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For questions or more information, contact: Cambium Learning Voyager
17855 Dallas Parkway, Ste. 400 │ Dallas, TX 75287 1‐888‐399‐1995 www.voyagerlearning.com Lesson 5
Lesson 5 Materials
See the Book A Instructional
Planning Tools CD for a
complete list of materials
for this lesson.
Students demonstrate mastery of the Unit 5 sound-spelling
correspondences.
Phonemic Awareness Drills
X
Review the Anchor the Word arm motion before beginning the drills.
Rhyming
Use this drill to provide practice in generating rhyming words.
Using the items below, say the prompt word (in bold type) two times.
X
Have students:
X
• Repeat the prompt word each time.
• Say a word that rhymes with that word.
Example: Say top. Response top. Say top. Response top. Say a word that rhymes
with top. Response: hop, pop, drop, crop, and so on.
Follow this procedure with these words:
X
(sr) = student response
Say if. (sr)
Say if. (sr)
Say a word that rhymes with if.
stiff, sniff, whiff
Say cod. (sr) Say cod. (sr) Say a word that rhymes with cod. prod, sod, rod
Say sock. (sr) Say sock. (sr) Say a word that rhymes with sock. lock, dock, tock
X
Continue with the following words: not (got, hot, clot); stop (top, hop, pop, crop); lift
(gift, sift, swift); gill (will, sill, hill, trill)
Deletion
Use this drill to build students’ phonemic awareness by having them delete specific
sounds from words.
X
Begin with your left arm and the students’ right arms in position for the Anchor the
Word motion.
X
Using the items on the following page, say the prompt word (in bold type) two times.
X
Have students:
X
Tell students to say the prompt word, deleting the designated sound.
X
Have students:
• Repeat and anchor the word each time.
• Do the anchor motion as they respond.
Example: Say wilt. Response wilt. Say wilt. Response wilt. Say wilt without the / t /.
Response will.
Review &
Acceleration
Special Instructional
Support
English
Learners
Technology
Challenge
Te xt
Unit 5 • Lesson 5
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Use the following words and sounds:
(sr) = student response
Note: Nonsense words are acceptable responses for the deletion drill.
Say rocks. (sr)
Say rocks. (sr)
Say rocks without the / s /.
rock
Say stomp. (sr) Say stomp. (sr) Say stomp without the / m /.
stop
Say mitt. (sr)
Say mitt. (sr)
Say mitt without the / m /.
it
u
Continue with the following words: brass (without / r /, bass); dill (without / d /, ill);
grill (without / r /, gill); spot (without / s /, pot)
Substitution
Use this drill to build students’ phonemic awareness by having them omit and replace
specific sounds in words.
u
Using the items below, say and anchor the prompt word (in bold type) two times.
u
Have students:
• Repeat and anchor the prompt word each time.
• Substitute the specified sound in the word, and produce the new word.
• Do the anchor motion as they respond.
Example: Say sill. Response sill. Say sill. Response sill. Change the first sound in sill
to / p /. Response pill.
u
Use the following words:
(sr) = student response
Say sock. (sr) Say sock. (sr) Change the first sound in sock to / r /.
Say drop. (sr) Say drop. (sr) Change the first sound in drop to / k /.
Say flock. (sr) Say flock. (sr) Change the first sound in flock to / b /.
u
rock
crop
block
Continue with the following: jam (last sound to / z /; jazz); stick (last sound to / f /;
stiff ); pin (last sound to / l /; pill); clam (last sound to / s /; class)
Content Mastery: Learning the Code
Materials
Assessment:
Content
Mastery, p. 21
Name
Use this activity to assess students’ knowledge of letter-sound correspondences.
u
Distribute the Assessment: Content Mastery booklets to students.
Write the letter or letters for the last sound of each word that your teacher says.
1.
l
2.
ck
3.
p
4.
d
5.
ss
10.
o
Write the letter for the vowel sound in each word that your teacher says.
u
Read the directions for Content Mastery: Learning the Code, page 21, to students.
u
Have students:
i
7.
o
8.
a
9.
o
Total Number
/10
Correct ____________
Spelling Posttest 1
Lesson 5 • Step 2
Write the words that your teacher says.
• Write the letter or letters for the last sound in each word.
1. ill
Learning the Code
Lesson 5 • Step 1
2. dock
3. hop
here
will
there
lock
these
1.
2.
3.
4. pond 5. boss
4.
5.
6.
7.
8.
9.
10.
top
why
cross
those
where
• Write the letter for the vowel sound in each word.
6. will
7. sock
8. class
9. frog
10. lost
Total Number
/10
Correct ____________
Assessment: Content
Mastery, p. 21
Teacher Edition p. 597
Review &
Acceleration
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Special Instructional
Support
English
Learners
Technology
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Challenge
Text
11/12/07 2:35:35 PM
Teacher Edition, Book A • Unit 5 Sampler
u
u
Use the following recommendations to reinforce or reteach according to student
performance.
If . . .
Then . . .
Students score
below 80%
Reinforce:
• Sound Spelling Correspondences: Use Say and Write in Unit 5,
Lesson 1, Step 1.
Students score
at or below 60%
Reteach:
• Sound Spelling Correspondences: Use Segmentation, See and
Say, and Say and Write in Unit 5, Lesson 1, Step 1.
Continue with Content Mastery in Unit 5, Lesson 5, Step 2.
Students demonstrate spelling mastery of Unit 5 words using Spelling
Posttest 1. They also categorize words by the two sounds for o.
Content Mastery: Spelling Posttest 1
Materials
Assessment:
Content
Mastery, p. 21
Use Spelling Posttest 1 in Assessment: Content Mastery to identify words students
need to continue to practice.
Spelling Posttest 1 provides information that can be used to target instruction during
the rest of the unit. The words in italics are Essential Words.
u
Read the directions for Content Mastery: Spelling Posttest 1, page 21, to students.
u
Dictate each word on the list to students; say the word in the sentence; repeat the word.
u
Have students:
• Write the words you dictate in Content Mastery: Spelling Posttest 1.
1.
2.
3.
4.
5.
6.
7.
here
will
there
lock
these
top
why
8. cross
9. those
10. where
u
u
Here is your lunch money.
Will you be home by midnight?
Your teacher is over there.
Don’t forget to lock the door.
These flowers are beautiful!
Please clear the top of your desk.
Why can’t I go to the party?
Name
Learning the Code
Lesson 5 • Step 1
Write the letter or letters for the last sound of each word that your teacher says.
1.
l
2.
ck
3.
p
4.
d
5.
ss
10.
o
Write the letter for the vowel sound in each word that your teacher says.
i
7.
o
8.
a
9.
o
Total Number
/10
Correct ____________
Spelling Posttest 1
Lesson 5 • Step 2
Write the words that your teacher says.
1.
2.
3.
4.
5.
here
will
there
lock
these
6.
7.
8.
9.
10.
top
why
cross
those
where
Total Number
/10
Correct ____________
Assessment: Content
Mastery, p. 21
Teacher Edition p. 597
Look both ways before you cross the street.
Those pencils are mine.
Where did I put my keys?
Collect the student booklets. Score the tests and record test scores on the Content
Mastery Class Roster or the Online Assessment System.
Review correct answers with students.
Unit 5 • Lesson 5
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u
Use the following recommendations to reinforce or reteach according to student
performance.
If . . .
Then . . .
Students score
below 80%
Reinforce:
• Unit 5 Spelling Words: Use LANGUAGE! Words for Teachers
Word Card Generator for missed words.
Students score
at or below 60%
Reteach:
• Unit 5 Decodable Spelling Words: Use Build It in Unit 5,
Lesson 1, Step 2.
• Unit 5 Essential Words: Use Memorize It in Unit 5, Lesson 1,
Step 2.
Sort It: Sounds for o
Materials
Interactive Text
p. 195,
Exercise 1
Lesson 5
Use this activity to help students distinguish between two sounds represented by the
letter o.
Note: Use the Book A Instructional Planning Tools CD to create a transparency of
Exercise 1, Sort It: Sounds for o.
u
Display Exercise 1, Sort It: Sounds for o.
u
Read the instructions out loud.
u
u
Read aloud the first word in the box, lost, and model determing which column it
belongs in.
Exercise 1 • Sort It: Sounds for o
4 Read the words in the box.
lost
blot
lot
boss
soft
sob
clog
clock
ﬂoss
ﬂock
cross
cod
dog
dock
4 Sort the words by the two sounds for o: / ŏ / and / aw /.
4 Write the words in the correct vowel sound column.
/ o˘ /
HRUZ
RUZ
YUH
IRUM
IRUIQ
LRUIQ
IUJ
JUIQ
/ aw /
RUYZ
HUYY
YULZ
LRUYY
IXUYY
JUM
Have students:
• Write lost in the / aw / column.
Interactive Text
p. 195, Exercise 1
• Read the remaining words in the box.
Teacher Edition p. 597
• Sort the words by the two sounds for o: / ŏ / and / aw /.
• Write the words in the correct vowel sound column.
• If they finish quickly, try to sort the words by the number of sounds in each
word.
Special Instructional Support
Additional support for Word Recognition and Spelling can be
found in the following:
• LANGUAGE! Words for Teachers CD:
Word Card Generator—Sort Present and Present Progressive
Verb Forms
Review &
Acceleration
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Special Instructional
Support
English
Learners
Technology
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Challenge
Text
11/12/07 2:35:47 PM
Teacher Edition, Book A • Unit 5 Sampler
Students learn multiple meanings of words to develop rich word
associations.
Have students:
• Record multiple meanings on their templates.
• Generate spoken sentences, using different meanings of the word.
Examples:
1. They rocked in the chair on the porch.
2. The rock blocked the path in the forest.
:NKKGXZNW[GQK
XUIQKJZNKVOIZ[XKY
UTZNK]GRR
ZNKXUIQIUTIKXZ
Discuss meanings of the word and fill in spaces on the transparency.
u
:NKZKKTYKTPU_KJ
Write the target word, rock, in the center space of the transparency.
u
'Z_VKULS[YOI XUIQêT»XURR
Give students copies of the Multiple Meaning Map template.
u
:NKXUIQHRUIQKJZNK
VGZNOTZNKLUXKYZ
Display the Multiple Meaning Map transparency on the overhead.
XUIQ
u
'YZUTK
u
:NK_XUIQKJOTZNK
INGOXUTZNKVUXIN
Use this activity to guide students to learn multiple meanings of words.
'HGIQGTJLUXZN
SUZOUT
Materials
Multiple
Meaning Map
transparency
and templates
Multiple Meaning Map
:UYNGQKUXY]G_
OTG\OURKTZ]G_
Multiple Meaning Map
Multiple
Meaning Map
Teacher Edition p. 597
3. The earthquake rocked the pictures on the wall.
4. The teens enjoyed the rock concert.
Special Instructional Support
Additional support for Vocabulary and Morphology can be found
in the following:
• Sortegories Interactive CD
Unit 5: Categorize It
Unit 5 • Lesson 5
Exercise 2 • Masterpiece Sentences: Stage 3
4 Underline the adverb or the prepositional phrase that acts like an adverb.
Students expand the base predicates of sentences using adverbs or
prepositional phrases that act as adverbs.
4 Rewrite the sentence by moving the underlined part to the beginning.
4 Does the underlined part of the sentence tell how, when, or where? Label it.
]NKXK
1. The plant wilts on the hot sill.
5TZNKNUZYORRZNKVRGTZ]ORZY
]NKXK
2. The cabin stands past the still pond.
6GYZZNKYZORRVUTJZNKIGHOTYZGTJY
]NKT
3. Sal will hit the sack soon.
Masterpiece Sentences: Stage 3
Materials
Interactive Text
p. 196,
Exercise 2
Transparency
strips
Use this activity in the Interactive Text to review the movement of predicate expanders
and the use of commas to set off an adverbial phrase.
u
u
9UUT9GR]ORRNOZZNKYGIQ
]NKT
4. Scott drinks skim milk at lunch.
'ZR[TIN9IUZZJXOTQYYQOSSORQ
NU]
5. Kim will act in the cast with skill.
=OZNYQORR1OS]ORRGIZOTZNKIGYZ
Review Stage 3: Move the Predicate Painters with students.
Words or phrases that answer when, where, or how can be moved within the sentence.
Explain that commas are used to set off adverb phrases at the beginning of sentences.
Interactive Text
p. 196, Exercise 2
Teacher Edition p. 597
Unit 5 • Lesson 5
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Write the parts of the following sentence on pieces of transparency, as shown below.
Who did it?
What did he do?
When?
Julio
fed the dog
at night
.
u
Demonstrate moving the prepositional phrase that acts as an adverb, at night, to the
beginning of the sentences.
u
Add a comma to set off that prepositional phrase.
When?
At night
u
,
Who did it?
What did he do?
Julio
fed the dog
Follow the same procedure with the sentence Julia clapped at the end of the song.
Who did it?
What did she do?
When?
Julia
clapped
at the end of the song
When?
At the end of the song
u
.
,
Who did it?
What did she do?
Julia
clapped
.
.
Have students:
• Turn to Exercise 2, Masterpiece Sentences: Stage 3, in the Interactive Text,
page 196.
u
Read aloud the directions.
u
Guide students to underline the adverbial prepositional phrase in the first sentence.
u
Model rewriting the sentence so the prepositional phrase appears at the beginning
of the sentence and is set off by a comma.
u
Have students:
• Underline the prepositional phrase and rewrite the sentence as modeled.
• Write whether the prepositional phrase tells how, when, or where.
• Complete the remaining sentences independently.
u
Discuss answers as a class.
Review &
Acceleration
590
Special Instructional
Support
English
Learners
Technology
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Challenge
Text
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Teacher Edition, Book A • Unit 5 Sampler
Using there is and there are in Sentences
Refer to the Contrastive Analysis Chart for:
u
Point out that in Academic English, it’s important to
use there is and there are when pointing to something
far from you.
u
Follow the procedure below to give students practice
using there is and there are in sentences.
African American Vernacular English, p. A45.
When some speakers express “existence” in sentences,
the word it’s may be used to replace there is or there
are. The sentence “There are a lot of people here.” may
be expressed as It’s a lot of people here. These speakers
need to practice expressing “existence” in Academic
English, the English used in school, by using there is and
there are in existential sentences.
u
u
u
Why Do: Provides focused practice using there is and
there are in existential sentences.
How To:
u Use the following picture cards:
baseball cap
raincoat
boots
shorts
dress
slippers
gloves
sweater
jeans
tie
u
Explain that sometimes the way we say sentences in
informal conversation is different than the way we say
the same sentences in Academic English, the English
used in school. For example, in informal conversation,
you might point to a baseball cap far from you and
say: It’s a baseball cap. In Academic English, when
you point to a baseball cap, you would say: There is a
baseball cap.
Say: Listen and repeat.
For each picture card, model sentences using there is
and there are.
Raise the appropriate picture card as you say each
sentence. Show students the side of the card with the
picture’s name on it.
Examples: There is a baseball cap. Response There is
a baseball cap.
There are the boots. Response There are
the boots.
u
To provide additional practice, place students in pairs.
Have students:
• Write two sentences, one using there is and one
using there are.
• Use objects they see in the classroom in their
sentences.
• Volunteer to read their sentences to the class.
u
Walk around the room and monitor students’ use of
there is and there are in sentences.
u
Provide additional modeling and support when
necessary.
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Students prepare to write an expository paragraph by
reviewing the content of the Writer’s Checklist.
� Pre-write
Write
Revise
Prepare to Write:
Expository (Explanatory) Paragraph
Materials
Interactive Text
back cover,
Writer’s
Checklist
Book A Writer’s Checklist
Trait
Did I…
R Focus all sentences on the topic?
Ideas and Content
Use this activity along with the Writer’s Checklist to prepare students to
write an expository (explanatory) paragraph by reviewing the expectations for
writing a paragraph.
R Provide supporting details for my topic sentence?
R Include examples, evidence, and/or explanations to develop the supporting
detail sentences?
R Write a topic sentence?
Organization
R Tell things in an order that makes sense?
R Use transition words and/or phrases?
R Write a concluding sentence?
Voice and Audience
Awareness
R Think about my audience and my purpose for writing (such as to explain or to
tell a story)?
R Write in a clear and engaging way that makes my audience want to read my
work?
Word Choice
R Try to ﬁnd my own way to say things?
Sentence Fluency
R Write complete sentences?
R Use words that are speciﬁc to the topic/content?
R Expand some of my sentences by painting the subject and/or predicate?
Conventions
R Capitalize words correctly?
R Capitalize the ﬁrst word of each sentence?
Review: Writer’s Checklist
R Capitalize proper nouns, including people’s names?
R Punctuate correctly?
R Put a period or question mark at the end of each sentence?
R Put an apostrophe before the s in singular possessive nouns?
R Use a comma after an adverb phrase at the beginning of a sentence?
u
Have students:
R Use grammar correctly?
R Use the correct verb tense?
R Make sure the verb agrees with the subject in number?
R Spell correctly?
• Turn to the Writer’s Checklist on the back cover of the Interactive Text.
u
u
Review the Writer’s Checklist and point out the item pertaining to elaborations to
develop the supporting details in “Ideas and Content,” as well as subject expansion
in the “Sentence Fluency” section.
R Spell all Essential Words correctly?
R Apply spelling rules?
R The doubling rule (1-1-1 rule)
Interactive Text
back cover, Writer’s Checklist
Tell students that when they are writing they are responsible for items covered in
this and previous units. Encourage students to keep what they know about the parts
of a paragraph in mind as they write their paragraphs.
Students use an informal outline to write an
expository (explanatory) paragraph and use a
checklist to revise and edit it.
Pre-write
Write
Revise
Write It: Expository (Explanatory) Paragraph
Materials
Use this activity along with the informal outline to guide students to write an
Interactive Text expository (explanatory) paragraph.
p. 194, Exercise 4
(Unit 5, Lesson 4,
Step 6)
Write It: Expository (Explanatory) Paragraph
Completed
u Review with students the steps they will take to write an expository (explanatory)
informal (twocolumn) outline
paragraph.
transparency
1. Write a topic sentence that answers the prompt.
(Unit 5, Lesson 4,
Step 6)
2. Add the first supporting detail plus to the paragraph along with a transitional
Colored
word or phrase such as one ingredient, another ingredient, and a third
highlighters
ingredient.
Interactive Text
back cover,
3. Write one or two E’s (examples, evidence, or explanations) that make the
Writer’s Checklist
supporting detail clear.
Review &
Acceleration
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Special Instructional
Support
English
Learners
Technology
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Teacher Edition, Book A • Unit 5 Sampler
4. Continue adding supporting details plus transitions and E’s.
5. Write a concluding sentence that restates the topic sentence.
u
u
Display the Informal (Two-Column) Outline transparency from Unit 5, Lesson 4,
Step 6.
Have students:
Book A Writer’s Checklist
Trait
R Provide supporting details for my topic sentence?
R Include examples, evidence, and/or explanations to develop the supporting
detail sentences?
R Write a topic sentence?
Organization
R Tell things in an order that makes sense?
R Use transition words and/or phrases?
R Write a concluding sentence?
Voice and Audience
Awareness
R Think about my audience and my purpose for writing (such as to explain or to
tell a story)?
R Write in a clear and engaging way that makes my audience want to read my
work?
Word Choice
R Try to ﬁnd my own way to say things?
R Use words that are speciﬁc to the topic/content?
Sentence Fluency
• Use their completed Informal (Two-Column) Outline from Exercise 4,
Identify three “ingredients,” or types of music, in the
jazz recipe. Tell about them in a paragraph.
Once students have written their paragraphs, have them:
R Write complete sentences?
R Expand some of my sentences by painting the subject and/or predicate?
Conventions
R Capitalize words correctly?
R Capitalize the ﬁrst word of each sentence?
R Capitalize proper nouns, including people’s names?
Prepare to Write, in the Interactive Text, page 194, from Unit 5, Lesson 4, Step
6 to write their expository (explanatory) paragraph answering the prompt:
u
Did I…
R Focus all sentences on the topic?
Ideas and Content
R Punctuate correctly?
R Put a period or question mark at the end of each sentence?
R Put an apostrophe before the s in singular possessive nouns?
R Use a comma after an adverb phrase at the beginning of a sentence?
R Use grammar correctly?
R Use the correct verb tense?
R Make sure the verb agrees with the subject in number?
R Spell correctly?
R Spell all Essential Words correctly?
R Apply spelling rules?
R The doubling rule (1-1-1 rule)
Interactive Text
back cover, Writer’s Checklist
• Highlight or underline the sentences to check that their paragraphs have
a topic , supporting detail plus transitions , elaborations (E’s), and a concluding
sentence. Then, circle the transition words or phrases.
Unit 5 • Lesson 4
Exercise 4 • Prepare to Write
4 Study the Prompt
Read the prompt. Circle the topic. Underline the directions.
Identify three “ingredients,” or types of music, in the jazz recipe. Tell about them
in a paragraph.
4 Turn the Prompt into a Topic Sentence
Turn the prompt into the topic sentence for a paragraph. Write the topic sentence.
Three ingredients in the jazz recipe are dance music,
church music, and the blues . Dance music was
one ingredient . This was a combination of African and
European music . It was played by slaves at plantation
dances . Another ingredient was church music . It was
a new way of writing and playing old songs . African
Americans created it in their churches . A third ingredient
was the blues . Slaves were free by the time the blues
were ﬁrst played . But life was still hard . That made
people feel sad . Dance music, church music, and the
blues all helped create jazz .
:NXKK¸OTMXKJOKTZY¹OTZNKPG``XKIOVK]KXKJGTIK
S[YOIIN[XINS[YOIGTJZNKHR[KY
4 Add a Concluding Sentence
Write a concluding sentence. A concluding sentence restates the topic sentence.
*GTIKS[YOIIN[XINS[YOIGTJZNKHR[KYGRR
NKRVKJZUIXKGZKPG``
4 Informal (Two-Column) Outline
Topic: /TMXKJOKTZYOTPG``
(JGTIKS[YOI
(IN[XINS[YOI
(ZNKHR[KY
IUSHOTGZOUTUL'LXOIGTGTJ+[XUVKGTS[YOI
VRG_KJH_YRG\KYGZVRGTZGZOUTJGTIKY
TK]]G_UL]XOZOTMGTJVRG_OTMURJYUTMY
'LXOIGT'SKXOIGTYIXKGZKJOZOTZNKOXIN[XINKY
YRG\KYLXKK
ROLKYZORRNGXJ
SGJKVKUVRKLKKRYGJ
'TY]KXY]ORR\GX_
Interactive Text
p. 194, Exercise 4
(Unit 5, Lesson 4, Step 6)
Teacher Edition p. 598
Check It: Draft
u
Review each item on the Writer’s Checklist with students.
u
Have students:
• Check that they have fulfilled each item.
• Make any necessary revisions or corrections.
• Keep the final draft in their student notebooks.
Use the Homework
Options chart on page 533
to assign homework.
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X
Students read or listen to the selection “Growing Up With Jazz” to
expand vocabulary, answer comprehension questions, and engage in
critical thinking discussion.
Activate and Build Knowledge
Have students review the various meanings of the word jazz, using the Multiple
Meaning Map from Unit 5, Lesson 1, Step 3.
Focus on Vocabulary
Use the marginal gloss definitions to help students understand the meaning of the
highlighted vocabulary words (bugle, waifs, telegram, Broadway, improvisation)
and clarify the meaning in the context of this selection.
Define the word scat. nonsense syllables used instead of real words in jazz singing
Identify an example of scat. (lines 86–87)
:_VKULS[YOI
Guide Comprehension
Using “Growing Up With Jazz” in the Student Text, pages 124–127:
X
Have students read or listen for the meaning of the word jazz within the selection.
The word jazz in the context of this selection refers to a form of music with
improvisation.
X
Have students read or listen for information about Louis Armstrong’s life and what
made him a famous jazz musician.
X
Ask students to use contextual analysis to infer and discuss the meaning of the
phrase took to it. (line 37)
X
Use Think About It questions to guide reading.
1. What city was the home of Louis Armstrong? (line 11)
New Orleans was the home of Louis Armstrong.
Multiple
Meaning Map
(Unit 5, Lesson 1, Step 3)
Teacher Edition p. 598
©Louis Armstrong House & Archives at Queens College/CUNY
Clarify
Meaning
15
20
25
2. What two ways did he earn money as a child in New Orleans? (lines 18–20)
Louis sold newspapers and delivered buckets of coal to earn money.
3. What might have happened to his life if he had not been sent
to reform school?
Answers will vary but should note that the reform school provided regular
meals, clean clothes, a marching band and trumpet for Louis. If structure and
musical opportunities had not been provided, Louis might have ended up
living on the streets and not have become a famous jazz musician.
:NKZ]OTYHXU[MNZGRR
ZNKOXLG\UXOZKPG``UT
ZNKZXOV
Multiple Meaning Map
:NKYZ[JKTZYPG``KJ
[VZNKOXXUUSY]OZN
IURUXL[RVUYZKXY
X
Determine the purpose for
listening (e.g., enjoyment,
information, etc.
:USGQKSUXK
OTZKXKYZOTM
X
X
9Z[LL
X
Discuss types of music. Ask students if they listen to jazz. Play a sample of jazz
music, if possible.
Create a map or informal
outline while listening
:NKS[YOIOGTY]KXK
PG``OTMJ[XOTM
XKNKGXYGR
X
X
PG``
Build
Vocabulary
Challenge Text: “Growing Up With Jazz”
:UVRG_S[YOIOT
ZNKYZ_RKULPG``
Build
Knowledge
• Asking questions
for clarification and
understanding
• Comparing what is hear
to prior knowledge and
experiences
• Identifying fact and opinion
in visual media
:NKIUTIKXZ]ORR
LKGZ[XKPG``
Materials
Multiple
Meaning Map
templates
(Unit 5, Lesson 1,
Step 3)
Student Text
pp. 124–127
Demonstrate active
listening by:
side by side.” He lived in a home without electricity or
plumbing. Louis’ father left the family when Louis was
a baby, and times were hard.
By the fifth grade, Louis left school. Looking for
ways to earn money, he hit the streets and peddled
newspapers and delivered buckets of coal from a muledrawn wagon. With his earnings, his mother could
buy food and cook. Louis loved the red beans and rice
the people of New Orleans still love today. Most of
all, Louis loved listening to the bands that played in
parades and funerals. Recalling those days, Armstrong
later commented, “Even the pie man used to play
bugle
something on the bugle . The waffle man rang a big
triangle. The junk man had one of them long tin horns. a trumpet-shaped
horn without keys
In New Orleans, there was always something that was
nice, and always with music.” Louis himself sang on
street corners with a group of friends. He was with
friends when he got into bad trouble.
It was New Year’s Eve. Louis was about  years old.
He wanted to have some fun and impress his friends.
From a street corner, he fired a pistol he had taken
from his stepfather. He was arrested and sent to the
Colored Waifs ’ Home, a reform school. Amazingly,
waifs
was
a kid,
I would
do withoutabandoned
food
Louis “took to “When
it.” For Ithe
first
time,
he hadrather
regular
said
that?
The
who orphans
meals and than
cleanwithout
clothes. music.”
Best of Who
all, the
home
had
a personchildren;
dominated
jazz world
a century. Louis
marching band.
Louis the
learned
to playfor
thehalf
trumpet!
Armstrong.
Satchmo.
beloved
who
Within a year,
he proudly
led theThe
bandmost
through
his jazzman
old
5 ever lived.
neighborhood.
Louis
revered
statesman
of jazz
When he got
out,Armstrong
Louis spentwas
histhe
days
hauling
coal.
because
the landscape
of American
music.
He spent his
nightshe
in altered
the honky-tonks,
begging
for
the Years
example
of other
musicians
and
a chance toBenefiting
sit in withfrom
a band.
passed
before
he
the in
encouragement
snagged a job
a dance hall. of his wife, he emerged victorious
10 despite
hardship.
telegram
In ,
Armstrong
received a telegram from
On him
August
, ,immediately.
Louis was born
in New Orleans.
a message sent
Chicago ordering
to “come
I have
There,
thatfrom
Louis
were bornby a code-making
a job for you
in mypeople
band.”said
It was
hisand
oldjazz
friend
machine
together.
Louis
said itOliver.
himself.
“Jazz
and I grew up
and mentor,
the famous
“King”
With
a few
dollars in his pocket, his horn, and a fish sandwich,
he took the train to Chicago. In Chicago, Armstrong
Growing Up
With Jazz
30
35
40
45
124
50
125
Student Text
pp. 124–127
Teacher Edition pp. T168–T169
Review &
Acceleration
594
Special Instructional
Support
English
Learners
Technology
Unit 5 • Challenge Text for Extended Learning
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Challenge
Te xt
12/3/07 3:02:22 PM
Teacher Edition, Book A • Unit 5 Sampler
4. After Louis Armstrong became famous, he returned to New Orleans, his
hometown. Why do you think he returned? Do you think you will visit the
place where you grew up when you are an adult? Why or why not?
Possible reasons for Louis Armstrong’s return to New Orleans are that he
loved the music in New Orleans, his family lived there, and he served as King
Zulu in the Mardi Gras parade. He may also have enjoyed returning to New
Orleans as a hometown boy who became famous. Answers will vary as to
students’ personal reasons for returning to their hometown.
5. What accident helped to make Louis Armstrong famous? (lines 88–92)
One day, Louis Armstrong forgot the words to the song he was recording and
just sang using nonsense syllables. That accident helped make him famous.
6. When Louis Armstrong forgot the words to the song he was singing, he chose
to continue by singing nonsensical words. Why do you think he chose to
continue rather than quit?
Answers will vary. The text suggests that he did not want to spoil the master
recording. (line 90)
Unit 5 • Challenge Text for Extended Learning
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75
Students write an expository (explanatory)
paragraph based on a jazz recording.
Pre-write
Write
Revise
Challenge Writing: Expository (Explanatory) Paragraph
Book A Writer’s Checklist
Trait
Materials
Jazz recording
Interactive Text
back cover,
Writer’s
Checklist
Set the Stage
u
R Write a topic sentence?
Obtain a jazz recording to play for the students. A Louis Armstrong selection is
ideal, but any jazz recording will work.
Write the following topic on the board or an overhead:
R Write a concluding sentence?
R Try to ﬁnd my own way to say things?
R Use words that are speciﬁc to the topic/content?
R Write complete sentences?
R Expand some of my sentences by painting the subject and/or predicate?
Conventions
R Capitalize words correctly?
R Capitalize the ﬁrst word of each sentence?
R Capitalize proper nouns, including people’s names?
R Punctuate correctly?
R Put a period or question mark at the end of each sentence?
R Put an apostrophe before the s in singular possessive nouns?
R Use a comma after an adverb phrase at the beginning of a sentence?
R Use grammar correctly?
R Use the correct verb tense?
R Make sure the verb agrees with the subject in number?
R Spell correctly?
R Spell all Essential Words correctly?
R Apply spelling rules?
R The doubling rule (1-1-1 rule)
Interactive Text
back cover, Writer’s Checklist
Pre-write
u
Play 3–5 minutes of the jazz recording and ask students as they listen to take notes
on what they like and don’t like about the piece of jazz. You may need to play the
recording twice so that students can explore their reactions fully.
u
Arrange students in groups of three, and have them share with one another their
likes and dislikes. Students may add likes or dislikes to their original lists.
u
Ask students to circle on their notes the three reasons they like or three reasons
they dislike the piece of music. They will use these reasons in their paragraphs.
u
R Think about my audience and my purpose for writing (such as to explain or to
tell a story)?
R Write in a clear and engaging way that makes my audience want to read my
work?
Word Choice
Sentence Fluency
Guide the Writing Process
u
R Tell things in an order that makes sense?
R Use transition words and/or phrases?
Voice and Audience
Awareness
After listening to an excerpt of a jazz recording, identify three
things you like or dislike about the piece of music. Write a paragraph
explaining three reasons why you like or dislike the music.
Pair/Share
R Provide supporting details for my topic sentence?
R Include examples, evidence, and/or explanations to develop the supporting
detail sentences?
Organization
u
Did I…
R Focus all sentences on the topic?
Ideas and Content
Lead the class in brainstorming a Number topic sentence for the paragraphs. Write
possible topic sentences on the board or an overhead. (A possible topic sentence
might be “I like jazz music for three reasons.”)
Review with students the Book A Writer’s Checklist, pointing out the skills for
which they will be responsible.
Write
u
Ask students to copy from the board or overhead the topic sentence that applies to
their reaction to the jazz piece.
u
Tell students to complete their paragraphs, referring to their notes for the circled
reasons why they like or dislike the jazz piece.
Revise and Edit
u
u
Ask students to re-read their work using the Book A Writer’s Checklist and make
any revisions or corrections.
After reviewing the students’ paragraphs, ask them to put their work in their student
notebooks.
Review &
Acceleration
596
Special Instructional
Support
English
Learners
Technology
Unit 5 • Writing Using the Challenge Text
TE_U05L05_A2_5p.indd 596
76
Challenge
Text
11/12/07 2:37:17 PM
Teacher Edition, Book A • Unit 5 Sampler
Unit
5 • Lesson 5
Answer Keys
Lesson 5
Name
Learning the Code
Exercise 1 • Sort It: Sounds for o
Lesson 5 • Step 1
Write the letter or letters for the last sound of each word that your teacher says.
1.
l
2.
ck
3.
p
4.
d
4 Read the words in the box.
5.
ss
Write the letter for the vowel sound in each word that your teacher says.
i
7.
o
8.
a
9.
o
10.
o
3.
4.
5.
7.
8.
9.
10.
soft
sob
clog
cod
dog
dock
/ o˘ /
Write the words that your teacher says.
6.
boss
cross
/ aw /
RUYZ
HUYY
YULZ
LRUYY
IXUYY
JUM
HRUZ
RUZ
YUH
IRUM
IRUIQ
LRUIQ
IUJ
JUIQ
Lesson 5 • Step 2
here
will
there
lock
these
lot
ﬂock
4 Write the words in the correct vowel sound column.
Spelling Posttest 1
1.
blot
ﬂoss
4 Sort the words by the two sounds for o: / ŏ / and / aw /.
Total Number
/10
Correct ____________
2.
lost
clock
top
why
cross
those
where
Total Number
/10
Correct ____________
Unit 5 • Learning the Code & Spelling Posttest 1
21
Unit 5 • Lesson 5
Assessment: Content Mastery, p. 21
195
Interactive Text p. 195, Exercise 1
Multiple Meaning Map
Unit 5 • Lesson 5
:NKKGXZNW[GQK
XUIQKJZNKVOIZ[XKY
UTZNK]GRR
4 Does the underlined part of the sentence tell how, when, or where? Label it.
]NKXK
1. The plant wilts on the hot sill.
5TZNKNUZYORRZNKVRGTZ]ORZY
]NKXK
2. The cabin stands past the still pond.
6GYZZNKYZORRVUTJZNKIGHOTYZGTJY
]NKT
3. Sal will hit the sack soon.
9UUT9GR]ORRNOZZNKYGIQ
]NKT
:NKZKKTYKTPU_KJ
ZNKXUIQIUTIKXZ
'Z_VKULS[YOI XUIQêT»XURR
:UYNGQKUXY]G_
OTG\OURKTZ]G_
4 Rewrite the sentence by moving the underlined part to the beginning.
4. Scott drinks skim milk at lunch.
'ZR[TIN9IUZZJXOTQYYQOSSORQ
NU]
5. Kim will act in the cast with skill.
=OZNYQORR1OS]ORRGIZOTZNKIGYZ
:NK_XUIQKJOTZNK
INGOXUTZNKVUXIN
'HGIQGTJLUXZN
SUZOUT
XUIQ
:NKXUIQHRUIQKJZNK
VGZNOTZNKLUXKYZ
'YZUTK
Exercise 2 • Masterpiece Sentences: Stage 3
4 Underline the adverb or the prepositional phrase that acts like an adverb.
Multiple Meaning Map
© 2009 by Sopris West Educational Services. All rights reserved.
Multiple Meaning Map
46
196
Unit 5 • Lesson 5
Interactive Text p. 196, Exercise 2
TE_U05L05_A2_5p.indd 597
Unit 5 • Lesson 5
597
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77
Unit
5 • Lesson 5
Answer Keys
Multiple Meaning Map
Unit 5 • Lesson 4
*GTIKS[YOIIN[XINS[YOIGTJZNKHR[KYGRR
NKRVKJZUIXKGZKPG``
PG``
4 Informal (Two-Column) Outline
Topic: /TMXKJOKTZYOTPG``
(ZNKHR[KY
VRG_KJH_YRG\KYGZVRGTZGZOUTJGTIKY
TK]]G_UL]XOZOTMGTJVRG_OTMURJYUTMY
'LXOIGT'SKXOIGTYIXKGZKJOZOTZNKOXIN[XINKY
YRG\KYLXKK
ROLKYZORRNGXJ
SGJKVKUVRKLKKRYGJ
'TY]KXY]ORR\GX_
194
Unit 5 • Lesson 4
:NKIUTIKXZ]ORR
LKGZ[XKPG``
(IN[XINS[YOI
IUSHOTGZOUTUL'LXOIGTGTJ+[XUVKGTS[YOI
:_VKULS[YOI
(JGTIKS[YOI
© 2009 by Sopris West Educational Services. All rights reserved.
Interactive Text p. 194, Exercise 4
(Unit 5, Lesson 4, Step 6)
598
Multiple Meaning Map
46
Multiple Meaning Map
(Unit 5, Lesson 1, Step 3)
Unit 5 • Lesson 5
TE_U05L05_A2_5p.indd 598
78
:NKYZ[JKTZYPG``KJ
[VZNKOXXUUSY]OZN
IURUXL[RVUYZKXY
Write a concluding sentence. A concluding sentence restates the topic sentence.
ZNKOXLG\UXOZKPG``UT
ZNKZXOV
4 Add a Concluding Sentence
:NKZ]OTYHXU[MNZGRR
:NXKK¸OTMXKJOKTZY¹OTZNKPG``XKIOVK]KXKJGTIK
S[YOIIN[XINS[YOIGTJZNKHR[KY
:USGQKSUXK
OTZKXKYZOTM
Turn the prompt into the topic sentence for a paragraph. Write the topic sentence.
9Z[LL
4 Turn the Prompt into a Topic Sentence
PG``OTMJ[XOTM
XKNKGXYGR
Identify three “ingredients,” or types of music, in the jazz recipe. Tell about them
in a paragraph.
:UVRG_S[YOIOT
ZNKYZ_RKULPG``
Read the prompt. Circle the topic. Underline the directions.
:NKS[YOIOGTY]KXK
Exercise 4 • Prepare to Write
4 Study the Prompt
11/12/07 2:37:33 PM
Teacher Edition, Book A • Unit 5 Sampler