Engage Literacy Teachers Resource Extended Edition Level 15-20 , livre ebook
299
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English
Ebooks
2017
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299
pages
English
Ebooks
2017
Obtenez un accès à la bibliothèque pour le consulter en ligne En savoir plus
Publié par
Date de parution
01 février 2017
EAN13
9781474749671
Langue
English
Poids de l'ouvrage
26 Mo
Engage Literacy is the new reading scheme from Raintree that introduces engaging and contemporary content to motivate and support early readers while providing a reliable and instructional framework. All titles are precisely levelled, with new vocabulary being introduced and reinforced throughout the levels. This book is the Teacher's Resource book accompanying levels 15-20 (book bands Orange, Turquoise and Purple). It includes instructional notes, Oral Running Records, photocopiable worksheets for comprehension support and much more.
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Publié par
Date de parution
01 février 2017
EAN13
9781474749671
Langue
English
Poids de l'ouvrage
26 Mo
LEVELS 1520 EngageLiteracy TEACHER’S RESOURCE Extended Edition Lauren Oxley
Engage Literacy TEACHER’S RESOURCE
Extended Edition
Lauren White
LEVELS 15–20
Raintree is an imprint of Capstone Global Library Limited, a company incorporated in England and Wales having its registered office at 264 Banbury Road, Oxford, OX2 7DY Registered company number: 6695582
www.raintree.co.uk myorders@raintree.co.uk
Copyright 2017 Capstone Global Library All rights reserved.
Blackline masters can be reproduced for use in individual classrooms. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher.
Acknowledgments Capstone Press: All illustrations except the following; Dreamstime: Dave Bredeson, 66, 68, Jose Manuel Gelpi Diaz, 221; iStockphoto: kubyshin, Cover Middle; NASA: 78 (solar system); Shutterstock: 5 second Studio, 155 (rabbit), 123Nelson, 39 bottom, Aleksandr Kurganov, 155 (chair), alexmstudio, 215 (farm), Allocricetulus, 94 (bee), Artisticco, 215 (jar), Bannykh Alexey Vladimirovich, 215 (bird), Blaj Gabriel, 31, BlueRingMedia, 215 (park), Brian Burton Arsenault, 186, Christo, 155 (eat), Christopher Meder, 236, Dan Kosmayer, 155 (mouth), 199 (nose), 218 (nose), 218 (mouth), Danny Smythe, 155 (pea), Darrin Henry, 156, DenisNata, 218 (eye), Dewald Kirsten, 218 (hand), Dirk Ercken, 111, Doptis, 1 Right, Dudarev Mikhail, 199 (bike), Duplass, 21, EcoPrint, 119 Right, El Nariz, 106, Elena Elisseeva, 233 Left, Elena Shashkina, 191, EM Arts, 94 (seed), Eric Isselee, 113, 114, 224, 94 (sheep), Eva Madrazo, 154 (flower), Everything, 155 (meat), Flashon Studio, 199 (bride), 94 (sleep), Foto2rich, 155 (pouch), Fotos593, 94 (eye), GGillustrations, 215 (skirt), GyuszkoPhoto, 231, Hinochika, 36, idreamphoto, Cover Right, imtmphoto, 196, Jan Martin Will, 94 (tree), JeremyRichards, 118 (stilts), Karim El Sadek, 155 (cloud), Khwanchai_s, 155 (loud), Kirschner, 76, Klemen Misic, 118 (mud house), LesPalenik, 155 (house), Lole, 215 (shirt), Lorelyn Medina, 215 (girl), 215 (porch), Luis Molinero, 155 (shout), M.Unal Ozmen, 199 (cake), milias1987, 94 (heel), mRGB, 118 (chalet), Muttana Yodarcha, 154 (beehive), NAN SKYBLACK, 94 (handshake), Nick Fox, 103, Patryk Kosmider, 233 Right, Paul Fleet, 78 (Asteroid), Pincarel, 195, 215 (fork), Rich Carey, 146, Sandra van der Steen, 225, sanjagrujic, 104, Sergey Novikov, 155 (team), siraphat, 69, skelos, 238, Steve Mann, 199 (gate), stockyimages, 155 (speak), Suppakij1017, 78 (moon), Surapol Usanakul, 151, Sutichak, 199 (rose), Syda Productions, 155 (sleep), think4photop, 116, 119 Left, Tiger Images, 71, Tory Kallman, 101, Treetops Interactive, 215 (corn), Triff, 78 (sun), Vladimir Gjorgiev, 155 (ear), 218 (ear), wawritto, 154 (web), Wischy, 94 (feet), Yuliyan Velchev, 215 (car), Yury Dmitrienko, 78 (earth), Zovteva, 188
Engage Literacy Teacher’s Resource Levels 1520 Extended Edition
ISBN: 9781474749671
Contents
Introduction
Engage Literacycomponents Fiction and non-fiction texts Teacher’s Resource How to use Engage Literacy in your classroom How to use the Oral Reading Records
Teaching notes
Level 15 Fiction Our Baby What is the Matter, Mrs Long? The Littlest Clown A Special Kimono
Level 15 Non-fiction Growing Up Letter to Sam The Jobs People Do Special Celebrations and Festivals
Level 16 Fiction Looking for Kate Stuck at the Top Kela’s Bridge Lost in Space
Level 16 Non-iction Playtime Ball Games Wheels Materials Space and Our Solar System
Level 17 Fiction Wibbly Wobbly Tooth Lea Wants a Rabbit Flip, the Tree Frog Lea’s New House
Level 17 Non-fiction Animals with Fins,Animals with Fur All About Teeth Frogs Houses Around the World
1 6 11 16
21 26 31 36
41 46 51 56
61 66 71 76
81 86 91 96
101 106 111 116
Level 18 Fiction My Real Name IS Princess Snorkelling with Nana Stella the Spider Welcome to the Farm
Level 18 Non-fiction Happy To Be Me Underwater World Amazing Insects and Spiders Leadership
Level 19 Fiction Holly’s Three White Mice Go-Kart Surprise Penny and the Peas Princess Writes a Play
Level 19 Non-fiction Mouse Visor A Go-Kart at School Healthy Foods How to Write a Great Story
Level 20 Fiction Pirate Lessons Meeting Milly Etta’s Baby Lamb Something is Watching
Level 20 Non-fiction The Senses Off to the Movies Farms Around the World Rainforests
Please note the following abbreviations that are used in the Teacher’s Resource:
BLM:Blackline MasterIWB:Interactive Whiteboard
v
v vii viii ix x
121 126 131 136
141 146 151 156
161 166 171 176
181 186 191 196
201 206 211 216
221 226 231 236
iv
Oral reading record sheets Level 15 Fiction Our Baby What is the Matter, Mrs. Long? The Littlest Clown A Special Kimono Level 15 Non-fiction Growing Up Letter to Sam The Jobs People Do Special Celebrations and Festivals
Level 16 Fiction Looking for Kate Stuck at the Top Kela’s Bridge Lost in Space
Level 16 Non-fiction Play Ball! Wheels Materials Space and Our Solar System
Level 17 Fiction Wibbly Wobbly Tooth Lea Wants a Rabbit Flip, the Tree Frog Lea’s New House
Level 17 Non-fiction Animals with Fins,Animals with Fur All About Teeth Frogs Houses Around the World
241 242 243 244
245 246 247 248
249 250 251 252
253 254 255 256
257 258 259 260
261 262 263 264
Level 18 Fiction My Real Name IS Princess Snorkeling with Nana Stella the Spider Welcome to the Farm Level 18 Non-fiction Happy To Be Me Underwater World Amazing Insects and Spiders Leadership
Level 19 Fiction Holly’s Three White Mice Go-Kart Surprise Penny and the Peas Princess Writes a Play
Level 19 Non-fiction Mouse Visor A Go-Kart at School Healthy Foods How to Write a Great Story
Level 20 Fiction Pirate Lessons Meeting Milly Etta’s Baby Lamb Something is Watching
Level 20 Non-fiction The Senses Off to the Movies Farms Around the World Rainforests
Please note the following abbreviations that are used in the Teacher’s Resource:
BLM:Blackline MasterIWB:Interactive Whiteboard
265 266 267 268
269 270 271 272
273 274 275 276
277 278 279 280
281 282 283 284
285 286 287 288
5-6
4-5
5-6
Colour coding
Introduction Engage Literacyis a comprehensive literacy programme that can be used with an individual, small-group and/or whole-classfocus. The core elements of a balanced literacy programme have been covered, i.e. written language (reading and writing) and oral language (speaking and listening). The programme covers reading levels 1–30, and includes both fiction and non-fiction texts. Texts are curriculum-linked, and the Levels 2 to 30 fiction texts link thematically to corresponding non-fiction titles.
Introduction
v
Fluent
Fluent
Fluent
Fluent
Fluent
Levels 27-28
Levels 23–24
Levels 15–16
Levels 17–18
Levels 19–20
Levels 25-26
Levels 21–22
Emergent
Levels 6–8
5-6
4-5
Reading age (approx.)
Engage Literacyreading level
Grey
Lime
Brown
8-9
7-8
7-8
6-7
Orange
Engage Literacycomponents • Fiction and non-fiction texts for reading levels 1–30 All levelled texts, both fiction and non-fiction, have been developed using carefullygraded vocabularylists, e.g. the word ‘go’ is introduced at Level 1 and ‘going’ is introduced at Level 4. Children therefore build up a bank of high frequency words, providing them with a smoother transition as they are introduced to higher-level texts. The texts enable children to build on their prior knowledge and make new connections based on these previous understandings.Engage Literacyalso includes a progressiveacademic vocabularylist of words such as ‘draw’, ‘make’, and ‘write’, which are essential for early readers to successfully understand and complete academic tasks independently.Engage Literacyensures that children are exposed to texts that match their developmental reading level, enabling greater potential for reading success, and enhancing fluency. As they move through the levels inEngage Literacy,children will encounter words they have met in texts from the previous levels.The earlier levelled texts have a ratio of introduced words to known words of 1:20.
White
Pink
Gold
Early/Fluent
Emergent/Early
Early
Early
Reading stage
Levels 1–2
Levels 9–11
Levels 12–14
Levels 3–5
TheLiteracy Engage provide both components digitaland non-digitalteaching and learning materials that promote differentiated learningso all children can learn effectively, regardless of differences in ability levels. All components of the programme are built on a comprehensivescope and sequence documentthat covers literacy skills and knowledge essential to children, i.e. oral language, phonological awareness, text conventions, graphophonics, vocabulary, fluency, comprehension, and writing. This scope and sequence document underpins all the components ofEngage Literacy.Teachers can be assured that by implementingEngage Literacyin their classrooms, their children’s individual learning needs will be met effectively.
Purple
Turquoise
Green
6-7
6-7
6-7
6-7
Levels 29-30
Fluent
Fluent
Fluent
Blue
Red
Yellow
On the back of each fiction and non-fiction title, thereading stageis shown (e.g. Emergent/Early), as well as the specific graded levelof the text (e.g. Level 4). Colour coding is used to represent each level.The table below shows the correlation between the reading stage, reading level, colour coding, and reading age.
vi
•
•
•
•
•
All texts feature, on the inside front cover, information that enables the teacher to gain a quick overview of the text. See the example to the right.
Teacher’s Resource Each title inEngage Literacyis accompanied by an extensive teacher’s resource book that includes teaching notes, BLMs, and an oral reading record for each title. See page vii for more information.
E-Books All fiction and non-fiction texts inEngage Literacyare provided as E-Books for use on individual computers, iPads, and IWBs. Features include: spoken text, interactivity, and page turning.
Digital Posters TheEngage Literacy Digital Posterscan be used on individual computers and IWBs.They feature rhymes, poems, songs, and chants that link to each fiction and non-fiction text at Levels 1 to 15.The posters can be used with the whole class or a small group, and encourage the development of speaking and listening skills through a shared learning experience.
Comprehension Strategy Kits TheEngage LiteracyComprehension Strategy Kits for Levels 9–15 and 16–22 are a precisely levelled resources that address the comprehension needs of individual students and/or small groups. Each box includes 42 individual text cards with 6 copies of each (252 cards), 9 comprehension strategy teaching cards, an overview teaching card, comprehension strategy poster, and an extensive teacher’s resource guide.
The text cards cover all text types and are a balance of fiction and non-fiction. Each card covers literal, inferential, and applied questions, and includes ‘Your Turn’ activities’ to further consolidate the skills addressed. Picture glossaries are also included on the back of each card.The strategy teaching cards and the text cards are four-sided and laminated.
Shared Reading Big Books TheEngage LiteracyShared Reading Big Books are perfect for sharing in the classroom.With a wonderful collection of poems, rhymes, songs and chants, students are introduced to different genres on a wide range of topics.The poems link directly toEngage Literacyfiction and non-fiction texts.The books are a great way to offer oral language practice, including vocabulary that may not be independently accessible to all children.
Engage Literacy Teacher’s Resource Levels 15–20
3??6
Text Type: explanation Level 16
vent
Above: Inside front cover
Above: Digital Poster
The air inside the balloon is also hotter than the air outside the balloon. As the air in the balloon gets hotter, Hotair ballons can be r und. hotair balloons are round. all balloon the balloon goes up, up, up. But not They can look like lots of things! The top of the balloon has a hole called a vent. A hotair balloon has a balloon, The ve t helps the balloon to go up or down. a basket, a gas burneIfrtahnedpialotvewnta.nts the balloon to go up, the pilot keeps the vent shut and heats the air Balloon The balloon is madeof nylon. with the gas burner.gas burner 1. Nylon is very strong. The balloon If the pilot wants the hotair balloon to go down, needs to be strong so that the pilot opens the vent. basket it can have hot air in it. When the vent is opened, the hot air goes out of Basket the balloon so that it comes down. The balloon has a basketunderneath it. 2. The more th pi ot opens the vent, The basket can hold people in it. the faster the hotair balloon will come down. Gas burner The baskHeotthiarsbaallgoaosnsbuarrnelrotosveorfift.un. 3. The burYnoeurmakyesgothuepaiirnhaothoatnadirthbisallgooensone day! into the balloon. Vent Questions At the top of the balloon is a hole. This hole 4. is called a vent. It can let air out of the balloon. Literal How a hotair balloon goes up and down 1 .A h o t-a ir b a llo o n h a s: When hot air is put inside a balloon, it goes up. a )a b a ske t a n d a ve n t. The hot airb)insaidveentthaendbaallgoaosnbu rmnae rk.es the balloon c )a ve n t a n d a b a ske t. float up into the sky. d )a b a llo o n , a b a ske t, a g a s b u rn e r a n d a ve n t. L e ve l 1 6 The hot air inside the balloon is lighter than the air outside. 2 .H o t-a ir b a llo o n s: This helps to make the balloon go up. a )a re a lw a ys ro u n d . ?3?6 b )c a n b e ro u n d o r lo o k like lo ts o f th in g s. c )a re a lw a ys sh a p e d like b u g s. d )a re ve r y sm a ll.
3 .A tth e to p o f th e b a llo o n is a : a )b a ske t. b )b u rn e r. c )ve n t. d )p ilo t. W rite th e w o rd s in to th e sto r y. 4 .T h e b a llo o n is m a d e o f _ _ _ _ _ _ _ _ .(tin , w o o d , n ylo n ) 5 .If th e p ilo t w a n ts th e h o t a ir b a llo o n to g o _ _ _ _ _ _ _ _ , th e p ilo t o p e n s th e ve n t.(u p, d o w n , fa st) 6 .W h e n th e p ilo t _ _ _ _ _ _ _ _ th e ve n t, it m a ke s th e h o t a ir g o o u t o f th e b a llo o n so th a t it c o m e s d o w n .(sh u ts, o p e n s, sto p s)
Inferential 7 .W h y d o e s th e p ilo t o p e n th e ve n t? a )To m a ke th e p e o p le in th e b a llo o n la u g h . b )To sc a re th e p e o p le in th e b a llo o n . c )To m a ke th e b a llo o n c o m e d o w n to th e g ro u n d . d ) To m a ke th e b a llo o n g o u p. 8 .W h y d o h o t a ir b a llo o n s h a ve b a ske ts? a )To m a ke th e h o t a ir b a llo o n lo o k g o o d . b )To h o ld p e o p le a n d th e p ilo t. c )S o th e p ilo t c a n u se th e b a ske t to g o sh o p p in g. d )T h e b a ske t is ve r y b ig a n d sto p s th e b a llo o n g o in g w a y u p in to th e sky. 9 .W h y d o n ’t p ilo ts u se c o ld a ir in b a llo o n s? W rite yo u r a n sw e r.
Applied 1 0 . H a ve yo u se e n a h o t a ir b a llo o n ? W h a t d id it lo o k like ? W rite a b o u t it.
Above: Comprehension Cards
Above: Shared Reading Big Books
• Oral Language Big Books These large-format books promote children’s oral languageand visual literacy skills. Extensive teaching notes have been provided, which include comprehensive question stems. English as a Second Language (ESL) students and English Language Learners (ELL) will benefit greatly from the vocabulary covered in these books. Each title is provided in a digital format for IWB use.
Above: Oral Language Book A spread • Wonder Words pack This pack helps children to learn their first 100 sight words in context, through real stories.There are 23 fiction titles from levels 1 to 15, which use repetition, rhythm and common phrases to help children, particularlyEnglish Language Learners, to learn to read and recognize their first 100 essential words. A comprehensive teacher’s resource book, which includes teaching notes and BLMs, is included.
Above:Wonder Words pack
Fiction and non-fiction texts
A balance of the followingtext formsandtext typeshas been included in all texts over the 30 levels. Fiction Narrative:purpose — to entertain, e.g. ballad, poetry, fable, anecdote, personal recount, song, historical recount, fairy tale, myth Non-fiction Report:purpose — to provide information about a particular topic, e.g. report, descriptive report, investigative report, scientific/technical report, newspaper article, project, Internet, thinking hats Transactional:communicate and clarify, e.g. survey, questionnaire, complaint, apology, greeting card,purpose — to interview, introduction, invitation, letter, speech, e-mail, newsletter,‘five whys’ (‘Why are you eating an apple? Because I like apples. Why do you like apples?’ and so on until five connected questions have been asked) Recount:purpose — to retell an experience or an event,e.g.personal, factual, imaginative, biography, historical recount, autobiography Procedural:tell how to do something or to explain how to get somewhere,purpose — to e.g.directions, instructions, message, agenda, recipe, manual, rules for game Exposition (argument):purpose — to argue in favour of one side of an issue, e.g. argument, speech, debate, letter to Introduction
vii
viii
the editor Exposition (persuasive):purpose — to persuade or convince others, e.g. advertisement or commercial, letter to the editor, cartoon, pamphlet Explanation:explain why or how things happen, e.g. scientific, technical, life, historicalpurpose — to Description:purpose — to detail the characteristics of a subject (using the five senses, similes, and metaphors), e.g. poetry, descriptive recount, descriptive report, historical report, Internet report Discussion:purpose — to present different aspects of an issue, e.g. brochures, reports, current issues, class rules, reviews, newspapers,‘what ifs’, PMIs (Pluses, Minuses, [New] Ideas) Response:give a personal response to a text or situation, e.g. book/film/art/scenery review, letter, diarypurpose — to
Teacher’s Resource
EachTeacher’s Resourceprovides comprehensive, easy-to-use teaching notes with accompanying BLMs for each title. TheTeacher’s Resourceprovides different avenues of acquiring knowledge so all children can learn effectively, regardless of differences in ability levels.
Each set of teaching notes provides: • Story or text summary • Getting started:activities that introduce students to the topic/s in the text • Predicting:this section provides page-by-page questions and discussions encouraging children to predict what the text will be about and to form understandings about the text • Reading the text:the teacher explores with the children the following terms— predicting, clarifying/monitoring (word, sentence, phrase), questioning, summarizing, visualizing/imagery; and when appropriate, models how these strategies help readers understand texts • After reading:detailed teaching notes with ideas for activities, discussion, and questioning that can occur after the text has been read • English Language Learners:tasks designed to help with the language development of children who do not have English as their first language in the home environment • Assessment:ideas on how to track and keep a record of individual learning paths. Oral reading records have been provided for each title. • BLMsare embedded in the teaching notes.They can be used individually, in small groups, or with the whole class. Some BLMs reinforce concepts beyond the text and therefore can be used at any time. Each title’s teaching notes and BLMs comprise a range of activities that can be completed with the texts. The skills addressed are:
• Comprehensionliteral or factual, inferential or interpretive, evaluative/analyzing and applied/creative— incorporating comprehension within specific comprehension skill sets including: recall, sequencing, predicting, word meaning, noun/pronoun negation, tense, cloze, paraphrasing, summarizing, main idea, cause/effect, comparing/contrasting, inference, locating information, fact/opinion, figurative language, author’s intent, and scanning • Graphophonics— initial consonant sounds,alliteration/rhyme, manipulation of sounds in words, segmenting words into sounds (analysis), blending, syllables, word families, contractions, compound words, suffixes/prefixes, plurals, synonyms/antonyms, tenses, and generalizations (root words, doubling last consonant) • Extending Vocabulary (individual words)high frequency words and topic words— incorporating • Combining vocabulary for better understandingand discuss interesting phrases in the text, and how/when words are— identify combined to form a phrase and how this gives us a better understanding of the text’s meaning • Text conventionsof text including font emphasis, grammatical features, and punctuation— features • Writing activitieson different text forms and text types, e.g. recount, report, diary, procedural, and narrative, enabling— focusing students to explore the text and complete related activities in many different contexts.
Engage Literacy Teacher’s Resource Levels 15–20
How to useEngage Literacyin your classroom
EXAMPLE READING LESSON Whole class (10 minutes) Read to children and/or shareEngage Literacy Oral Language Big Books,Engage Literacy Digital Posters,picture storybooks, or serial reading. Ensure children are exposed to varied text types, e.g. information report, procedural text, transactional, description, discussion, explanation, exposition (persuasive/ argument), recount, response, narrative.
Discuss one or more of the following: • the purpose of the text (the audience the text is intended for; author’s intent; children’s enjoyment of text; what they learned from the text; meaning of the text) • the structure of the text (layout, e.g. picture storybook; text genre; labels, headings, blurbs, verse, etc.; language flow in text, e.g. rhyme, fairy tale; grammatical features, e.g. punctuation, graphophonic elements) • visual literacy/elements of the text (illustrations, font).
Whole class—strategy development (10 minutes) Teach a reading strategy to the class (model/demonstrate/ discuss, etc.).The following strategies could be developed: • how to read different genres, e.g. chants, rhymes, poems (seeEngage Literacy Digital Posters),non-fiction, procedural text • explore text conventions through making a class big book • word development, e.g. brainstorm words, look at the structure of words, and word meanings • implement comprehension strategies and related comprehension skills.
Small-group activities (30 to 35 minutes) Develop fluid, skill-based learning groups through the following activities: Group 1Teaching Group: children work with the teacher on a guided reading or reciprocal teaching activity using Engage Literacyfiction or non-fiction titles (or a title from theWonder Words)Engage Literacy . Guided reading:introduce the book, walk through the text discussing pictures/key words/text conventions, read text, discuss text. Reciprocal teaching:predicting, clarifying, generating questions, summarizing. Work with children for 10 to 15 minutes.Ask them to complete one of the activities or BLM tasks related to the text. Spend the remaining time in the lesson moving among the other groups, teaching, and refining reading strategies that the children are using.
Groups 2 and 3TasksIndependent Reading : children work independently on tasks that help develop reading strategies (e.g. read silently, summarize texts, diary/ journal writing, make up new titles for stories, supply an alternative ending).
These activities can be varied to suit the needs of the children, e.g. the activities can be related to: • a text the children have been reading, using the Teacher’s Resourcesuggested tasks and BLMs as a guide • a text the whole class has been listening to • a ‘stand-alone’ reading activity that does not relate to a particular text. Note:Oral Language Big Booksprovide independent vocabulary development activities related to the scene (see the inside front/back cover of theOral Language Big Books). Group 4E-Books: children interact withEngage Literacy E-Booksindependently.
Whole-class sharing (5 to 10 mins) Ask children to share the skills and discoveries that were developed over the lesson through discussion/ demonstration. Based on your observations during the lesson, teach or highlight a particular skill that would be beneficial to the children. Assessment Assessment needs to be ongoing and continuous in order to ascertain the changing developmental level of a child. Additional information that can be gathered to determine a child’s level includes: anecdotal information, observations, oral reading records, and previously completed tasks.
Once a reading level has been established, place the child at the appropriate reading level. Each level matches theEngage Literacycolour coding for easy reference (see page iv).
Oral reading records for eachEngage Literacytext are provided in theTeacher’sResource(see pages 161 to 192) to help with ongoing monitoring and assessment.
Introduction
ix
