103 
PART 1 LESSON 5

104  Unit 2   Shoot for the Sun

Build Comprehension (continued)
Student’s Book Pages 82–87
Clarify
Point to one of the children in the illustration. Ask: Does he breathe? (yes) Point to the basketball. Does this breathe? (no)
Which is living? (the boy)
Use Visuals
Have students name three different ways the children are moving in the illustration. (running, jumping rope, stretching)
Monitor
Guide students to monitor their reading:
• What did you read about growing toward the sky? Stop and think about it. (Sample response: I read that the things
growing toward the sky are green and high.)
• Name one thing you do not understand. (Sample response: I do not understand what the green things are.)
• Reread the text and look at the pictures. What do you find that helps you understand now? (Sample response: I find
sentences that tell me the green things are plants.)
List Facts
Guide students to make a checklist of facts for plants. Ask: What do plants need? (water, sunshine, dirt)

Extension
Literary Analysis: Repetition
Have students read the song aloud. Point out that some sentences repeat, such as “Are you living?” Explain that repeating
sentences often help give a song a strong rhythm. Sing a few lines of the song aloud to model the rhythm. As you continue to
read, have students tell you which lines are repeated.
PART 1  LESSON 5 105 
PART 1 LESSON 5

106  Unit 2   Shoot for the Sun

Build Comprehension (continued)
Student’s Book Pages 88–93
Monitor
1. What did you read about living things? (I read that they move.) Name one thing you don’t understand. (Sample response:
I don’t understand what moving means.)
2. Reread the text. What did you find that helps you understand now? (Sample response: I read about flying and running. I
understand that moving means doing these things.)

List Facts
Have students make a fact checklist called “How Living Things Move.” Have them include human and animal movements.

Personal Response
Some of these children are playing soccer. What sports do you like to play? How do you move your body when you play that
sport? (Answers will vary.)

Make Connections
Say: The dog is walking. The bird is flying. What other animals do you know? How do they move? Have students model the
animals’ movements.

Identify Details
The hamster and the children are living things. What do they need? (to drink and to eat)

Extension
Fluency: Phrasing
1. Display pages 88–89. Say: When we read aloud a group of words that go together and then pause, we are reading
a phrase. Read the lines aloud on pages 88–89, and have students follow along. Point out how punctuation, such as a
comma or a period, can show when to pause after a phrase.
2. Read aloud the text again as you track the text with your finger, modeling proper phrasing.
3. Have students read aloud pages 90–91 to a partner, focusing on phrasing. Encourage them to tell why they paused where
they did.

Writer’s Craft
1. Explain to students that the words to the song match the song’s rhythm.
2. Use Writing Routine 2 to show students how to write lines for this song’s tune about something they like to eat.

Say Write
I want to write words to go with this song. I will write Do you like corn? Do you like corn?
about how I like corn. Yes, I do! Yes, I do!

3. Invite students to sing their song lyrics to the class.

PART 1  LESSON 5 107 

PART 1 LESSON 6
Think and Respond
Reread and Describe
OBJECTIVES
Vocabulary
• Use Grade-Level Vocabulary
• Use Academic Vocabulary
Language
• Describe
• List Facts
• Participate in a Discussion
Fluency
• Read with Phrasing
Comprehension and Literary Analysis
• Analyze Genre: Song
• Use Text Structure: Facts and Details
Learning Strategies
• Use Graphic Organizers: Checklist
• Reason Inductively
Writing
• Independent Writing

Think and Respond

Talk About It
1. Read aloud each question on Student’s Book page 92. 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.
• Cause and Effect: If a living thing does not eat, it will get much thinner.
• Identify Details: Sunshine helps plants grow tall.
• Classify: Something is living if it breathes, eats, and grows.

Write About It
1. Have students discuss ways they like to move.
2. Use Writing Routine 2 to help students put their thoughts in writing about how they like to move, using the Key Words and
the language frame: I like to ______ and ______.

Say Write
I like to run. I also like to dance to music. I like to run and dance.

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

108  Unit 2   Shoot for the Sun

 Resources
XX Practice Book: 2.7, 2.9
XX Writing Routine 2

Reread and Describe

Teach
1. Read aloud the question and instruction at the top of Student’s Book page 93. Review how to mark the checklist if
something is a fact.
2. Have partners check the applicable facts and add new facts that they learned in “Are You Living?” on Practice Book 2.7.

Talk About Your Checklist

1. Read the instructions on Practice Book 2.7.
2. Have partners use their checklists to describe the living things in the selection.
3. Record students’ descriptions for later review.

Describing Rubric

Scale Speaking Language

Beginning ¨¨
Does not speak clearly ¨¨
Is uncomfortable with the describing task

Intermediate ¨¨
Speaks clearly some of the time ¨¨
Seems somewhat comfortable with the describing task

Advanced ¨¨
Speaks clearly most of the time ¨¨
Seems mostly comfortable with the describing task

Advanced ¨¨
Always speaks clearly ¨¨
Is very comfortable with the describing tasks
High

Fluency
1. Remind students: Read each group of words carefully. Pause for punctuation.
2. Use the passage on Practice Book 2.9 to assess students’ ability to read with appropriate phrasing. Listen to each
recording and use the formula at the bottom to assess each student’s accuracy and rate.

PART 1  LESSON 6 109 

PART 1 LESSON 7
Word Work
OBJECTIVES
Vocabulary
• Use Academic Vocabulary
• Use Grade-Level Vocabulary
• Strategy: Sort Words
Learning Strategy
• Collaborate with Peers

Word Work
Teach
1. Read aloud the introduction on Student’s Book page 94.
2. Introduce the concept: When you sort words, you put the words together in a group. These words are the same, or alike.

Model
Point to and say aloud each word in the column labeled "Living Things" on Student’s Book page 94. Model: Boy, dog, and
plant are put in the same group because each is a living thing. Ball, flag, and clock are put in the other group because each
is a nonliving thing.

Practice / Apply
1. Read aloud the instructions in Try It Together on Student’s Book page 94. Have students work with partners to sort the
Language Builder Picture Cards G1.13–20 into two groups. Begin by showing students how to first name the items in the
cards, then sort the cards according to groups.
2. Use the Multi-Level Strategies to practice more with students at different levels.

BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH

Have students work with partners to sort each word and Have students sort these words into two groups: leaf, hair,
picture of each item into two groups: fruit, milk, candy, stem, arms, legs, petal. Encourage students to tell how they
water. Use Language Builder Picture Cards G1.27–28, and sorted the words and how the words in each group are
G1.32. alike.

Check Understanding
Ask students to sort these words into two groups: much, few, many, little. (group one: much, many; group two: few, little)

110  Unit 2   Shoot for the Sun

 Resources
XX Language Builder Picture Cards G1.13–20,
G1.27–28, G1.32

Extension
Review / Model
1. Review how to sort words. Remind students that when they sort, they put things that are alike in a group.
2. Say: I want to sort these words into the categories of water and land: river, mountain, ocean, stream, hill. First, I will think
about whether each word names water or land. Then I will sort each word into the correct group. (water: ocean, river,
stream; land: hill, mountain)

Practice / Apply
Have students sort these words into two groups: cloud, soil, air, grass, water, sun. Then have them tell how the two groups are
different. (The first group—air, cloud, sun—are all in the sky. The second group—grass, soil, water—are all on the ground.)

Check Understanding
Have partners sort as many Key Words as they can into verbs and nouns. Note that some words may be used as both verbs
and nouns. (verbs: breathe, eat, drink, move, exercise; nouns: drink, food, health, exercise)

PART 1  LESSON 7 111 

PART 1 LESSON 8
Reading
OBJECTIVES
Vocabulary Literary Analysis
• Use Academic Vocabulary • Analyze Text Structure: Steps in a Process
• Use Grade-Level Vocabulary • Analyze Genre: Diagram
• Use Classroom Vocabulary Learning Strategies
Language • Use Prereading Supports
• Listen to a Preview • Build Background Knowledge
• Participate in a Discussion • Use Reading Supports
Reading Strategies
• Plan: Preview
• Make Connections: Text to Text

Read the Selection

Making Connections
Read aloud the introduction at the top of Student’s Book page 95 and explain: “Are You Living?” was about things that are
living. In this selection, you will learn about a nonliving thing that was once living.

Genre
Read aloud the explanation of a diagram on Student’s Book page 95. Clarify: Diagrams use pictures and writing to explain
how something is made or how something works.

Preview and Build Background Knowledge

Conduct a picture walk.

Pages Say (and do)

A straw hat is nonliving. It is made from plants that were once alive. These pictures show and tell how the
96–97
hat is made.

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

• Read the diagram aloud for students • Read the diagram aloud and have • Have students read the diagram
and point to pictures as you talk. students follow and repeat the text. silently.
• Have students point to photos as you • Ask the Build Comprehension • Have partners share with each other
name them. questions to check understanding. what they thought was the most
• Check understanding with selected interesting part of the diagram.
Build Comprehension questions. Then ask the Build Comprehension
questions.

112  Unit 2   Shoot for the Sun

Build Comprehension
Student’s Book Page 95
Check Understanding
Ask: What does a diagram show? (how something works or how something is made)

Set a Purpose
Point to and read the title of the selection. Say: We will read this diagram to learn how a straw hat is made.

Personal Response
Do you like to wear hats? What kind of hats do you wear? (Answers will vary.)

Draw Conclusions
Is a straw hat living or nonliving? How do you know? (Nonliving; It does not eat, breathe, or drink.)

Cultural Perspectives
1. Explain to students that different cultural groups around the world wear traditional hats for special celebrations.
Display photos of people wearing these hats, such as a yarmulke, a kufi, and a kasa. Have students share
information about other hats they may know about.
2. Invite students to bring the hats to class for a show-and-tell.

PART 1  LESSON 8 113 

PART 1 LESSON 8

Build Comprehension (continued)

Student’s Book Page 96
Clarify
Clarify for students that when the plants are harvested and dried, they are no longer alive. Have them point to the photo that
shows the plants when they are alive. (Number 1)

Use Visuals
Point to the harvester. Ask: How do you think this machine makes work easier for the farmers? (It can cut a lot more than a
person can.)

Monitor
Review monitoring. Say: You read that plants grow tall and are collected. Stop and think about what you read. What is one
thing you do not understand? (I do not understand how the plants get out of the field.) Reread the text and look at the pictures.
What do you find that helps you understand now? (I reread about the farmer collecting the plants. I see how the machine
works now.)

Make Comparisons
How is the dry straw different from the living plants? (It is brown. The living plants are green; they are growing in the ground.)

Extension
Literary Analysis: Steps in a Process
1. Explain that sometimes writers show the steps needed to make or do something. Track the steps across the pages to model
how you read the steps in a process.
2. Have students suggest steps in a process they know, such as making toast or riding a bike.

114  Unit 2   Shoot for the Sun

Build Comprehension (continued)
Student’s Book Page 97
Compare and Contrast
Point to the image of the hat. Ask: How is this hat the same or different from other hats you have seen? (Answers will vary.)

Text Features
Read aloud the captions below the photos on page 97. Ask: Why is there a number before the sentences below each photo?
(The numbers show the order in which the straw was made into a hat.)

Monitor
What did you read? (I read that people make hats from straw.) Name one thing you do not understand. (I don’t understand
how they make the hats.) Reread the text and look at the pictures. What do you find that helps you understand now? (I see
that someone is braiding/weaving the hat. Now I understand how the hats are made.)

Extension
Home Connection: Checklists
Remind students of the checklists they made for Family Newsletter 2. Have them read their lists aloud to the class.

PART 1  LESSON 8 115 

PART 1 LESSON 9
Respond and Extend
Grammar
OBJECTIVES
Vocabulary
• Use Grade-Level Vocabulary
• Use Academic Vocabulary
Language
• Participate in a Discussion
Grammar
• Adjectives: Colors, Sizes, and Shapes
Comprehension and Literary Analysis
• Compare Genres
Learning Strategies
• Use Graphic Organizers: Chart
• Collaborate with Peers

Respond and Extend

Reread
Say: Let’s reread “A Straw Hat” and think about how it is different from “Are You Living?”

Compare Genres
1. Remind students that “Are You Living?” is a song and “A Straw Hat” is a diagram that explains how a straw hat is made.
2. Create groups and have students form a Jigsaw. (See Cooperative Learning Routines.) Focus students’ thinking by asking
questions:
• Language: How are the words different?
• Style: Do both selections use music?
• Text Features: Do both selections use rhyme and rhythm?
3. Have groups brainstorm ideas. Then have one student share the group’s ideas. Students should record their answers on
Practice Book 2.10.

Talk Together
1. Read aloud the instruction and question in Talk Together on Student’s Book page 98. Say: Think about what you learned
about being alive from reading “Are You Living?” and “A Straw Hat.” Explain your answer.
2. Add students’ 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 Provide sentence frames to Have students discuss nonliving things in the classroom
pictures or use drawings support answers, such as: and explain why they are not alive.
to share their thoughts. • I learned living things _____.
Encourage students to
• They need _____.
respond with single words
or phrases.

116  Unit 2   Shoot for the Sun

 Resources
XX Practice Book: 2.3, 2.5, 2.10, 2.11
XX eVisual: 2.3
XX Cooperative Learning Routines

Colors Sizes Shapes

red tiny round 

blue small square 

green big triangular 

orange huge rectangular 

eVisual 2.3

Grammar
Adjectives That Describe
1. Explain to students what an adjective is. Say: An adjective can tell the color, size, and shape of something. Display the
chart (eVisual 2.3) and read it aloud.
2. Have students describe a classroom item; you guess what they are describing. If students have difficulty choosing
adjectives, review words that tell about size, shape, and color. Remind them to use the word wall and words they have
collected in their vocabulary notebooks if needed. Then assign Practice Book 2.3.

Adjectives: How Many/How Much?

1. Tell students that adjectives can tell how many or how much of something.
eVisual 2.4 Say: Numbers are adjectives that tell how many.

Have students give examples of numbers. Then write some, few, little, and much. Say: Words like some, few, little, and
ESL_TE_G1U2_P1_D2_eV_T71a_2-4.indd 1
much are adjectives that tell how much.
2. Model telling how many and how much. Hold up three pencils and say: How many pencils are there? Have students count
them with you. Then say: There are three pencils. Three answers the question how many, so three is the adjective.
3. Have students name the adjective in the sentence I have three pets. (three) Have them tell whether the adjective tells how
many or how much. (how many) Then assign Practice Book 2.5.

Adjectives: Color, Size, and Shape

1. Read aloud the introduction on Student’s Book page 99. Point out that the adjectives in the sentence describe the nouns.
Say: Adjectives describe the colors, sizes, and shapes of nouns. Then work through the Grammar Rules box and the
examples.
2. Read aloud the Read a Sentence questions and the example. Have students tell you which words are the adjectives and
which words are the nouns, and why. If students have difficulty identifying the nouns and adjectives, ask: Which is the
color word? Which is the size word? Continue asking questions about the nouns. Then guide students to tell you that red
and small are adjectives that describe ribbon and hat.
3. Have partners work together to draw a shirt they have and then write a sentence describing it.
4. Have students complete Practice Book 2.11.

PART 1  LESSON 9 117 

PART 1 LESSON 10
Review
OBJECTIVES
Resources
Vocabulary Reading Strategy
• Use Grade-Level Vocabulary • Monitor XX Practice Book: 2.9
• Use Academic Vocabulary Reading Fluency XX High-Frequency Word
• Strategy: Word Sorts • Phrasing Routine
Language Literary Analysis XX Key Word Images
• Describe • List Facts XX eVisual: 2.4
Grammar Learning Strategies
• Adjectives • Review
Learning to Read • Reflect on Learning
• Words to Know
• Phonics Rules

Language: Describe, Words to Know

1. Organize the class into small groups. Have a member from each group describe Words to Know
a plant or an animal. Ask other members to draw a picture that matches the am
description.
can
2. Review the Words to Know using High-Frequency Word Routine. Students look at not
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
Key Words: Science and Academic Vocabulary
alive food
Display Key Word Images. Form two teams. Have the teams use the Key Words in
breathe health
sentences. The first team that uses all the words correctly in sentences wins.
drink living
Thinking Map: Checklist eat move
energy nonliving
Have students create a checklist by listing facts that show if something is nonliving.
exercise
Phonics
1. Write or display the following blends in chart form: nd, nk, nt, ng.
2. Say: I am going to say a word. Listen carefully for the ending blend. Then tell me in which column I should write the word.
3. Model for students using the word hand. Say the word slowly. Ask students to tell what blend they hear at the end of the
word hand. Then have them tell you in which column to write the word.
4. Continue with the following words: wing, wind, bent, mink, land, long, rent, bank, stand, long, hint, blink.

Reading Strategy: Monitor

1. Read aloud “Josi: I Think She Is a Doll” (eVisual 2.4). Help students
complete these language frames: I read ____. I do not understand ____. I
reread and I find ____.
2. Have students tell how monitoring what they read can make them better
readers: Monitoring helps me ____.

eVisual 2.4

118  Unit 2   Shoot for the Sun

Fluency: Phrasing
1. Have students review the fluency passage on Practice Book 2.9.
2. Then have students read and review the two reading passages they’ve learned in Unit 2, Part 1, focusing on phrasing.

Word Work: Word Sorts

1. Create word cards for each student, some with living things listed and some with nonliving things listed.
2. Distribute the cards randomly to students. Tell them that they will sort themselves, and everyone with a card naming a living
thing will go to one side of the classroom, while everyone with a card naming a nonliving thing will go to the opposite
side.
3. Once students have sorted themselves into two groups, ask: How did you know where to go?

Grammar: Adjectives
1. Have students draw pictures of some of their favorite things, such as toys or foods. Have them describe one item’s color,
size, and shape to a partner.
2. Invite pairs to present their pictures to the class and share about their favorite things.

PART 1  LESSON 10 119 

ORAL LANGUAGE PROJECT

Interview
Introduce the Activity
1. Recap prior knowledge by asking students to make a list of three living and three nonliving things from “Are you Living?”
and “A Straw Hat.” They can reference their Student’s Books, if necessary.
2. Ask students to describe an interview. Make sure they understand that in an interview, one person asks questions and
the other answers. Explain that students will interview the living and nonliving things from the selections. One student will
role-play a thing and the other student will ask questions to determine if the thing is living or nonliving. Then the roles will
switch and the student that played the thing will ask the questions

Plan
1. Divide the class into pairs. Have partners take turns asking and answering questions. Encourage the students who are
being interviewed to answer the questions with complete sentences. Post language frames:
• Do you breathe _____?
• Do you eat _____?
• Then you must be a _____ thing! What are you?

Practice
1. Have partners practice interviewing each other. Encourage students to stay on topic and speak clearly during the
interviews.
2. As students practice, use Multi-Level Strategies to help students at all proficiency levels.

BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH

Have students draw pictures Help students use appropriate Challenge students to add information to the interviews,
of the things they talk about words and speak clearly as including what the things do or what they are used for.
in their interviews. they practice their interviews.

Ask Away!
Have partners take turns interviewing each other in front of the class. Invite family members or another class to hear the
interviews.

Debrief and Compare

1. Have the class share what they liked about the interviews.
2. Ask the Big Question: When is something alive? Have students think about the things described in the interviews. Then
encourage them to add ideas to their unit concept maps.

120  Unit 2   Shoot for the Sun

Rubric: Interview
Use the rubric to evaluate students’ performance.
Interview Rubric
Scale Speaking Content Listening

¨¨
Is unable to stay on topic ¨¨
Is unable to describe people ¨¨
Is unable to communicate the
or things without guidance purpose for listening
¨¨
Is unable to speak clearly
Beginning about the topic Gives yes or no answers only ¨¨
¨¨ Listens but does not ask any
questions

¨¨
Some information is off topic ¨¨
Describes people or things ¨¨
Has trouble determining the
with some detail purpose for listening
¨¨
Speaks clearly about the topic
Intermediate some of the time ¨¨
Answers questions in a few ¨¨
Listens and asks some relevant
words questions

¨¨
Most information is relevant to ¨¨
Describes people or things ¨¨
Determines the purpose for
the topic with some detail using the listening with one example
words am, can, and not.
Advanced ¨¨
Speaks clearly about the topic ¨¨
Listens and asks relevant
most of the time ¨¨
Answers questions with an questions most of the time
adequate amount of detail

¨¨
Stays on topic ¨¨
Describes people or things ¨¨
Determines the purpose for
with a good amount of detail listening with two or three
Advanced ¨¨
Speaks clearly about the topic
using the words am, can, and examples
High not.
¨¨
Listens and asks relevant
¨¨
Answers questions clearly and questions
thoroughly

PART 1  ORAL LANGUAGE PROJECT 121