EMC Publishing. Differentiated Instruction for English Language Learners Level III

251 Pages·3.37 MB·

Level III
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Differentiated Instruction for English Language Learners, Level III
Care has been taken to verify the accuracy of information presented in this book. However, the
authors, editors, and publisher cannot accept responsibility for Web, e-mail, newsgroup, or chat
room subject matter or content, or for consequences from application of the information in this
book, and make no warranty, expressed or implied, with respect to its content.
Trademarks: Some of the product names and company names included in this book have
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affiliation, association, or connection with, or sponsorship or endorsement by, such owners.
ISBN 978-0-82193-122-6
© 2009 by EMC Publishing, LLC
875 Montreal Way
St. Paul, MN 55102
E-mail: [e-mail]
Web site: www.emcp.com
All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without prior written permission from the publisher. Teachers using
Mirrors & Windows: Connecting with Literature, Level III may photocopy complete pages in
sufficient quantities for classroom use only and not for resale.
Printed in the United States of America
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CONTENTS
Introduction v
Unit 1
Charles, by Shirley Jackson 1
Analyze Sequence of Events
A Mother in Mannville, by Marjorie Kinnan Rawlings 12
Use Context Clues
Unit 2
The Tell-Tale Heart, by Edgar Allan Poe 26
Understand Literary Elements
Born Worker, by Gary Soto 37
Compare and Contrast
The Medicine Bag, by Virginia Driving Hawk Sneve 53
Visualize
The Story of Iqbal Masih, by David L. Parker 68
Make Inferences
Luke Baldwin’s Vow, by Morley Callaghan 78
Analyze Cause and Effect
Unit 3
Ishi in Two Worlds, by Theodora Kroeber 96
Author’s Perspective
The Struggle to Be an All-American Girl, by Elizabeth Wong 108
Take Notes
Appearances Are Destructive, by Mark Mathabane 117
Identify Main Idea
Unit 5
Dreams /A Dream Deferred, by Langston Hughes 125
Identify Main Idea
from Immigrant Kids, by Russell Freedman 132
Identify Main Idea
Unit 6
Southbound on the Freeway, by May Swenson 142
Analyze Text Organization
Ode to My Socks, by Pablo Neruda 149
Identify Author’s Purpose
Birdfoot’s Grampa, by Joseph Bruchac 157
Compare and Contrast
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Unit 7
Sorry, Right Number, by Stephen King 163
Text Organization
Unit 8
Where the Girl Rescued Her Brother, by Joseph Bruchac and Gayle Ross 188
Summarize
John Henry Blues, Anonymous 198
Understand Literary Elements
Annie Christmas, by Walker Brents 205
Compare and Contrast
Paul Bunyan of the North Woods, by Carl Sandburg 214
Identify Author’s Purpose
Answer Key
Charles 221
A Mother in Mannville 222
The Tell-Tale Heart 223
Born Worker 224
The Medicine Bag 225
The Story of Iqbal Masih 226
Luke Baldwin’s Vow 228
Ishi in Two Worlds 229
All-American Girl 230
Appearances Are Destructive 232
Dreams /A Dream Deferred 233
from Immigrant Kids 233
Southbound on the Freeway 235
Ode to My Socks 235
Birdfoot’s Grampa 236
Sorry, Right Number 237
Where the Girl Rescued Her Brother 239
John Henry Blues 241
Annie Christmas 242
Paul Bunyan of the North Woods 243
Literary Credits 244
Photo Credits 245
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Introduction
Differentiated Instruction for English Language Learners provides activities that
increase students’ comprehension, vocabulary, oral language development, and
English language skills. The lessons in this book can be used with equal success for
all developing readers, not just English language learners.
In English Language Learners, students interact with authentic selections from
their Mirrors & Windows: Connecting with Literature textbook, applying reading
strategies and skills to fiction, nonfiction, poetry, drama, and folk literature. The
lessons include instruction and exercises for use before, during, and after selected
readings, integrating the following instructional features to help students become
active and successful readers.
Lesson Features
Before Reading
• A bout the Selection builds background and engages students by giving a brief
synopsis of the selection.
• M ake Connections poses questions that help students connect new material
with what they already know.
• A nalyze Literature explains literary techniques and concepts and asks students
to apply their understanding of those elements.
• U se Reading Skills provides instruction and a full-size graphic organizer for
the reading skill introduced in the textbook.
• P review Vocabulary introduces the key vocabulary words and idioms that appear
in the selection and that English language learners may be unfamiliar with.
During Reading
• N ote the Facts questions check comprehension by asking for answers that can
be found directly in the text.
• R ead Aloud prompts help develop fluency and comprehension by offering
opportunities for students to read passages aloud and answer questions about
them.
• T hink and Reflect questions chunk the text into smaller sections and ask
higher-level critical thinking questions that require students to interpret, infer,
analyze, evaluate, or synthesize.
• B uild Vocabulary questions and hints highlight vocabulary words and idioms
as they are used in context.
• A nalyze Literature notes ask students to apply literary analysis at point of use
as they read the selection.
• R eading Skills prompts follow up on the reading skill for each selection during
reading.
• C ulture Notes explain cultural traditions or practices that might be new to
non-native speakers.
• V ocabulary words are defined and accompanied by phonetic pronunciations.
These pronunciations help students develop phonological awareness (the
consciousness of the sounds of language). They also help students learn
phonics (the methodology that deals with the relationship between alphabet
letters and sounds).
• Footnotes explain references, unusual usage, and uncommon terms or words.
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After Reading
• R eading Check assesses literal reading comprehension with multiple-choice
questions that focus on facts or conclusions about the selection.
• V ocabulary Check uses multiple-choice questions to review the vocabulary
and idioms that were covered in the selection.
• A nalyze Literature follows up on the literary technique introduced before
reading and applied during reading.
• U se Reading Skills synthesizes the material gathered in the graphic organizer
during reading.
• B uild Vocabulary or Grammar & Style activities help English language
learners develop vocabulary skills and review and apply grammar and writing
concepts.
• E xtension Activities provide individual and collaborative learning
opportunities for students to develop and extend their skills in writing,
speaking and listening, and working together with their classmates.
Related Program Resources
The Mirrors & Windows literature program is designed to help all students
succeed. Differentiated instruction is included throughout the program to help
you customize your lessons to meet the needs of all your students. You can quickly
find all the components listed below in the lesson plans located in the Program
Planning Guide.
• V ocabulary & Spelling workshops in the Student Edition cover the basics and
make sure your students can meet language-arts standards.
• A pronunciation key for vowel and consonant sounds is included in the
Glossary of Vocabulary Words in the back of the Student Edition.
• T he Differentiated Instruction for Developing Readers supplement supplies
reading-specific support for about twenty selections from the textbook.
• T he Meeting the Standards unit resource books offer vocabulary-development
and reading-skills activities for every lesson in the textbook.
• E xceeding the Standards: Vocabulary & Spelling provides developmental
lessons to build word study skills
• T he bottom margins of the Annotated Teacher’s Edition contain hundreds
of notes addressing English language learning, developmental reading, and
reading styles.
• T imed Reading Fluency Assessments in the Assessment Guide offer oral fluency
practice and assessment.
• T he Mirrors & Windows website (www.mirrorsandwindows.com) and
EMC Launchpad offer additional support for English language learners and
developing readers, including additional fluency activities to build word
recognition skills, silent reading fluency, and oral reading fluency.
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Name: ____________________________________________________ Date: __________________
BEFORE READING
page 9
A Short Story by
Shirley Jackson
ABOUT THE STORY
In “Charles,” a mother tells a story about her son, Laurie, who is starting
kindergarten. He comes home with stories about a boy who often misbehaves. The
story does not take place today. Look for behavior by the teacher that would not be
tolerated today.
MAKE CONNECTIONS
What are your memories of elementary school? Was there a student who didn’t
follow the rules? What did he or she do?
ANALYZE LITERATURE: Plot
A plot is a series of events related to a central conflict,
or struggle. A plot usually involves the introduction of a
conflict, the events that develop that conflict, and the
eventual resolution of the conflict.
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USE READING SKILLS: Analyze Sequence of Events
As you read, write down what Charles does; these are the events that
develop the conflict. When you are done reading, explain the resolution of the
conflict. Note that the conflict has been indicated for you.
Events That Develop the Conflict
Conflict
The impact Laurie’s parents think Charles is having
on him.
Resolution
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PREVIEW VOCABULARY
Key Words and Words and Phrases in Definition Practice
Phrases Context Write down what you Practice using the key
Read each key word and Read to see how the key think the word or phrase words and phrases by
rate it using this scale: word or phrase can be means. Then use a completing the following
1 I don’t know this word used in a sentence. dictionary to check your sentences.
or phrase at all. definition.
2 I ’ve seen this word or
phrase before.
3 I know this word or
phrase and use it.
insolently The girl spoke to her mom It’s best not to speak
in•so•lent•ly insolently, calling her insolently to...
(in s[e]> lent l7) names.
adverb
1 2 3
elaborately Grandma embroidered Things that can be done
e•lab•o•rate•ly elaborately, placing elaborately include...
(i la> b[e] r@t l7) many details in a forest
adverb scene.
1 2 3
mindful Craig was mindful that When traveling abroad,
mind•ful he had homework to do it is important to be
(m8n[d]> f@l) because he had written mindful about...
adjective down his assignments.
1 2 3
matronly The matronly nurse put People who are matronly
ma•tron•ly a bandage on Ashley’s cut like to...
(m6> tr3n l7) knee, rubbed her arm,
adverb and told her she was a
brave girl.
1 2 3
haggard Having worked for The opposite of haggard
hag•gard sixteen hours straight, is...
(ha> g@rd) Bill the mechanic looked
adjective haggard.
1 2 3
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DURING READING
A Short Story by
Shirley Jackson
The day my son Laurie started kindergarten he renounced1
Note the Facts
corduroy overalls with bibs and began wearing blue jeans with
Is Laurie afraid of going to a belt; I watched him go off the first morning with the older girl
kindergarten? How can you tell? next door, seeing clearly that an era of my life was ended, my
5 sweet-voiced nursery-school tot replaced by a long-trousered,
swaggering2 character who forgot to stop at the corner and
wave good-bye to me.
He came home the same way, the front door slamming
in•so•lent•ly (in s[e]> lent l7) open, his cap on the floor, and the voice suddenly become
adverb, exhibiting boldness or
contempt; insultingly 10 raucous3 shouting, “Isn’t anybody here?”
At lunch he spoke insolently to his father, spilled his baby
sister’s milk, and remarked that his teacher said we were not to
e•lab•o•rate•ly (i la> b[e] r@t l7)
adverb, involving many details; lengthy take the name of the Lord in vain.
or exaggerated
“How was school today?” I asked, elaborately casual.
15 “All right,” he said.
Build Vocabulary
“Did you learn anything?” his father asked.
Laurie regarded his father coldly. “I didn’t learn nothing,”
Idioms Fresh (line 24) means
that Charles was rude or showed he said.
disrespect. What do you think “Anything,” I said. “Didn’t learn anything.”
he said to the teacher? See here 20 “The teacher spanked a boy, though,” Laurie said,
(line 29) means “Give me your addressing his bread and butter. “For being fresh,” he added,
attention.” What is the father with his mouth full.
concerned about that Laurie does? “What did he do?” I asked. “Who was it?”
Laurie thought. “It was Charles,” he said. “He was fresh. The
25 teacher spanked him and made him stand in a corner. He was
awfully fresh.”
“What did he do?” I asked again, but Laurie slid off his
chair, took a cookie, and left, while his father was still saying,
“See here, young man.”
30 The next day Laurie remarked at lunch, as soon as he sat
down, “Well, Charles was bad again today.” He grinned enor-
mously and said, “Today Charles hit the teacher.”
“Good heavens,” I said, mindful of the Lord’s name, “I
mind•ful (m8n[d]> f@l) adjective,
bearing in mind; aware suppose he got spanked again?”
35 “He sure did,” Laurie said. “Look up,” he said to his father.
1. renounced. Gave up
2. swaggering. Walking with a boastful, arrogant air; strutting
3. raucous. Harsh, rowdy
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