PART 2 LESSON 1

Language Focus
Science Vocabulary
OBJECTIVES
Vocabulary
• Acquire and Use Grade-Level Vocabulary
Language
• Language Function: Retell a Story
• Listen to and Imitate Fluent Models
• Use a Variety of Language Structures
• Participate in a Discussion
Learning to Read
• Recognize and Read Words to Know
Learning Strategies
• Recap Prior Experiences
• Use Context to Build Concepts and Language
Science
• Explore How Living Things Grow

Language Focus How to Retell a Story

Teach / Model
1. Review Words to Know on Student’s Book page 100 I will retell the story about an ant,
1. Tell who or what is in the story.
and a grasshopper that did not plan.
using High-Frequency Word Routine: had, will, and
that. Have students look at each word, listen to the
word, then listen to the word in a sentence, say the 2. Tell when and where the story In the hot summer, Ant found seeds
happened. while Grasshopper played.
word, spell it, and then say it again.
2. Read aloud the title on Student’s Book page 100 When winter came, Ant had food.
3. Tell the problem.
and play the song. Invite students to sing along as Grasshopper did not.
you play the song a second time.
eVisual 2.5
3. Tell students that to retell a story, they can use the
Words to Know had, will, and that. Display the
How-to card (eVisual 2.5).
Practice / Apply
1. Ask partners to retell stories they have read. Prompt: Who are the characters? Where or when does it happen? What is
the problem? Have partners use the Words to Know.
2. Display and use Academic Talk 3 to provide additional language support for students at all levels.
eVisual 2.10 © NG
Check Understanding
Have students retell “Ant and the Grasshopper” in their own words.
ESL_TE_G1U2_P2_D1_eV_T94_2-10.indd 1

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

122  Unit 2   Shoot for the Sun

 Resources
◆◆ eVisual: 2.5
◆◆ High-Frequency Word Routine
◆◆ Academic Talk 3
◆◆ Vocabulary Routine 1
◆◆ Key Word Images
◆◆ Picture Dictionary
◆◆ Oral Language Rubrics

Science Vocabulary
Teach / Model
1. Introduce: You and I are living things. A plant is also a living thing. A flower is a kind of plant. It needs food, just as we
do. A flower gets food from the soil and the sun. You and I have arms and legs; a flower has a leaf and a bud.
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 it: petal.
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: A petal is a part of a flower. It can be different colors.
2.4. Elaborate. Relate the word to your experience: The petals on my favorite flower are pink.

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
1. Review with students that living things change as they grow.
2. Provide an example: In the spring, a little seed grew into a flower. It had pretty yellow petals. People liked to look at the
new flower. Add the ideas to the unit concept map.

Extension
Use Writing Routine 1. Write the word seed and explain the prompt: How does a flower grow? Think about this word and
write about it.

PART 2  LESSON 1 123 

PART 2 LESSON 2
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
• Identify Plot
Listening and Speaking
• Connect to Prior Experience
Learning Strategies
• Use Graphic Organizers: Character-Setting-Plot Chart
• Reason Inductively
Writing
• Writing Project—Lesson A: Model

Thinking Map
Teach
1. Teach the vocabulary word retell using Vocabulary Routine 4. Tell students that when you retell a story, you describe the
plot. Introduce plot: A plot tells the important events in a story. It tells about the characters and where and when the story
happens. Say: A character-setting-plot chart can help you organize these things so you can describe the plot.
2. Reread “The Ant and the Grasshopper.” After each stanza, invite students to tell you where the information goes in the
chart on Student’s Book page 102.
Model
1. Display a blank character-setting-plot chart. Read aloud “The Little
Fox” (eVisual 2.6) as students listen. Tell students that they will be
helping you complete the chart.
2. Model: I write the name of the characters in the circles at the top.
I write the setting, or where and when the story happens, in the
middle circle. Then I retell the important parts of the story in the
box at the bottom. Trace the bottom box with your finger as you
say: This is the plot. eVisual 2.6

Practice / Apply
1. Read aloud the instructions in Talk Together on Student’s Book page 102. Have pairs of students use Practice Book 2.12 to
complete the activity.
2. Use Multi-Level Strategies to help students at all proficiency levels complete their charts and then talk about the plot and
settings of their stories.

BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH

Invite students to draw rather Provide sentence starters to identify Encourage students to expand their ideas by
than write in their charts, story elements: using time order words to retell the plot of the
then ask yes/no questions to • The characters in the story are _____. story.
help students identify the plot.
• The story happens in _____.
Ask: Does your story happen
inside or outside? • One thing that happens is _____.

124  Unit 2   Shoot for the Sun

 R◆esources
◆

◆◆ eVisual: 2.6
◆◆ Practice Book: 2.12
◆◆ Vocabulary Routine 1, 4
◆◆ Key Word Images
◆◆ Picture Dictionary
◆◆ Key Words Test

Check Understanding
Point to the character-setting-plot chart on Student’s
Book page 102. Say: Show me where you wrote your
characters. Show me where you wrote your setting.
Continue with the plot.
Academic Vocabulary
Teach / Model
1. Invite students to discuss each picture on Student’s Book page 103.
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: height.
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: The height of something is how tall it is.
2.4. Elaborate. Relate the word to your experience: My plant’s height is two feet. It is two feet tall.

Practice / Apply
1. Read the instruction in Talk Together on Student’s Book page 103. Have partners take turns using Key Words in sentences.
2. Have volunteers share one sentence with the class.

Check Understanding
1. Point to the picture of a Key Word in the book and read the sample question. Discuss the question mark and the necessity
of writing one at the end of every question.
2. Have partners take turns using Key Words in questions. Then have volunteers share one question with the group.

Monitor
Use Key Words Test in Assessment Resources to monitor students’ learning progress in Content Vocabulary and Academic
Vocabulary.

Writing Project
Lesson A: Model
Have students turn to Writing Project on Student’s Book page 136 and review a model of the writing form for their Writing
Projects. (See Teacher’s Book—Writing Project for detailed instructions.)

PART 2  LESSON 2 125 

PART 2 LESSON 2

Extension Resources
◆◆ Vocabulary Routine 2, 3
Expand Word Knowledge
◆◆ Cooperative Learning Routines
Teach / Model ◆◆ Practice Book: 2.16
1. Explain that students will be working in groups to create a portrait
◆◆ Language Builder Picture Cards
for a Key Word.
G1.21–22
2. Use Vocabulary Routine 2 and model making a portrait for the word
light.
• Fold a sheet of paper in half, taking the top edge to the bottom.
• Glue small strips of colored paper to the outside edges of the cover to form a
picture frame.
• Students draw a picture in the frame to illustrate the meaning of the word. They
write the word on the inside.

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

Check Understanding
esl_SWMLBBS_G1_Batch4_U2_p8-11.indd 11
Ask: Does the portrait match the word? Why or why not? (Yes; the sun is our source of Light 8/24/10 2:10:36 PM

light, so it is a good way to picture light.)

Share Word Knowledge Portrait

Teach / Model
1. Referring students to the portraits they made for Extension Activity 1, Expand Word Knowledge, tell them that they will
share what they know about Key Words.

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2. Group each student with a partner who studied a different word. Have partners follow the steps in Vocabulary Routine 3 flower shop
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fruit stand
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11:38:42 PM

10/21/09 11:36:12 AM
to share their word knowledge.
• Take turns reading each partner’s portraits.
• Talk about how each picture shows the meaning of the word.

270
• Create sentences using the Key Word and have students write them in their journals.
• Draw a line under each Key Word.

Practice / Apply
1. Assign two sets of partners to form a group of four. Form an Inside-Outside Circle using Cooperative Learning Routines.
2. Partners share two words they studied and copy the information they learn into their vocabulary journals.

Check Understanding
1. Display Language Builder Picture Cards G1.21–22 (seed, sun) and ask students to tell about them using complete
sentences.
2. If students have difficulty, provide a model: A seed needs light from the sun to grow.

126  Unit 2   Shoot for the Sun

Apply Word Knowledge
Teach / Model
Explain how to play Around the World:
• First, a traveler moves to stand by a challenger in the next seat.
• Next, the traveler and challenger listen to a clue or question about a Key Word. For example: the flat, green part of a
plant. The answer for this clue is leaf.
• The player who says the Key Word first gets to travel to the next challenger on the right. The other player sits down in
the seat.
• All players try to go “around the world” by getting back to their own seats.

Practice / Apply
1. Have students use Practice Book 2.16. Have students form groups to play the game and have a volunteer from each group
restate the instructions. Remind students that they should make sure that they give clues about every Key Word.
2. Monitor students as they play. Restate instructions or model giving a clue as needed.

Check Understanding
Have students give a definition for a Key Word.

PART 2  LESSON 2 127 

PART 2 LESSON 3
Phonics Focus
(Final Blends: mp, sk, ft, lt)
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 blends: mp, sk, ft, lt. Say:
Remember that you learned about blends—pairs of letters
that work together. Review the final blends previously
taught: nd, nk, nt, ng. Say: Today, we will learn about
some more final blends. Explain: When we say a word
with a blend, we say each of the letter sounds in the
blend. Point to each blend as you say the letter names
and then pronounce 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 mp. Say lamp slowly, emphasizing each sound. Say it again, hesitating slightly before the blend (la-mp). Have
students say the word along with you.
3. Blend words. Distribute counters to students. Remind 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 lamp sound by sound, /l/-/a/-/m/-/p/, 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 104. Use the same procedure to introduce the remaining blends and sample
words.
5. Repeat this process with other sample words until students are comfortable blending words with each of the final blends.
Use the following words: mp: bump, camp, damp, ramp, jump; sk: ask, disk, dusk, risk, task; ft: left, lift, raft, sift, soft; lt:
bolt, felt, halt, jolt, melt.
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 clamp on the board. Pronounce each sound as you point to the spelling, /k/-/l/-/a/-/m/-/p/.
Have students blend the word as you point to each spelling. Then continue with the following words: cramp, brisk, drift,
stilt, draft, clump, craft, crisp.

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: There is a sentence with a word missing. I will read the sentence. Chen
wore a ____ to the party. There is a picture clue. The picture shows a boy in a costume with a mask. My answer choices
are best, mend, and mask. Which answer has a final blend that we are learning and that matches the picture clue? (mask)
I will choose mask as my answer. Repeat the word slowly. Say: I hear the blend sk at the end of the word mask. Then read
the complete sentence.

128  Unit 2   Shoot for the Sun

 Resources
◆◆ Phonological Awareness Routine 2
◆◆ Read on Your Own Book 42
◆◆ Practice Book: 2.18

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?
Confirm the correct answer and have students read
the completed sentence with you. Continue with the
remaining items.
2. Assign Practice Book 2.18 for more practice. Read the
instructions with students. Then name the pictures (lift,
felt, stamp, mask, camp, melt) and work with students
to complete the first item. Have students complete
the remaining items independently. Then review the
page with students, making corrections as necessary.
Finally, have partners complete Read It Together.
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 one of the Words to Know that and Key Words flower, see, and sun 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 105. 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 big
yellow flower. 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 content or about any unfamiliar words in the text 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 text and identifying and pronouncing the words with the target blends.
Circulate as students read. Compliment or correct as needed. Then ask the following questions:
• What is this text about? (sunflowers)
• What do sunflowers come from? (seeds)
• What do sunflowers need a lot of? (sunlight, water)
• What do people and birds eat? (sunflower seeds)

Extension
Read on Your Own
Use Read on Your Own Book 42: Gifts and Tips for additional practice on reading decodable text with final blends.

PART 2  LESSON 3 129 

PART 2 LESSON 4
Reading: Preview
OBJECTIVES
Vocabulary Comprehension and Literary Analysis
• Use Grade-Level Vocabulary • Recognize Genre: Folk Tale
Language • Recognize Elements of Stories: Plot
• Listen to a Preview Learning Strategies
Reading Strategies • Use Prereading Supports
• Plan: Preview • Build Background Knowledge
• Monitor

Preview
Introduce
Have students look at the picture on Student’s Book pages 106–107 and read the title aloud. Explain: A daisy is a kind of
flower. Flowers come from seeds planted in the ground.

Genre and Plot

Read aloud the description at the top of Student’s Book page 106 and explain the role of plot in a folk tale or story. Explain
that a plot is what happens in a story.

130  Unit 2   Shoot for the Sun

Reading Strategy: Monitor
1. Direct students’ attention to the reading strategy on Student’s Book page 106: Monitor.
2. Remind students that they learned how to monitor as they read. Say: Today, we will practice monitoring while we read a
folk tale.

Preview and Build Background Knowledge

Conduct a picture walk.

Pages Say (and do)

This little seed is sleeping in the earth. (Pantomime sleeping.) The sun shines. Rain falls. The sun knocks on
108–111
the seed’s door. (Knock on something.)

The sun wants the seed to come and play. The seed just wants to sleep. A raindrop knocks on the door. The
112–117
seed still wants to sleep!

The sun and the raindrop wait for a while. The little seed needs time before she can grow. She stays in the
118–119
ground. Then one day, they knock again.

The little seed is growing now! (Point to and read the labels.) She is a flower. She is opening up. (Move
120–121
your arms to pantomime a bud opening.)

122–124 Now the seed is a daisy. The daisy plays with the sun and the rain.

Check Understanding
Ask: What is the plot of a folk tale? (the characters, the setting, and what happens)

Cultural Perspectives

1. Tell students that different flowers around the world have special meanings for cultural groups.
2. Display photos of special uses for different flowers, for example, an orchid represents integrity, nobility, and
friendship in China or the Cherry Blossom Festival in Japan.
3. Invite students to tell about other special flowers they know about from different countries. Have them draw and
label the flowers for a Flowers of the World booklet.

PART 2  LESSON 4 131 

PART 2 LESSON 4
Reading: Read & Build Comprehension
OBJECTIVES
Resources
Vocabulary Comprehension and Literary Analysis
• Use Grade-Level Vocabulary • Identify Plot ◆◆ Practice Book: 2.14
• Use Academic Vocabulary Learning Strategy
Learning to Read • Use Reading Supports
• Concepts of Print: Identify Lowercase Writing
Letters
• Writing Project—Lesson B: Draft
Reading Strategies
• Plan: Set a Purpose and Predict
• Monitor

Read the Selection

Concept of Print: Identify Lowercase Letters
1. Point to the text as you read Student’s Book page 108 aloud. Point to the uppercase letter A. Remind students: We begin
a sentence with uppercase letters. Point to the lowercase letters in the sentence. Explain: The smaller letters in the sentence
are lowercase letters.
2. Have students identify the lowercase letters in the sentence on page 108. Write them as students read them aloud.

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

• Have students follow the text on Key • Have students follow the text as you • Encourage students to take turns
Points Reading (Practice Book 2.14) read together. reading with a partner.
while you read it aloud. • On the second reading, have • Students can discuss the answers as
• Check understanding with selected students read together with you. Ask you ask the Build Comprehension
Build Comprehension questions. Build Comprehension questions to questions.
check understanding.

132  Unit 2   Shoot for the Sun

Build Comprehension
Student’s Book Pages 108–109
Set a Purpose
We will read to find out how the seed grows.

Plot
1. Remind students that the plot includes the characters, the setting, and what happens.
2. Say: I know there are three characters: the little seed, the sun, and the rain. The setting is outside. Right now it is winter. I
will keep reading to learn what happens.

Predict
What do you think will happen to the seed? (Possible answer: I think it will grow up to be a daisy.)

Monitor
1. Review with 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 _____.
2. Read aloud the two pages. Model using the language frames to monitor:
• I read that the little seed is sleeping in the earth.
• I do not understand exactly where the little seed is sleeping.
• I look at the picture closely, and I see a small door. Now I understand that the little seed is under the snow and dirt on
page 109.

PART 2  LESSON 4 133 

PART 2 LESSON 4

134  Unit 2   Shoot for the Sun

Build Comprehension (continued)
Student’s Book Pages 110–115
Character’s Actions
Why does the sun knock on the little seed’s door? (The sun wants the seed to come out and play.)
Key Words
Is the seed ready to come out and play? (No, it wants to sleep.)
Plot
Guide students to discuss the plot. After reviewing the characters, guide students to see that the setting is still outside in winter.
Ask: Do plants and flowers usually grow in the winter? (no) Is the little seed growing right now? (no) What is it doing? (sleeping)
Monitor
Guide students to monitor their reading:
• What did you read about the little seed? What does the little seed want to do? (I read that the little seed just wants to
sleep.)
• Name one thing you do not understand. (Possible response: I don’t understand why the seed just wants to sleep.)
• Let’s reread and look at the pictures again. After rereading and looking at the pictures, what do you find that helps you
understand now? (Possible response: I see that there is snow on the ground. It is still winter. I understand that the little seed
doesn’t want to play because it is still too cold.)

Extension
Literary Analysis: Character’s Actions
Explain: You can understand what characters do in a folk tale by paying attention to action words in the text. Action words
tell about what is happening. Read page 114 aloud. Say: The word knocks tells me what the raindrop does. Use the sample
sentence structure in the folk tale to point out the verbs, and have students act out the action.
PART 2  LESSON 4 135 
PART 2 LESSON 4

136  Unit 2   Shoot for the Sun

Build Comprehension (continued)
Student’s Book Pages 116–121
Use Visuals
Point to the illustrations on pages 116–117: Look at the ground. How has it changed? (The snow is melting.)

Make Connections: Text to Self

How do you feel or act when you are not ready to do something? (Answers will vary.)

Monitor
Have students monitor as they read. If students have difficulty, ask:
• What do you read about what happens to the little seed? (Possible response: I read that a leaf grows from the little seed.)
• Name one thing you do not understand. (Possible response: I do not understand what is happening to the seed.)
• Reread and look at the pictures again. What do you find that helps you understand now? (Possible response: I find that
the little seed turns into a bud and then the bud turns into a flower. Now I understand how the seed changes.)

Plot
The sun, the rain, and the little seed are still outside. Now it is spring. What happens in the folk tale now? (The little seed
grows into a flower.)

PART 2  LESSON 4 137 

PART 2 LESSON 4

138  Unit 2   Shoot for the Sun

Build Comprehension (continued)
Student’s Book Pages 122–124
Use Visuals
Look at the ground in the picture. How is it different from when the folk tale began? What time of year do you think it is?
(Possible response: The ground is covered in green grass; at the beginning, the ground was covered with snow; I think it is
summer.)

Key Words
Look at the daisy now! Can you point to her petals? Where is a leaf?

Character’s Feelings
Now that the daisy has come out to play, how do you think she feels? How can you tell? (Possible answer: I think she feels
happy; I read that she smiles.)

Confirm Predictions
Remind students of the predictions they made when they started to read the folk tale. Ask: What did you predict would
happen to the seed? Was your prediction correct? (Sample response: Yes; I predicted it would turn into a flower.)

Character’s Actions
What does the daisy do after she grows up? (She plays with the sun and the rain.)

Extension
Fluency: Phrasing
1. Explain: When you read aloud, you should read groups of words together that tell a thought or express a feeling. These
groups are called phrases. When you see a period, you should take a short pause before you read another phrase.
2. Reread pages 110–111 aloud, emphasizing the correct phrasing.
3. Have partners read the pages aloud together several times, until they are reading with correct phrasing.

Writer’s Craft
1. Explain: Like the author, you can write using action words.
2. Use Writing Routine 2 to guide students. Say: I want to tell about how Sally Seed comes up from the ground. Write: Sally
Seed pushes through the dirt.

Writing Project
Lesson B: Plan
Have students turn to Writing Project on Student’s Book page 137. Have them plan their Writing Projects. (See Teacher’s
Book—Writing Project for detailed instructions.)

PART 2  LESSON 4 139 

PART 2 LESSON 5
Think and Respond
Reread and Describe
OBJECTIVES
Vocabulary
• Use Grade-Level Vocabulary
• Use Academic Vocabulary
Language
• Retell a Story
• Identify Plot
• Participate in a Discussion
Fluency
• Read with Phrasing
Comprehension and Literary Analysis
• Analyze Genre: Folk Tale
Learning Strategies
• Use Peer Support
• Respond to Questions
• Use Graphic Organizers: Character-Setting-Plot Chart
• Reason Inductively
Writing
• Write Responses to a Folk Tale
• Writing Project—Lesson C: Draft

Think and Respond

Talk About It
1. Read aloud each question on Student’s Book page 126. 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 the answers as a group. Sample answers are given below.
• Plot: The little seed grows up to be a daisy.
• Identify Details: They want the little seed to come out and play.
• Make Inferences: They give her light and water.

Write About It
1. Have students tell about things that a seed needs in order to grow.
2. Use the Writing Routine 2 to help students put thoughts in writing, using Key Words.

Say Write
I remember that the seed got light from the sun. A seed needs light to grow.

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

140  Unit 2   Shoot for the Sun

 Resources
◆◆ Practice Book: 2.17, 2.19
◆◆ Writing Routine 2

Reread and Describe

Teach
1. Remind students that they can use a character-setting-
plot chart to describe what happens in a story.
Explain how to use and fill in the chart.
2. Review: The setting is where the story takes place.
The plot is what happens in the story.
3. Have partners discuss the plot events from “The
Daisy” to complete the Character-Setting-Plot Chart
on Practice Book 2.17. Prompt: What happens at the
beginning? What happens next?

Identify Plot
1. Read the instruction on Practice Book 2.17.
2. Have partners discuss the plot events they added to their charts. Then have them describe what happens to the little seed.
3. Record students’ retellings for later review.
Describing Rubric

Scale Content Presentation

¨¨
Did not identify plot events ¨¨
Frequently hard to hear or understand
Beginning ¨¨
Included few important details or unrelated ¨¨
Often seems uncomfortable with the describing
details task

¨¨
Identified some plot events ¨¨
Can be understood some of the time
Intermediate ¨¨
Included some important as well as ¨¨
Seems somewhat comfortable with the describing
unimportant details task

¨¨
Identified most plot events ¨¨
Speaks clearly most of the time
Advanced
¨¨
Provided most important details ¨¨
Is mostly comfortable with the describing task

¨¨
Accurately identified all plot events ¨¨
Speaks clearly and is easily understood
Advanced High
¨¨
Provided all important details ¨¨
Seems very comfortable with the describing task

Fluency
1. Use the passage on Practice Book 2.19 to assess students’ phrasing while reading.
2. Use the formula at the bottom to assess the student’s accuracy and rate.

Writing Project
Lesson C: Draft
Have students turn to Writing Project on Student’s Book page 137. Have them draft their Writing Project compositions. (See
Teacher’s Book—Writing Project for detailed instructions.)
PART 2  LESSON 5 141 
PART 2 LESSON 6
Word Work
OBJECTIVES
Vocabulary
• Use Academic Vocabulary
• Use Grade-Level Vocabulary
• Strategy: Sort Words
Learning Strategy
• Collaborate with Peers
Writing
• Writing Project—Lesson D: Revise

Word Work
Teach
Read aloud the title on Student’s Book page 128. Have students point to the pictures in the chart as you read the labels. Then
have them listen as you read the first heading (Plant Parts) and first three words aloud. Ask: How are these words alike? (They
name parts of plants.) When you sort words, you put them together in groups with other words that are alike in some way.

Model
Read aloud the explanations about sorting words on Student’s Book page 128. Ask: Why do soil, water, and sun belong in a
group together? (They are all things that plants need to grow.)

Practice / Apply
1. Read aloud the instructions and list of words in Try It Together on Student’s Book page 128. Remind students that when
they know the meanings of words, they can sort them into groups with other words that are alike in some way.
2. Tell students to work in pairs to sort the words into two groups. (Kinds of Plants: daisy, sunflower; Where Plants Grow:
garden, flowerpot) Have them discuss why each word belongs in its group.
3. Use the Multi-Level Strategies to practice more with students.

BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH

For each word in the list, ask students: Is this a kind of Have students identify two groups into which the following
plant? Is this a place where a plant can grow? words can be sorted: height, leaf, length, bud.

Check Understanding
Say: Sort the words petal, fingers, eyes, and leaf into two groups: Human Parts and Plant Parts (Human Parts: fingers, eyes;
Plant Parts: petal, leaf)

142  Unit 2   Shoot for the Sun

Extension
Review / Model
1. Review sorting words with students. Say: Remember, you can sort words, or put them in groups based on what they mean.
2. Write these words: flower, puppy, redwood, fox. Say: I can sort these words by identifying their meanings and then
putting them under a heading that tells how they are alike. I can sort these words into two groups: Plants and Animals.
3. Model: I know that a flower is a plant, and I know that a redwood is a plant. So I will sort them in the Plants group.
Repeat with puppy and fox (Animals).

Practice / Apply
Read and write the following words and have students sort them into the categories Parts of a Flower and Things That Help
Plants Grow: rain, leaf, sun, petal, bud, soil.

Check Understanding
Ask: In which group would you sort the word water: Parts of a Flower or Things That Help Plants Grow? (Things That Help
Plants Grow)

Writing Project
Lesson D: Revise
Have students turn to Writing Project on Student’s Book page 137. Have them revise their Writing Project compositions. (See
Teacher’s Book—Writing Project for detailed instructions.)

PART 2  LESSON 6 143 

PART 2 LESSON 7
Reading
OBJECTIVES
Vocabulary Literary Analysis
• Use Academic Vocabulary • Analyze Genre: Project Notebook
• Use Grade-Level Vocabulary • Use Text Features: Map
Language Learning Strategies
• Listen to a Preview • Use Prereading Supports
• Participate in a Discussion • Build Background Knowledge
Reading Strategies • Use Reading Supports
• Plan: Preview Writing
• Make Connections: Text to Text • Writing Project—Lesson E: Edit and Proofread

Read the Selection

Make Connections
Read aloud the introduction at the top of Student’s Book page 129 and explain: “The Daisy” is a story about a seed that
becomes a flower. Some seeds become giant trees, like the redwood trees you will read about in this selection.

Genre
Read aloud the explanation of a project notebook on Student’s Book page 129. and say: People can keep project notebooks
to remember important facts and pictures.

Preview and Build Background Knowledge

Conduct a picture walk.

Pages Say (and do)

This man is Michael Fay. He studies redwood trees. (Point to the climbers.) People who study these trees
130–131
have to climb very high!

These trees grow in California. California has warm weather. It also has fog. (Point to and explain the
132–133
fog.)

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

• Have students repeat phrases and • Read the project notebook aloud • Have students listen to the project
sentences in the text. and have students follow the text as notebook as you read it aloud. Then
• Read the project notebook again, you read. have them read it with a partner.
pausing for students to find pictures. • Have students read again Partners can alternate reading
On page 131, for example, say: silently, and then aloud. Ask the pages aloud.
Show me the giant redwood. Build Comprehension to check • Then direct the reading using the
• Check understanding with selected understanding. Build Comprehension questions as
Build Comprehension questions. students take turns reading pages
aloud.

144  Unit 2   Shoot for the Sun

Build Comprehension
Student’s Book Page 129
Set a Purpose
We will read this project notebook to find out more about the giant redwood trees.

Draw Conclusions
Remind students that the seed in “The Daisy” needed light from the sun and water from the rain to grow into a flower. Ask:
What do you think these trees need to grow?

Use Visuals
Point to the photo of Michael Fay. Read the title aloud. Ask: Who do you think is in the photo? (Michael Fay)

Cultural Perspectives

1. Explain to students that Arbor Day is a holiday in which individuals and groups are encouraged to plant trees.
Provide more information about Arbor Day in different countries, for example, in China, people celebrate Arbor
Day on March 12 while in the U.S., people celebrate it on the last Friday in April.
2. Tape a long sheet of paper to the wall and have students take turns “planting” a tree by drawing it on the paper.
Have students share information about tree ceremonies or plantings they know about from other cultures.

PART 2  LESSON 7 145 

PART 2 LESSON 7

Build Comprehension (continued)

Student’s Book Pages 130–131
Monitor
Review how to monitor as you read. Say: You read that Michael Fay studies redwood trees. I don’t understand why he studies
them. Let’s reread the page. When I reread, I find that redwood trees are one of the biggest living things on Earth. I think he
studies them because they grow so big. That makes them special!

Classify
Reread the text aloud: They are one of the biggest living things on Earth! Ask: What are some other big living things? (Possible
answers: giraffes, whales, elephants, and so on)

Critical Viewing
The text says redwoods are very tall. What in the picture shows you how tall they are? (The people in the picture seem very
small.)

Extension
Math
1. Tell students that the tallest giant redwood, named Hyperion, is about 379 feet tall. Say: A person who is six feet tall is a
very tall person. It would take about 63 of those tall people standing on each other’s shoulders to be as tall as Hyperion!
2. Have students draw a picture of Hyperion and label its height. Then have partners measure each other with a tape
measure or ruler. Say: How tall are you? Draw a picture of yourself next to Hyperion. Label your picture with your height.

146  Unit 2   Shoot for the Sun

Build Comprehension (continued)
Student’s Book Pages 132–133
Use Text Features: Map
Where do redwoods grow? (California) Point to where the redwoods are on the map.

Sensory Details
What words and phrases on this page help you to imagine what the weather in California feels like? (warm, wet, fog)

Monitor
1. You read that redwoods grow in California. Name one thing you do not understand about where redwoods grow. (Possible
response: I don’t understand why redwoods grow in California.)
2. Let’s reread to find out. When you reread, what do you find? (Possible response: I find that California is warm and wet.
This is what redwoods need to grow.)

Personal Response
Have students who have seen a redwood tree describe what they look like. If no one has seen a redwood, invite students to
tell about their favorite trees and why they like them.

Writing Project
Lesson E: Edit and Proofread
Have students turn to Writing Project on Student’s Book page 137. Have them edit and proofread their Writing Project
compositions. (See Teacher’s Book—Writing Project for detailed instructions.)

PART 2  LESSON 7 147 

PART 2 LESSON 8
Respond and Extend
Grammar
OBJECTIVES
Vocabulary
• Use Grade-Level Vocabulary
• Use Academic Vocabulary
Language
• Participate in a Discussion
Grammar
• Use Adjectives: Count and Noncount Words
Comprehension and Literary Analysis
• Compare Genres
Learning Strategy
• Collaborate with Peers

Respond and Extend

Reread
Say: Let’s reread “Michael Fay and the Giant Redwoods” and think about how it is different from the folk tale “The Daisy.”

Compare Genres
1. Remind students that “The Daisy” is a folk tale and “Michael Fay and the Giant Redwoods” is a project notebook.
2. Create groups and have students use the Numbered Heads routine. (See Cooperative Learning Routines.) Focus students’
thinking by asking questions:
• Content: How are the genres different?
• Structure: How is the writing organized differently?
• Visuals: What kinds of visuals does each selection use?
3. Have each group discuss the questions. Then call a number from each group to have students share with the class. Have
students record how the selections are different on Practice Book 2.20.

Talk Together
1. Read aloud the instruction and question in Talk Together on Student’s Book page 134. Ask: What do all living things
need? (food, water, light from the sun)
2. Invite students to discuss details from the selections. Add their 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 the Provide language frames to Have students tell about the differences between living
pictures or use drawings to support answers, such as: All and nonliving things in selections they have read in Part 2.
share ideas. living things need _____.

148  Unit 2   Shoot for the Sun

 Resources
◆◆ Practice Book: 2.13, 2.15, 2.20, 2.21
◆◆ eVisual: 2.7, 2.8
◆◆ Cooperative Learning Routines

Grammar
Number Words
1. Review that adjectives describe people, places, or
things. Say: Numbers can describe nouns. Numbers
can be adjectives.
2. Point to yourself and say: One teacher. One is a
number that describes how many teachers are in
class. Begin counting the number of students in class.
Point to a student and say: One student. Point to the
next student and say: Two students. Have students
count along together as you point to more students.
3. Have students tell how many of something they have.
For example, I have one brother or I have seven
buttons. Then assign Practice Book 2.13.
Count and Noncount Words
1. Say: Some nouns name things that can’t be counted. For example,
the word energy can’t be counted. I can have a lot of energy, or Count Nouns Noncount Nouns
only a little energy, but I can’t tell you I have two or three energies. hands feet energy love
Display eVisual 2.7 and read it aloud. eyes smiles water food
2. Have students tell whether the following words are count or noncount: eVisual 2.7
apples; soup (count; noncount). Then assign Practice Book 2.15.
Adjectives: How Many or How Much
1. Have students read the introduction and go through the Grammar Rules box on Student’s Book page 135. Review
adjectives that tell how many and how much. Say: For nouns we can count, we use number words. For nouns that can’t be
counted, we use adjectives like some or more. Display and read eVisual 2.8. Model: The word flower names a noun I can
count: I see two flowers. Continue with the rest of the examples.

Sentences with Count Words Sentences with Noncount Words

I see one leaf on the flower. I plant the seed in some soil.
That flower has three leaves. These flowers need more light !

eVisual 2.8

2. Focus students’ attention on the Read a Sentence question and example. Invite students to use the Grammar Rules to
eVisual 2.13
answer the question and tell why. © National Geogra

3. Read aloud the instructions in the Write a Sentence activity. Remind students to include adjectives that tell how much and
eVisual 2.7_2p13_G1U2_P2_D4_eV_T118a_2-13.indd 1

how many. Assign Practice Book 2.21.

PART 2  LESSON 8 149 

PART 2 LESSON 9
Review
OBJECTIVES
Resources
Vocabulary Reading Fluency
• Use Grade-Level Vocabulary • Phrasing ◆◆ Practice Book: 2.19
• Use Academic Vocabulary Literary Analysis ◆◆ eVisual: 2.9
Language • Genre: Folk Tale ◆◆ High-Frequency Word Routine
• Retell a Story • Plot
◆◆ Key Word Images
Grammar Learning Strategies
◆◆ Reading Strategy Rubrics
• Adjectives • Review
• Reflect on Learning ◆◆ Reading Strategy Test
Learning to Read
• Words to Know Writing
• Phonics Rules • Writing Project—Lesson F: Present
Reading Strategy and Share
• Monitor

Language: Retell a Story, Words to Know

1. Have students review the story “The Daisy.” Pair students and ask partners to retell
Words to Know
the main plot events of the story. Remind them to include details about the setting and
had
characters in their retelling. Have students use language frames: I will retell a story
that
about a _____ that _____. In _____, the _____.
will
2. Review the Words to Know using High-Frequency Word Routine. 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. Key Words
bud petal
Key Words: Science and Academic Vocabulary flower project
Display Key Word Images to groups. Then play a guessing game. Have groups act out height ready
each Key Word as other groups guess the word. leaf seed
Reading Strategy: Monitor length sun
1. Read “Hen’s Bread" aloud. Have students monitor their understanding by using light
language frames: I read _____. I do not understand _____. I read again and find
_____.
2. Use Reading Strategy Rubrics in Assessment Resources to measure students’
development in reading strategy.
3. Use Reading Strategy Test in Assessment Resources to assess students’ skill in
applying common reading strategies.

Thinking Map: Identify Genre and Plot

1. Read aloud “Hen’s Bread” (eVisual 2.9). Ask students to identify the genre. Use
the following language frames: This story is _____. I know this, because _____.
2. Have students identify the plot of the story. Display the following language
frames:
One day, _____ decided _____. She _____. Then _____. Finally, _____.

eVisual 2.9

150  Unit 2   Shoot for the Sun

Phonics
1. Write or display the following blends in chart form: mp, sk, ft, lt.
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 lamp. Say the word slowly. Ask students to tell what blend they hear at the end of the
word lamp. Then have them tell you in which column to write the word.
4. Continue with the following words: molt, task, melt, craft, ask, pump, felt, soft, jump, salt, disk, plump.Fluency: Phrasing

Fluency: Phrasing
1. Have students review the fluency passage on Practice Book 2.19.
2. Then have students read and review the two reading passages they’ve learned in Unit 2, Part 2, focusing on phrasing.

Word Work: Word Sorts

1. Provide a list of words and have students create a set of six or more word cards.
2. Have them stack the cards upside down and shuffle them. Then have pairs play a game of “Speed.” Each partner turns
over a card one at a time. If it is a count word, they sort it to their left. If it is a noncount word, they sort it to their right.
The first partner to sort all the cards, wins.
3. Students can shuffle their “decks” and play again, or rotate partners.

Grammar: Adjectives
1. Display the following adjectives: one, some, several, two, many, three.
2. Challenge pairs to come up with sentences that use these adjectives to describe count and noncount words.

Writing Project
Lesson F: Present and Share
Have students turn to Writing Project on Student’s Book page 137. Have them present and share their Writing Project
compositions. (See Teacher’s Book—Writing Project for detailed instructions.)

PART 2  LESSON 9 151 

ORAL LANGUAGE PROJECT

Theme Theater
Introduce the Activity
1. Recap prior knowledge by having students retell the plot of “The Daisy.” Have students share what they recall about how
the characters look and act.
2. Tell students that they will dramatize, or act out, “The Daisy” to entertain an audience. Organize small groups. Tell them
that they will create words and gestures for the little seed, the sun, the raindrop, and the daisy.

Plan
1. Help each group plan a dramatization. Review gestures and facial expressions that express feelings. Have them ask and
answer these questions to help them plan:
• How do you think the sun and the raindrop feel when they ask the little seed to play, but she tells them that she wants to
sleep? What would they say? How would they move to show how they feel?
• When the little seed becomes a daisy, how does she feel? What does she think of her new petals and leaf? Is she
surprised at her height? What words would she say? How would she move to show how she feels?
2. Have students in each group work together to plan the dramatization. Have them choose roles for each character.

Rehearse
1. As students rehearse, help them act out the story events in order. Students should practice their lines several times. Help
them use correct pronunciation as they become more comfortable with the dialogue.
2. Discuss props and scenery that students will use in their dramatization, and help them to get or create what they need.
3. Use Multi-Level Strategies to help students at all proficiency levels.

BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH

Have students practice using Help students use appropriate Encourage students to brainstorm dialogue for the
body language and gestures expressions and phrasing characters, adding as much detail as possible.
to show how their characters as they practice their
feel. dramatizations.

It’s Showtime!
1. Let the action begin! Invite another class to see and hear the students dramatize “The Daisy.”
2. Have each group act out the story, using their own words and appropriate gestures and movements. Students in the
audience can take notes on important details they hear.
3. Evaluate the dramatization using the rubric. For each performance, assess one group’s listening skills.

Debrief and Compare

1. Have the class share what they liked about each group’s dramatization. Ask the Big Question: When is something alive?
2. Have the class compare how the characters looked and acted in the dramatization. Then encourage students to add ideas
to their unit concept maps.

152  Unit 2   Shoot for the Sun

Rubric: Theme Theater
Use the rubric to evaluate students’ performance.

Theme Theater Rubric

Scale Speaking Content Listening

Does not know how to retell a ¨¨
Does not present in sequence ¨¨
¨¨ Does not understand enough
story to take notes
¨¨
Has trouble with correct
Beginning pronunciation ¨¨
Uses body language only to ¨¨
Listens but cannot identify
communicate ideas important details

Presents some of the action in ¨¨

¨¨ Understands that a story has ¨¨
Listens and takes some notes
the correct sequence a beginning, middle, and end
¨¨
Listens and identifies some
Intermediate ¨¨
Uses correct pronunciation ¨¨
Retells the story in one or two important details
some of the time sentences

¨¨
Presents most of the action in ¨¨
Can identify the beginning, ¨¨
Listens and takes notes on
the correct sequence middle, and end of the story most information
Advanced ¨¨
Uses correct pronunciation ¨¨
Retells the story in a few ¨¨
Listens and identifies most
most of the time sentences, in order important details

¨¨
Presents in sequence ¨¨
Can identify the beginning, ¨¨
Listens and takes notes
middle, and end of the story
Advanced ¨¨
Uses correct pronunciation ¨¨
Listens for important details
High ¨¨
Retells the whole story with
detail, using appropriate
language to show sequence

PART 2  ORAL LANGUAGE PROJECT 153 

WRITING PROJECT

Mode and Form Resources

1. Expository writing presents information and explains ideas. For this project, students ◆◆ eVisual: 2.10
will tell how to make something (eVisual 2.10).
◆◆ Practice Book: 2.22
2. Use “A Straw Hat” as a professional model of instructions. Reread the text and point
◆◆ Vocabulary Routine 4
out steps and pictures that show each step.

Writing Checklist
A good how-to article
✔ tells what to do or make
✔ lists things you need
✔ gives steps to follow
eVisual 2.10 Key Word:
organization
Writing Trait: Organization
eVisual2.19 © National Geographic Learning, a part of Cengage Learning, Inc.
1. Students learn how good writers create organized writing by writing a how-
eVisual 2.10_2p19_G1U2_WP_eV_T128i_2-19.indd 1 11/8/2019 下午9:53
to article that has a clear structure that suits their audience and purpose. The
content should flow smoothly and logically.
2. Use Vocabulary Routine 4 to teach ideas.
Day 5: Edit
Lesson Overview and Pacing
• Day 6: Pub
Each lesson in the Writing Project provides detailed instructions. Teach the Writing
Project during Part 2 of the unit with this suggested sequence and pacing plan, or Definition: Sentence:
adjust as your schedule and students’ needs require. Ideas are things We work together
that you think to think of ideas
of that help you for our paper.
write.

PortraitUnit 2 | Shoot for the Sun

Writing Project Learning Objectives Suggested Pacing

Lesson A Introduce the Writing Prompt, Study a Model In Part 2, Lesson 2
Lesson B Prewrite (Plan and Write) In Part 2, Lesson 4
Lesson C Draft (Plan and Write) In Part 2, Lesson 5
Lesson D Revise (Check Your Work) In Part 2, Lesson 6
Lesson E Edit and Proofread (Check Your Work) In Part 2, Lesson 7
Lesson F Present and Share (Finish and Share) In Part 2, Lesson 9

154  Unit 2   Shoot for the Sun

Rubric: How-to Article
Students use Practice Book 2.22 to score their own writing on the trait of organization. You can then use the Writing Rubric to
score each student’s project on all traits.

Writing Rubric
Score
Ideas Organization Voice Word Choice Fluency Conventions Presentation
Point
• The message • The structure is • The tone is • Appropriate • All sentences • The writing has • The text is
is clear and clear and fits the appropriate for words were are varied and only a few minor presented in an
focused. purpose. the purpose and chosen to clearly effective and errors in spelling, orderly way.
• Details are • All content flows the audience. convey the have transitions. capitalization, • Visuals are
accurate and in a logical • The writing message. • When read and punctuation. appropriate and
4
relevant, showing sequence. sounds genuine. • The language aloud, the writing • The writing support meaning.
excellent consistently sounds natural has only a few • Letter formation
understanding of grabs readers’ and rhythmic. minor errors in or handwriting is
the topic. attention. grammar and neat and legible.
usage.

• Most of the • Most of the • The tone is mostly • Many • Most sentences • The writing has • Most of the text is
writing has a structure is clear appropriate for appropriate are varied and some minor presented in an
clear and focused and fits the the purpose and words were effective and errors in spelling, orderly way.
message. purpose. the audience. chosen to clearly have transitions. capitalization, • Most visuals are
• Most details • Most of the • Most of the convey the • When read and punctuation. appropriate and
3 message.
are accurate content flows in a writing sounds aloud, most • The writing has support meaning.
and relevant, logical sequence. genuine. • Most of the of the writing some errors in • Most of the letter
showing good language sounds natural grammar and formation or
understanding of grabs readers’ and rhythmic. usage. handwriting is
the topic. attention. neat and legible.

• The message • The structure is • The tone is • Some • Some sentences • The writing has • Some of the text
is present, confusing and sometimes appropriate are varied and several errors is presented in
but somewhat does not fit the appropriate for words were effective and in spelling, an orderly way.
unclear or purpose. the purpose and chosen to clearly have transitions. punctuation, and • Some visuals are
confusing. • Some content the audience. convey the • When read capitalization. appropriate and
2 • Some details flows in a logical • Some of the message. aloud, some • The writing has support meaning.
are accurate sequence. writing sounds • Some of the of the writing several errors in • Some of the
and relevant, genuine. language sounds natural grammar and letter formation
showing some grabs readers’ and rhythmic. usage. or handwriting is
understanding of attention. neat and legible.
the topic.

• The writing • There is no • The tone is not • Few appropriate • Few or none of • The writing has • The text is not
does not have structure or appropriate for words were the sentences are many errors presented in an
a clear, focused it is barely the purpose or chosen to clearly varied, effective, in spelling, orderly way.
message. discernible. the audience. convey the or complete. Few punctuation, and • Visuals are not
• Few or no details • The content does • The writing message. or no transitions capitalization. appropriate and
1 are included, not flow in a does not sound • Little or none of are present. • The writing has do not support
showing little or logical sequence. genuine. the language • When read many errors in meaning, or they
no understanding grabs readers’ aloud, the writing grammar and do not exist.
of the topic. attention. sounds unnatural. usage. • Letter formation
or handwriting is
not legible.

PART 2  WRITING PROJECT 155 

WRITING PROJECT
LESSON A: Model
OBJECTIVES
Writing
• Analyze a Student Model: Article
• Trait: Evaluate for Organization
• Use a Rubric to Analyze Writing

Resources
◆◆ eVisual: 2.10
◆◆ Practice Book: 2.22

Introduce the Writing Project

Analyze the Prompt
1. Have students turn to Writing Project on Student’s Book page 136. Read aloud the title of the project and the prompt.
Model how to fill out the first three sections of a RAFT. Have students copy the RAFT:
Role: teacher
Audience: classmates
Form: how-to article
Topic: __________

BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH

Help students draw steps Have partners use the Have students write steps on Encourage students to use
on index cards. Then put strategy above. Have sentence strips and put them adjectives as they write.
the drawings in order and partners write or dictate in order.
number each step. labels.

2. Have students read the prompt together and explain: This tells what to write about. Ask them what that subject is. (how to
make something with plants) Explain that they will choose a specific topic later.
3. Focus on language: Who is the audience? (classmates) What is the purpose? (to explain) Guide students to understand
how the audience and purpose will affect the language they use. (Since they are writing procedures, the language will be
somewhat formal no matter who the audience is.)

156  Unit 2   Shoot for the Sun

Study a Model
Focus on Features
Writing Checklist
1. Read the model on Student’s Book page 136 together. Display the
Writing Checklist (eVisual 2.10). A good how-to article
2. Connect examples to key features of the writing form. Point out the
title (tells what to do), the materials (tells what you need), and the
✔ tells what to do or make
instructions (gives steps to follow). ✔ lists things you need
3. Read the model together again having students pantomime the steps.
✔ gives steps to follow
Teach the Trait
1. Review classroom vocabulary. Activate prior knowledge: Give me eVisual 2.10
an example of something that is organized. (Responses will vary.)
2. Repeat for disorganized. Explain: When your writing is well organized, it has2.19
a clear structure that fits your purpose and
eVisual © National Geographic Learning, a part of Cengage Learning, Inc.

your audience. All the ideas are in the right order. Everything makes sense.
eVisual 2.10_2p19_G1U2_WP_eV_T128i_2-19.indd 1 11/8/2019 下午9:53

3. Point to examples in the classroom and have students give thumbs up or thumbs down to show what is organized. Find
examples in the model:
• Do you need the materials first or last? (first)
• Where does Pham Thi Mai list them? (first)
• How do the numbers help give the writing a clear structure? (They show the order to follow.)

Present the Rubric

1. Have students turn to Practice Book 2.22. Read aloud the questions and features of each score point.
2. Guide students to tell the difference between a paper with a score of 2 and 4:
• Hold up your fingers. Which score do you give when the structure is clear and the order of ideas makes sense? (4)
• Which score do you give when the structure is confusing and the order of ideas doesn’t always make sense? (2)
3. Allow time for the partners to review the rubric and then report.

Check Progress
Have students point at the features on Student’s Book page 136 as you name them. Then have them use their fingers to show
the number of steps. Then have them work with a partner. Say: Describe organization in your own words.

PART 2  WRITING PROJECT 157 

WRITING PROJECT
LESSON B: Prewrite
OBJECTIVES
Learning Strategies
• Generate Ideas through Drawing
• Use Graphic Organizers: Web
• Give and Follow Instructions
Writing
• Writing Process (Prewrite): Select a Topic, Gather
Information, and Organize Ideas

Resources
◆◆ eVisual: 2.11, 2.12
◆◆ Practice Book: 2.23

Prewrite
Choose a Topic
1. Have students turn to Writing Project on Student’s Book page 137 and read aloud Point 1, Paragraph 1.
2. Review: What will we write about? (how to make something with plants) Review content: What are some of the parts of a
plant? (seed, leaf, flower, branch)
3. Gather and display materials to prompt students as they generate ideas. Say: First draw things you can make with plants.
Draw as many things as you can think of. Display and discuss the following guidelines (eVisual 2.11):

Think about what you can make.

Draw pictures.
Tell a partner.

eVisual 2.11
4. Have students discuss their ideas with partners as they draw pictures and then use their pictures to choose a topic for their
article. Check that topics are feasible.
5. For students who may have trouble coming up with ideas, suggest the following:
• pressed leaves or flowers
• a bird feeder made with peanut butter, pine cones, and bird seed
eVisual2.20 © National Geographic Learning, a part of Cengage Learning, Inc.

• tree branch picture frame eVisual 2.11_2p20_G1U2_WP_eV_T129a_2-20.indd 1 11/8/2019 下午9:53

• apple block print

• straw placemat

158  Unit 2   Shoot for the Sun

Gather Information
1. Remind students that the article should tell how to make something. It should include a list and steps.
2. Model using the Language Frames at the top of Student’s Book page 137 to help students plan. Read together the
sentences Pham Thi Mai used in her article as a model. Ask students to describe what a seed picture is made of and how
to make it.
3. Explain: Make your project first. Then you will know the steps and what you need. Have students rehearse making their
plant project, saying the steps aloud. Then have students use the language frames to tell a partner about their project.
4. Students may get frustrated as they attempt to figure out the project steps. Model troubleshooting: What do you do if your
project is too hard or if you can’t find something? Invite students to revise plans or change topics if necessary.

Get Organized
1. Remind students that a how-to article has a title, an author, a list of materials, and instructions.
2. Model how to use a web (eVisual 2.12). Think aloud as if you were Pham Thi. Say: I will make a seed picture. I will need
glue, a pencil, paper, and seeds. Repeat to complete the web.

Glue Seed Picture

Put
glue
What you need Draw What you do on
paper

Pencil Paper
Seeds Put seeds on glue

eVisual 2.12

3. Have students turn to Practice Book 2.23.

4. Have students fill in the title and complete their own idea webs. Use Multi-Level Strategies to support students at each
proficiency level.
eVisual 2.21 © National Geographic Learning, a part of Cengage Learning, Inc.

BEGINNING INTERMEDIATE
eVisual 2.12_2p21_G1U2_WP_eV_T129b_2-21.indd 1
ADVANCED ADVANCED HIGH
11/8/2019 下午9:52

Help students use drawings. Have students draw and Have partners look for Have partners use
label materials and steps. information that is missing adjectives.
from each other’s plans.

Check Progress
Check students’ idea webs to be sure all materials and steps are included.

PART 2  WRITING PROJECT 159 

WRITING PROJECT
LESSON C: Draft
OBJECTIVES
Writing
• Use the Writing Process (Drafting): Write a How-to
Article
• Develop Writer’s Craft: Be Complete
• Use Writing Strategies: Use Sequence

Resources
◆◆ Writing Routine 2

Draft
Introduce Drafting
1. Have students turn to Writing Project on Student’s Book
page 137 and read aloud Point 1, Paragraph 2.
2. Use Writing Routine 2 to show how to turn the idea web into a draft. Students will focus on:
• Writer’s Craft: Be Complete
Introduce the craft. Say: When we write, it is important to include all the information the reader needs. When we tell
someone how to make something, we must make sure we list all of the steps and everything that is needed to make the
item. Have students look at the model on Student’s Book page 136. Ask: Does the information seem complete? (Yes,
the materials and steps tell everything we need to know.)
• Writing Strategy: Use Sequence
Explain that a well-organized how-to article uses sequence, or correct order. Tell students that in a sequence, each step
of a process is listed in the order it happens. Say: If the steps are out of order, the reader will be confused. Ideas won’t
flow well together and the writing won’t make sense. Think aloud and do the activity or pantomime the steps as you
model this strategy.

Say Write
What do I do first? Well, before I add glue or seeds, 1. Draw a picture on the paper.
I need to know where they go! First, I will draw.
(pantomime drawing) Now I will write that as my first
step.

I love my drawing! What do I do next? Can I add the 2. Put glue on the parts of the picture where you want seeds.
seeds? Let’s try. (pantomime the process and pick up the
paper) Oh no! They fall off. What did I forget? (the glue)
That’s right! I need to add glue first. I will write about the
glue in step 2.

Repeat for the last step in the model. Then reread together and have students pantomime each step as you reread.
Pause to review organization. Ask: Does my writing have a clear structure? (yes) Does the order of steps make sense?
(yes)

160  Unit 2   Shoot for the Sun

Write the Draft
1. Have students begin their own drafts. Use Multi-Level Strategies to support writers at all levels of language proficiency.

BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH

Guide students to draw a Tell students make a diagram Have students make a Have students write steps
diagram or illustrated flow or illustrated flow chart. Then diagram or illustrated first and then illustrate the
chart. have partners work together flow chart. Then work how-to article. Encourage
to add labels and a title. independently to add labels them to use adjectives.
and captions.

2. Remind students to conduct or pantomime the steps. Allow students to give oral instructions to a partner to figure out how
to describe a step or to determine what comes next.
3. Remind students: Your idea web and notes may contain fragments or incomplete ideas. Check that every sentence in your
draft is a complete sentence.

Check Progress
Have students reread and check the two parts of the draft. Is everything in the What You Need list used in a step? Are there
any things you need in steps that are not in the list?

PART 2  WRITING PROJECT 161 

WRITING PROJECT
LESSON D: Revise
OBJECTIVES
Listening and Speaking
• Conduct a Peer Conference
• Prompt and Provide Suggestions
• Restate Instructions
Writing
• Writing Process (Revise)
• Revise Drafts for Organization
• Revise Drafts for Completeness
• Revise Drafts to Sequence
• Use Revising Marks

Resources
◆◆ eVisual: 2.13, 2.14
◆◆ Practice Book: 2.22, 2.24

Revise
Read, Retell, and Respond
1. Have students turn to Writing Project on Student’s Book page
137 and read aloud Point 2. Then have students understand What You Do
this lesson is for them to check their work and revise. Put glue on. Draw a picture. Press the seeds onto the glue.
2. Review the trait on Practice Book 2.22. Then use eVisual 2.13 Let it dry.
to model how to conduct a peer conference. Read the part of
a how-to article aloud as students repeat the text. eVisual 2.13
3. Retell the how-to article and make suggestions to improve it:

I Read I Think
Put glue on. Draw a picture. This doesn’t make sense. The ideas are out of order, so they do not flow
smoothly or logically. Also, there is not enough information.
eVisual2.22 © National Geographic Learning, a part of Cengage Learning, Inc.
Press the seeds onto the glue. Let it dry. The information is good, but it doesn’t follow a clear structure. Each step
should be numbered. This step would be number three.
eVisual 2.13_2p22_G1U2_WP_eV_T129e_2-22.indd 1 11/8/2019 下午9:52

4. Students read aloud their work, and their partner retells it and offers feedback. Use Multi-Level Strategies to support
students at all proficiency levels.

BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH

Have partners use language Have partners ask and answer Have partners practice asking for and giving
frames to make suggestions: questions: suggestions.
• The steps (are/are not) • Do you include all the parts
right. and steps?
• Add _____ to the list. • Do the steps flow smoothly
and make sense?

162  Unit 2   Shoot for the Sun

Make Changes
1. Use eVisual 2.14 to model how to revise a draft. Display and use the Revising Marks
as you work through the example.
2. Explain: During the peer conference, my reader gave me a lot of suggestions. I’ve
also looked at the rubric again to see what a Score 4 should contain.
3. Model the first change: I wrote “Put glue on. Draw a picture.” These ideas don’t make
sense. These steps are out of order. You need to start by drawing a picture. I need
more information to complete each step. I will make two steps: “Draw a picture on the
paper. Put glue on the parts of the picture where you want seeds.” Now the reader
knows exactly what to do.
4. Review the rubric and call on students to suggest additional changes that would turn
the model into a 4.
5. Have students use Practice Book 2.24 for additional practice.

Revise the Draft

1. Reread the model together. Have pairs count off and assign one step for each pair. Have pairs practice restating
instructions in the model. After volunteers share restatements, reinforce: There are many ways to explain a step.
2. Tell students to use the Revising Marks and begin revising their own drafts. Remind them to review the rubric and notes
from their peer conferences. Post examples as a reminder to check details (eVisual 2.14):

Information is Not Complete Information Is Complete

Put glue. Put glue on the parts of the picture

where you want seeds.

eVisual 2.14
Check Progress
Have peers discuss: Did you use some of the ideas from your peer conference? Are your steps in the right order?

eVisual 2.23 © National Geographic Learning, a part of Cengage Learning, Inc.

eVisual 2.14_2p23_G1U2_WP_eV_T129f_2-23.indd 1 11/8/2019 下午9:51

PART 2  WRITING PROJECT 163 

WRITING PROJECT
LESSON E: Edit and Proofread
LESSON F: Present and Share
OBJECTIVES
Listening and Speaking
• Speak at the Right Pace
• Listen Actively
Writing
• Writing Process (Edit and Proofread): Edit for Spelling,
Grammar, and Mechanics
• Writing Process (Publish and Share): Create a Final
Copy; Read Writing Aloud
Grammar, Spelling, and Mechanics
• Use Adjectives
• Check Spelling
• Use Proper End Punctuation

Resources
◆◆ eVisual: 2.15
◆◆ Practice Book: 2.25

Edit and Proofread

Focus on Phonics and Spelling: Consonant Blends
1. Review blends. Display and chorally read the following sentence: The flower in the grass blew into the creek. Point to the
word flower and model how to segment sounds /f/ and /l/. Repeat for other consonant blends.
2. Dictate the following sentences. Have students practice spelling.
• I see a slick slug on the floor. Spell slug.
• Get a black glove from the peg. Spell black.
• Pluck the slug and bring it to the grass. Spell bring.
• I am glad the slug is free. Spell glad.
3. Assign Practice Book 2.25 for additional practice.

Focus on Grammar: Adjectives

1. Remind students that adjectives are words that describe nouns. Some adjectives describe size, color, or shape: large, tiny,
white, red, round, square. Other adjectives describe number: one, many, some.
2. Use the flower on Student’s Book page 136 to practice writing with adjectives. Have pairs write sentences to describe
Pham Thi Mai’s flower.
3. Assign Practice Book 2.25 for additional practice.

Focus on Mechanics: End Punctuation (Periods)

1. Remind students that a statement is a telling sentence. Ask: What punctuation mark do we use at the end of a statement? (a
period) Write the following sentences on the board:
• Today we will plant flowers
• The first thing to do is dig a hole
2. Have students say what is missing from the sentences. (periods) Have volunteers add the periods in the correct places.
Then have students check their how-to articles to make sure they used a period at the end of each statement.
3. Assign Practice Book 2.25 for additional practice.

164  Unit 2   Shoot for the Sun

 Editing Marks
Edit and Proofread
1. Display the Editing Marks (eVisual 2.15) and have partners work together to edit and
Add.
proofread their how-to articles.
2. Provide and model the editing tip: Use a highlighter or colored pen to mark things you are Take out.
unsure of. After you’ve finished your writing, ask me or another adult to check and correct
the things you highlighted. Move to here.

Check spelling.
Present
Share Your How-to Article Capitalize.
1. Have students finish their how-to articles. Then encourage them to make a neat copy. eVisual 2.15
2. Model and explain listening and speaking skills for the class:
• Speak at the Right Pace: Demonstrate speaking too slowly, too quickly, and then at an appropriate
eVisual 3.25 pace. Tell students © Nat

that when they read a how-to article, they should pause between each step to give listeners time to think about what
eVisual 3.15_3p25_G1U3_WP_T197g_3-25.indd 1

they heard. Have partners practice good pacing using the student model.
• Listen Actively: Explain that it is important to listen actively while others are reading. Students should listen to remember
information and to see if they have any questions they want to ask. Remind students that when they listen actively, they
should look at the person speaking.
3. In pairs, have students read their how-to articles aloud. After each student has read, have partners tell the class about what
they learned from each other. Make a class book. Share the book with other classes. Invite students to use the book to
teach family members how to make new things.
4. Add a copy of each how-to article in each student’s writing portfolio.

PART 2  WRITING PROJECT 165 

PART 2 LESSON 10
Wrap-Up
OBJECTIVES
Concepts and Vocabulary
• Use Grade-Level Vocabulary
• Use Academic Vocabulary
• Use Learning Strategies: Graphic Organizers
Language
• Language Function: Describe People and Things;
Retell a Story
• Discuss Ideas
Science
• Sort and Classify Living Things

Talk Together
Answer the Big Question
1. Read aloud the Big Question on Student’s Book page 138.
Encourage students to add any additional ideas by drawing or
Living things
writing in their journals. Living things can grow.
Living things
need to
need to eat
2. Then invite students to say what living things need. and drink.
breathe air.

Complete the Unit Concept Map

1. Encourage students to skim the selections in the unit and think When is
about class discussions. something
alive ?
2. Have students complete the concept map by writing their
answers on the branches. Concept Map
未命名-1 1 31/8/2019 上午12:17

3. Use these possible answers to the unit concept map to guide

the discussion.

Cultural Perspectives

1. Choose a place that students know in the community, such as a park. Ask students to name living things they can
see there, such as, trees, flowers, and dogs. Then ask them to name nonliving things, such as, swings, seesaws, and
benches.
2. Encourage students to talk about how they know which things are alive and which are not.

166  Unit 2   Shoot for the Sun

 Resources
◆◆ Self-Assessment
◆◆ Unit Test

Share Your Ideas

Select and Present
Read aloud the three presentation options on Student’s Book pages 138–139. Explain that the first and last ones can be done
alone, but that the second one involves working with others. You may choose to assign students to an activity or group, or
allow them to self-select.

Presentation Options Learning Level

Writing Activity: Make a Chart
Encourage students to share their charts with the class. Have students take turns B I A AH
describing a living thing from their chart. Then ask them to describe a nonliving 3 3
thing from their chart.

Oral Activity: Tell a Tale

Remind students that a folk tale is a make-believe story. It often has animal B I A AH
characters that speak. Elicit that a plant is alive, but a rock is not. Suggest that 3 3 3
students might have the plant in their folk tales speak.

Kinesthetic Activity: Make a Puppet

Provide students with socks, felt, yarn, buttons, scissors, and glue. Give them B I A AH
ample time to make their puppets. Then pair beginners with more English-
proficient partners that can help them create dialogue for their puppets. Have
3 3 3 3
pairs take turns presenting their puppet shows to the class.

Respond and Close

Have students discuss their final answers to the Big Question.

Monitor
Use Self-Assessment in Assessment Resources to encourage students to reflect on their own learning. Then administer Unit Test
in Assessment Resources to assess students’ progress on vocabulary, reading, and grammar skills taught.

PART 2  LESSON 10 167