Teacher s Guide Force and Motion Pittsburgh Public Schools

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57237 WOL LLV Early FAM qxd Layout 1 4 3 08 9 05 AM Page ii. Copyright 2008 The Hampton Brown Company Inc a wholly owned subsidiary of. The National Geographic Society publishing under the imprints National Geographic. School Publishing and Hampton Brown, All rights reserved No part of this book may be reproduced or transmitted in any form. or by any means electronic or mechanical including photocopying recording or by an. information storage and retrieval system without permission in writing from the Publisher. National Geographic and the Yellow Border are registered trademarks of the National. Geographic Society,National Geographic School Publishing. Hampton Brown,P O Box 223220,Carmel California 93922. www NGSP com,Printed in the United States of America. ISBN 978 07362 57237,08 09 10 11 12 13 14 15 16 17.
10 9 8 7 6 5 4 3 2 1, 57237 WOL LLV Early FAM qxd Layout 1 4 3 08 9 05 AM Page 1. Program Overview Learning Masters,About the Program 2 What I Learned 22. Accessible Academic Content 4 How I Learned 23,Flexible Use 6 Theme Song 24. Learning Masters 25,Force and Motion Lessons Family Focus 29. Lesson Overview 8,Pre and Post Test,Lesson 1 10,Assessments.
Lesson 2 12,Lesson 3 14 Instructions 32,Lesson 4 16 Answer Key 33. Lesson 5 18 Student Profile 34,Class Profile 35,Pre Test 36. Post Test 38,Take Home Book Masters, 57237 WOL LLV Early FAM qxd Layout 1 4 3 08 9 05 AM Page 2. PROGRAM OVERVIEW,About the Program,Content and Literacy Development. for Diverse Language Learners, National Geographic s Windows on Literacy Language Literacy Vocabulary.
program is designed for today s classroom diverse challenging and complex. Many children come to school without the basic background knowledge and. oral language development needed for academic success Language Literacy. Vocabulary provides the extra support young learners need to experience. success from the start, National Geographic s Language Literacy Vocabulary program offers rich. opportunities for beginning learners to build background knowledge develop. vocabulary and oral language and learn grade level content Throughout. the nation teachers told us they needed materials that scaffolded the learning. so that children from diverse language backgrounds at risk readers and. children with learning challenges would have opportunities to achieve their. full potential The Language Literacy Vocabulary program meets this. need through, Thematic units built around essential key concepts in science social studies. Academic vocabulary development,Age appropriate and engaging nonfiction texts. Considerate text with strong picture text match, Scaffolded multilevel instruction for students at different levels. of language proficiency,Springboards to related reading and writing.
Customized instruction for English language learners ELLs. Research based instructional strategies,Rich and varied teacher support and tools. 57237 WOL LLV Early FAM qxd Layout 1 4 3 08 9 05 AM Page 3. About the Program,Consulting Author Linda Hoyt, Linda Hoyt is an educational consultant who strives. to help teachers and school districts implement best. practices in literacy instruction She has had a rich. array of experiences in education ranging from, classroom teaching to working as a reading specialist. curriculum developer Title 1 teacher staff developer. and Title 1 District Coordinator She is the author. of numerous books articles and videos and conducts. presentations and workshops on literacy throughout. the country,Program Advisor Mary Hawley, Mary Hawley is an educational consultant who has worked with teachers. educators and publishers to implement best practices for teaching students with. diverse language backgrounds She has taught English as a Second Language. in Mexico worked with migrant and refugee children in Indiana and studied. in Latin America In recent years she has been instrumental in developing. Spanish reading programs and products for English language learners. Program Reviewers, Susan Brandt Director of Staff Development and Support Programs.
Arlington Heights School District 25 Arlington Heights Illinois. Theresa Castelan English Language Development Resource Teacher. Clovis Unified School District Clovis California, Dr Beverly Ann Chin Professor of English University of Montana. Danielle Clayton Director of English Learners Kings Canyon Unified. School District Reedley California, Paula Olson retired teacher Fairfax County Public Schools Fairfax Virginia. Sheryl Powell Pre Kindergarten Teacher Wells Branch Elementary School. Austin Texas, 57237 WOL LLV Early FAM qxd Layout 1 4 3 08 9 05 AM Page 4. PROGRAM OVERVIEW,Accessible Academic Content,Success From the Start. Achieving academic success is essential for children to make adequate yearly. progress and for continued academic growth Conclusive data and research. show that children who fall behind on their acquisition of academic content. and vocabulary during the K 2 years will fall further behind as they advance. through the grade levels To help children achieve success from the start and. prevent them from falling behind Windows on Literacy Language Literacy. Vocabulary gives children access to the core grade level content they need. for standards based academic success through these features. Explicit instruction in core academic content and vocabulary to build. a foundation for future success,Focused targeted standards based content.
Alignment with TESOL standards, Multiple exposures to and applications of academic vocabulary. Carefully leveled developmental texts,Picture glossaries of key content vocabulary. Simple engaging and visually striking student book pages. Strong picture text match,Familiar language and simple sentence structures. Multiple opportunities for oral language development. Theme Builders for building background and developing oral language. Opportunities for writing and related reading, 57237 WOL LLV Early FAM qxd Layout 1 4 3 08 9 05 AM Page 5. Accessible Academic Content,One Program for Your Diverse Classroom.
Windows on Literacy Language Literacy Vocabulary recognizes that every. classroom includes diverse language learners as well as children whose. background knowledge and oral language require development Teachers. told us they wanted one program that they could use with English language. learners children with reading and vocabulary challenges and children with. learning issues that affect their ability to acquire and process language With. appropriate modifications for different needs Language Literacy Vocabulary. gives teachers a sound research based instructional plan to meet the common. needs among diverse language learners, 57237 WOL LLV Early FAM qxd Layout 1 4 3 08 9 05 AM Page 6. PROGRAM OVERVIEW,Flexible Use, Windows on Literacy Language Literacy Vocabulary is designed to be used. in a variety of classroom situations This flexibility allows you to custom fit. the program to match your scheduling and program needs. Regular Classrooms, The chart below shows the suggested pacing for use in the regular classroom. Each theme can be completed in five days,Pacing Guide. One Week for One Theme,Day 1 Lesson 1 Administer Pre Test.
Read Concept Book,Introduce Concepts and Vocabulary. Model the Reading,Day 2 Lesson 2 Reread Concept Book. Develop Concepts and Vocabulary,Introduce Comprehension Strategy. Small Group Reading,Modeled Writing,Day 3 Lesson 3 Read First Related Nonfiction Book. Develop Concepts and Vocabulary,Small Group Reading.
Practice Comprehension Strategy,Shared Writing, Day 4 Lesson 4 Read Second Related Nonfiction Book. Review Concepts and Vocabulary,Small Group Reading. Apply Comprehension Strategy,Guided Writing,Day 5 Lesson 5 Rereading and Assessment. Guided Writing,Optional Reading,Home Connection,Administer Post Test. 57237 WOL LLV Early FAM qxd Layout 1 4 3 08 9 05 AM Page 7. After School Programs,Flexible Use, Language Literacy Vocabulary works within a variety of after school programs.
Whether your after school program meets every day or only three days a week. the program can easily be adjusted to meet your scheduling needs. For programs that meet every day one theme can be completed each week of the program. Use the Pacing Guide on page 6, For programs that meet three times per week one theme can be completed every two. weeks Use the suggested plan shown below,Pacing Guide. Two Weeks for One Theme,Week 1 Day 1 Lesson 1 Week 2 Day 1 Lesson 4. Pre Test Read Second Related Nonfiction Book,Read Concept Book Review Concepts and Vocabulary. Introduce Concepts and Vocabulary Small Group Reading. Model the Reading Apply Comprehension Strategy,Week 1 Day 2 Lesson 2 Week 2 Day 2 Begin Lesson 5.
Reread Concept Book Assess and Extend, Develop Concepts and Vocabulary Rereading and Assessment. Introduce Comprehension Strategy Begin Guided Writing. Small Group Reading,Modeled Writing, Week 1 Day 3 Lesson 3 Week 2 Day 3 Complete Lesson 5. Read First Related Nonfiction Book Complete Guided Writing. Develop Concepts and Vocabulary Optional Reading,Small Group Reading Home Connection. Practice Comprehension Strategy Post Test,Shared Writing. Summer School Programs, Language Literacy Vocabulary is the perfect fit for your summer school program.
When time is short and results matter your class time must be productive The five day. lesson plan allows you to complete one theme during each week of your summer. school program Whether your summer school plan includes a four five or six. week program you can select developmentally appropriate themes that focus on the. content areas of math science and social studies while developing strong literacy skills. Four Week Program Five Week Program Six Week Program. Choose four themes Choose five themes Choose six themes. 57237 WOL LLV Early FAM qxd Layout 1 4 3 08 9 05 AM Page 8. Overview Force and Motion,STANDARDS Theme Materials. ACADEMIC LANGUAGE ELD Concept Book Nonfiction Books. Use academic vocabulary related to,the study of force and motion. Use appropriate language forms,to discuss force and motion and. to ask questions,Develop fluency in reading writing Level 8. listening to and speaking English, Understand that force can make Theme Builder Learning Masters.
things move,Classify different types of forces,Understand that a magnet attracts. some metal things,READING LANGUAGE ARTS,Learn and apply the comprehension. strategy Asking Questions,Use the text features,Highlighted Words and Chart. Write about force and motion, Learn and use vocabulary related to Take Home Book Masters. force and motion Audiolesson on CD,Force and Motion.
Before Theme Assessment,To compare progress before and after by. teaching this theme use the Pre Test and,Post Test Assessments pages 32 39. Optional Reading,Windows on Literacy Windows on Literacy. Content Based Fiction Nonfiction,The Fishing Game Level 7 Press a Button Level 6. Helping Toby s Team Level 8 Wind Power Level 16,Machines Make Fun Rides.
Magnets Level 17, 57237 WOL LLV Early FAM qxd Layout 1 4 3 08 9 05 AM Page 9. Instructional Highlights,Key Concepts Key Concept Words. A force is a push or a pull that attract move,makes an object move force pull. A magnet can pull or attract magnet push,some metal things. Different types of forces can,be classified Text Features.
Comprehension Strategy Highlighted Words,Asking Questions Chart. Theme Planner,Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5. Teacher s Guide Teacher s Guide Teacher s Guide Teacher s Guide Teacher s Guide. pp 10 11 pp 12 13 pp 14 15 pp 16 17 pp 18 19,Read Reread Read Read Assess. Force and Motion Force and Motion Push or Pull My Magnet and Extend. Administer Pre Test Develop Concepts Develop Concepts Review Concepts Administer Post Test. p 36 and Vocabulary and Vocabulary and Vocabulary p 38. Introduce Concepts Introduce the Small Group Reading Small Group Reading Rereading. and Vocabulary Comprehension Strategy, Asking Questions Practice the Apply the Guided Writing. Model the Reading Comprehension Strategy Comprehension Strategy. Small Group Reading Asking Questions Asking Questions Assessment Tools. Modeled Writing Shared Writing Guided Writing Optional Reading. Home Connection, 57237 WOL LLV Early FAM qxd Layout 1 4 3 08 9 05 AM Page 10.
Lesson 1 Read Force and Motion,OBJECTIVES Introduce Concepts and Vocabulary. Understand that a force is a push or, pull that makes an object move Introduce Theme Question as you make pushing motions with. Ask children What is the difference your hands and body Repeat. Learn and use vocabulary related to inviting children to sing and use. force and motion between pushing and pulling Explain. that they will learn about different pushing gestures along with you. Use photos to predict vocabulary Group children in pairs and have. forces that can be used to move, Use text features such as highlighted things and the language to use them use Learning Masters page 24. words to comprehend text when talking about forces to practice using the language of. force and motion,Materials Have children draw pictures of one. object that is moved by pushing Introduce Key Vocabulary. Teacher s Guide pp 10 11 Read Force and Motion Administer Pre Test p 36 Introduce Concepts and Vocabulary Model the Reading Lesson 2 Teacher s Guide pp 12 13 Reread Force and Motion Develop Concepts and Vocabulary Introduce the Comprehension Strategy Asking Questions Small Group Reading Modeled Writing

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