Pearson Longman Keystone Brochure.pdf

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Accelerate English language proficiency and academic success! CORNERSTONE & KEYSTONE ©2013

Transcript of Pearson Longman Keystone Brochure.pdf

Page 1: Pearson Longman Keystone Brochure.pdf

Accelerate English language proficiency and academic success!

CornErstonE & KEystonE ©2013

Page 2: Pearson Longman Keystone Brochure.pdf

Helping teachers to teach and students to learnPearson Longman Cornerstone and Pearson Longman Keystone provide support for teaching English Language Learners to gain the highest level of language proficiency and academic success.

l Personalized instruction for all learning styles.

l Students take ownership of their learning and develop key academic language and life skills.

l Builds students reading confidence through accessible language and fun topics.

l Enables you to track student performance in real time, anywhere for targeted and explicit instruction.

Built on research of leading ELL experts

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There is no such thing as one-size-fits-all learningToday’s classrooms are diverse, making it challenging to reach every student on their own unique pathway to learning. As your partner in personalized learning, Pearson delivers proven solutions and support so all of your students can achieve their potential in the classroom and in life.

Pearson Longman Cornerstone and Pearson Longman Keystone are programs which provide all the support you’ll need for your students. ELL focused content, including intervention and assessment, are built upon the best teaching practices and the research of leading language development experts such as Dr. Anna Uhl Chamot and Dr. Jim Cummins.

Meet all your English learners’ language and academic needs

Open the world through technology

see pages 14-15

Pearson Longman Keystone ©2013 for Grades 6-12(ages 11-18)see pages 10–13

Pearson Longman Cornerstone ©2013 for Grades K-5 (ages 5-11) see pages 6–9

Anna Uhl Chamot

l Teacher trainer and researcher in content-based second language learning and language acquisition strategies.

l Designed the Cognitive Academic Language Learning Approach (CALLA).

Jim Cummins

l Renowned for his research in literacy development in multilingual school contexts.

l Focuses on the uses of technology to promote literacy and language development.

Sharroky Hollie

l Expert in Culturally Responsive Instruction, professional development and second-language methodology.

l Executive Director of the Center for Culturally Responsive Teaching and Learning (CCRTL) and co-founding Director of Culture and Language Academy of Success (CLAS).

John De Mado

l An energetic force in the field of Language Acquisition.

l Founder and president of John De Mado Language Seminars, Inc., an educational consulting firm devoted exclusively to language acquisition and literacy issues.

Page 3: Pearson Longman Keystone Brochure.pdf

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Assessment and instruction working together

Assessment-driven data is key for personalized instruction. Data provides schools and teachers with information to evaluate ELL performance, inform instruction, and develop language proficiency.

Assessment Booksl Diagnostic Pretest helps determine student

readiness at the beginning of the year.

l Reading tests and unit tests throughout the assessment books provide a quick overview of the skills mastery and inform instructional for future unit teaching.

sELP2: Assessing Language Proficiencyl Helps teachers evaluate students’ listening,

reading, writing, and speaking skills and assess English proficiency levels.

l Easy-to-use online scoring and reporting tool gives teachers useful data to inform instructional decisions.

l Helpful notes linking assessment with instruction can be found in the Teacher’s Editions of both programs.

AIMsweb: Academic Achievement MeasuresUse AIMsweb® to measure ELLs academic performance against other students. This provides teachers with a realistic and accurate view of performance to inform personalized instruction.

l Progress monitoring notes are found in the program’s instructional materials.

l Most assessments take just 1-4 minutes so can be brief and frequent.

In-depth teacher training and daily support

Ask your Pearson Representative for more information on the SIOP® model and A+RISE® cards to support the teachers

with instructional strategies and professional learning.

English Learning

READING 3 111

“The streets will flood soon,” Dad said. “We must drive carefully,” Mom said. The shore was pounded by angry waves. The waves were

strong and high. It was the afternoon, but the sky was as dark as night.

People on the coast were leaving their homes. The roads were crowded with cars. Our car moved slowly down the wet road.

coast where the land meets the ocean

What kind of major damage can a storm do?

Before You Go On

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T111

STEP 2: TeachComprehension CheckAnswer Questions Have students participate in a timed-response question and answer session. Ask the following questions and give students 20 seconds to find each answer in their books.

1. What did Dad do to the windows of the beach house? He nailed wood over the windows.

2. Where was the family going to stay safe? They were going to a shelter.

3. What was the boy worried about? He was worried that his vacation was ruined.

4. What three things happened as the hurricane came closer to shore? Lightning flashed. Thunder clapped. Rain fell.

5. What was Dad worried about when they were in the car? The streets might flood.

6. What were other people on the coast doing? They were leaving their homes.

Build DiscussionBefore students continue reading the story, lead a class discussion about what the family has done to protect themselves up to this point in the story. Ask students to describe other ways the family can be safe.

STEP 3: AssessBefore You Go OnHave small groups discuss the major damage that the storm can cause. Then, ask each student to write two sentences describing the damage. Invite volunteers to read their sentences aloud.

ScaffoldingAsk students to make a timeline of how the weather has changed since the story began on p. 108. Have students imagine they are on a news program reporting the storm. Students should use the timeline to describe the details of each part of the storm. Ask students to read their reports to the class. Encourage students to read with expression and include as many weather details as possible. Then compare and contrast the details that the students included.

Reading 3

SELP2 • Stanford English Language Proficiency Test

The Reading subtest assesses students’ proficiency in this area. See the correlation for clusters that support these skills in Appendix B in this Teacher’s Edition and in the Pearson English Learning Teacher’s Guide.

ST

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ENGLISH LANGUAGEPROFICIENCY TEST

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Fluency Card F6 (pp. 110–111) STEP 1: Monitor Progress

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English Learning

128 UNIT 2128 UNIT 2

Practice

Read the following test sample. Study the tips in the box.

Answering Test Items for Revising and Editing

Taking TestsYou will often take tests that help show what you know. Follow these tips to improve your test-taking skills.

Coaching Corner

Test Preparat ion

77–78

W B

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UNIT 2 129UNIT 2 129

Read the selection. Then answer the questions.

(1) It stopped raining in the Southwest in the summer of 1931. (2) Crops died. (3) There was nothing left to hold the dirt on the ground. (4) Then the dust storms begin. (5) This event was called the Dust Bowl, and it lasted for 10 years. (6) There was dust everywhere. (7) There was dust in the food and in the water. (8) It is hard for animals and people to breathe. (9) Sometimes there was so much dust in the air, people couldn’t see the sun. (10) The sky become so dark, it looked like night during the day.

1 What is the BEST way to revise sentence 4?

A �en the dust storms end.

B �en the dust storms begun.

C �en the dust storms began.

D No revision is needed.

2 What revision, if any, is necessary in sentence 8?

F It was hard for animals and people to breathe.

G It were hard for animals and people to breathe.

H It are hard for animals and people to breathe.

J No revision is needed.

3 What change, if any, should be made in sentence 10?

A Change looked to look.

B Change become to became.

C Change become to were.

D Make no change.

Tips

Read sentence 4 in the selection again. What action is described?

Read each answer choice to yourself. Think about how to form past tense verbs.

Sentence 10 contains an irregular verb. Is it used correctly?

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SAY Before we read the selection, let’s look at the questions and answer choices. Question 1 refers to sentence 4 in the selection. Pay special attention to this sentence when reading the selection.

STEP 3: PracticeUsing the Strategies

• Lookatthequestionsandanswerchoiceswith students. Draw students’ attention to sentences 4, 8, and 10 within the selection. Tell students that questions like these are testing their ability to write in English by asking them to revise and edit certain sentences.

SAY Question 1 asks you to revise and edit sentence 4. What action is being described?

• Askstudentstoreadtheselectionagainuptosentence 8.

SAY Look at Question 2. Each of the answer choices uses some of the same words from sentence 8, but they differ in what form of the verb be is used. What is wrong with the verb form in sentence 8? (should be simple past, not present; should be singular)

• Explainthatthesetypesofquestionsmaytest their ability to spot errors in verb usage within sentences.

SAY Look at Question 3. It has suggestions for improving the sentence. Do you notice any problems with the verb tense in this sentence? What is the past tense of the irregular verb become? (became)

• Explainthatthesetypesofquestionsmaytesttheir ability to spot errors in verb tense or in subject-verb agreement.

• Havestudentsevaluatetheanswerchoices.Ask students to explain what is being asked in each test item. Ask students to identify problems they had in answering the questions. Have them share the strategies they used to answer the questions.

Answer Key1. C 2. F 3. B

Consider the AIMSweb® Maze Curriculum-Based Measurement, which measures students’ general reading proficiency and should be administered three times a year. Use the reports from the AIMSweb® Maze Curriculum-Based Measurement to help you:

• Identifystudentsatrisk• Helpindividualizeinstruction• Evaluatestudentprogress• DemonstrateAdequateYearlyProgress• Generateandprintprofessionalreportsatthestudent,

classroom, grade, building, and district level• Enableevidence-basedevaluationanddata-driven

decision-making• Monitorprogress,demonstrateimprovement,anddocument

achievement for ensured accountability

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Progress monitoring notes are embedded in the system’s instructional materials.

Page 4: Pearson Longman Keystone Brochure.pdf

Powerful Forces of Nature

T68B

Read more about pacing online at

www.LongmanCornerstone.com

Reading Reading Reading Put It All Together

Vesuvius Erupts!pp. 78–81 Pacing: 7–8 DaysSummary Connection to the Big Question A nonfiction reading focusing on what people can learn from the past.

Thunder and Lightningpp. 94–97 Pacing: 7–8 DaysSummary Connection to the Big Question An Internet article telling how people can stay safe during thunderstorms.

Hurricane!pp. 108–113 Pacing: 7–8 DaysSummary Connection to the Big Question A short story about the importance of knowing how to protect yourself during dangerous weather.

Pacing: 3–4 Days

Evidence of UnderstandingHow do people protect themselves from powerful forces of nature?

Common Core State StandardsTeaching Standards: L.4.1, L.4.2, L.4.2.d, L.4.3, RF.4.4, RF.4.4.a, RF.4.4.b, RF.4.4.c, RI.4.9, RL.4.9, SL.4.1, SL.4.2, SL.4.4, W.4.2, W.4.2.a, W.4.4, W.4.5, W.4.6, W.4.7, W.4.10Practicing Standards: L.4.1.f, RI.4.10, RL.4.10, SL.4.6, W.4.2.b, W.4.2.d, W.4.8

Apply and Extend, p. 120

Projects / Further Readings, p. 121

Listening and Speaking Workshop: Give a How-to Presentation, pp. 122–123

Writing Workshop: Write a How-to Essay, pp. 124–126

Fluency, p. 127

Test Preparation, pp. 128–129

Assessment Book, Unit 2 Test

Teaching Standards: L.4.1, L.4.2, L.4.3, L.4.4, L.4.4.a, L.4.6, RF.4.3, RF.4.3.a, RF.4.4.c, RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.7, RI.4.10, W.4.2, W.4.4, W.4.5, W.4.7, W.4.10Practicing Standards: L.4.1.f, L.4.4, L.4.4.a, L.4.6, RF.4.4.c, RI.4.3, RI.4.4, RI.4.7, SL.4.1, SL.4.1.c, SL.4.1.d, W.4.1.a, W.4.8

Teaching Standards: L.4.1, L.4.2, L.4.3, L.4.4, L.4.4.a, L.4.6, RF.4.3, RF.4.3.a, RF.4.4.c, RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.9, RI.4.10, W.4.2, W.4.2.a, W.4.3.c, W.4.4, W.4.5, W.4.7, W.4.10Practicing Standards: L.4.1.f, L.4.4, L.4.4.a, L.4.6, RF.4.4.c, RI.4.4, RI.4.7, RI.4.9, SL.4.1, SL.4.1.c, SL.4.1.d, W.4.2.b, W.4.2.c, W.4.8

Teaching Standards: L.4.1, L.4.1.d, L.4.2, L.4.3, L.4.4, L.4.4.a, L.4.6, RF.4.3, RF.4.3.a, RF.4.4.c, RI.4.4, RL.4.1, RL.4.3, RL.4.10, W.4.2 W.4.2.a, W.4.2.b, W.4.4, W.4.5, W.4.10Practicing Standards: L.4.1.f, L.4.4, L.4.4.a, L.4.6, RF.4.4.c, RL.4.4, RL.4.7, SL.4.1, SL.4.1.c, SL.4.1.d

BUilding BackgroUnd More About the Big Question, p. 78 How can past events teach us how to protect ourselves?

More About the Big Question, p. 94 What can you do to stay safe during thunder and lightning storms?

More About the Big Question, p. 108 Why is it important to know about dangerous weather?

VocaBUlary Key Words: • volcano, lava, crater, erupts, ash, pp. 74–75Academic Words: • consist of, evidence, similar, p. 76

Key Words: • lightning, thunder, electricity, temperature, evaporate, pp. 90–91Academic Words: • appropriate, demonstrate, feature, p. 92

Key Words: • breeze, hurricane, shelter, bolt, pp. 104–105Academic Words: • assistance, impact, major, p. 106

Phonics Word stUdy Word Study: • Pronunciation of Ending: -ed, p. 77 Word Study: • Compound Words, p. 93 Phonics: • Digraphs: ch, sh, th, p. 107

rEading and lEarning stratEgiEs

Reading Strategy: • Predict, pp. 78, 81Learning Strategy: • Sequence of Events, p. 84Graphic Organizer: • Sequence of Events Chart, p. 85

Reading Strategy: • Identify Genre, pp. 94, 97Learning Strategy: • Compare Genres, p. 98Graphic Organizer: • Venn Diagram, p. 99

Reading Strategy: • Visualize Setting, pp. 108, 113Learning Strategy: • Clues to Setting, p. 114Graphic Organizer: • Word Web, p. 115

grammar and Writing Grammar: • Irregular Past Verbs, pp. 86–87Writing: • Organize Ideas by Cause and Effect, pp. 88–89

Grammar: • Imperatives and Time-Order Transitions, pp. 100–101Writing: • Explain How to Do Something, pp. 102–103

Grammar: • Adjectives, pp. 116–117Writing: • Explain a Process, pp. 118–119

assEssmEnt Assessment Book, Reading 1 Test Assessment Book, Reading 2 Test Assessment Book, Reading 3 Test

tEchnology Students use the website, CD-ROM/e-book, and iPad apps to reinforce skills in this reading.

Students use the website, CD-ROM/e-book, and iPad apps to reinforce skills in this reading.

Students use the website, CD-ROM/e-book, and iPad apps to reinforce skills in this reading.

Students use the website, CD-ROM/ e-book, and iPad apps to reinforce skills in this reading.

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Reading Reading Reading Put It All Together

sioP® in Practice Professional DeveloPment

Lesson Preparation T75, Building Background T77, Strategies T79, Strategies T81, Practice/Application T83, Review and Assessment T85

Lesson Preparation T91, Building Background T93, Lesson Delivery T95, Practice/Application T97, Review and Assessment T99

Lesson Preparation T105, Building Background T107, Comprehensible Input T109, Review and Assessment T115, Comprehensible Input T117

Lesson Preparation T121, Comprehensible Input T123

a+risE strategiesProfessional DeveloPment

Language and Content Card La6; Comprehension Card C8 T76, Phonics Card P9 T76, Comprehension Card C9 T79, Comprehension Card C13 T83, Language and Content Card La2 T87, Writing Card W5 T89

Vocabulary Card V12 T95, Language and Content Card La6 T101, Writing Card W4 T103

Vocabulary Card V8 T106, Phonics Card P6 T106, Fluency Card F6 T111, Comprehension Card C6 T115, Classroom Assessments Card A3 T117, Writing Card W2 T119

aimsweb® Progress monitoring

Oral Reading Checklist T81 Reading Curriculum-Based Measurement T101 Reading Curriculum-Based Measurement T113 Maze Curriculum-Based Measurement T129

sElP2assessment

Reading T76, Writing Conventions T87, Writing T89

Reading T99, Writing Conventions T101, Writing T103

Reading T111, Writing Conventions T117, Writing T119

Listening and Speaking T125

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the Big Question

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A multilayered English language development program for elementary learners

Pearson Longman Cornerstone is a proven, standards-based program for students in Grades K–5, focused on learning English and achieving academic success simultaneously. It provides explicit, intensive and focused instruction that accelerates students’ language acquisition and reading comprehension skills.

l Accelerates academic language acquisition through explicit instruction.

l Develops transferable academic skills through Understanding by Design® and connected learning.

l Provides an easy-to-use roadmap to language proficiency and lifelong academic success.

l Blends rigorous, research-based reading and language skills instruction together with a balance of content-area readings and age-appropriate, high-interest stories.

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Effective Planning that saves you time

Start your planning with the Teacher’s Edition, which provides easy-to-use, step-by-step lesson planning tools.

Anna Uhl Chamot | Jim Cummins | Sharroky Hollie

Proven effectivenessPearson Longman Cornerstone has been shown to dramatically increase student achievement across all skill areas.

Watch the videoWatch a video from the teachers who participated in the pilot.

To view the video, go to: youtube.com/watch?v=MEYmKbzmQBE or go to youtube.com and search “Longman Cornerstone.”

VIsIt www.pearsonglobalschools.com

for a full components listing.

Pearson Longman Cornerstone ©2013Grades K-5 (Ages 5-11)

nEw!

Join the sample pages named CS Unit Overview and CS Unit Overview 2.PDF

English Learning

Powerful Forces of NatureUnit

2PLANNER

T68A

Unit Preview: pp. 68–73Pacing: 3–4 Days

Build Unit Vocabulary: What do you know about weather?, pp. 70–71

Build Unit Background: Kids’ Stories from around the World, p. 72–73

Teaching ResourcesUnit Resources• DVDProgram, Unit 2• Posters, Unit 2• LeveledReaderLibrary• Teacher’sResourceBook• Assessment, pp. 113–121

Selection Resources• PracticeandTestPreparationWorkbook, pp. 41–78

• Teacher’sResourceBook• Transparencies• PhonicsandWordAnalysisKit• Assessment, pp. 41–52

Reading Reading Reading Put It All Together

Vesuvius Erupts!pp. 78–81 Pacing: 7–8 DaysSummary Connection to the Big Question A nonfiction reading focusing on what people can learn from the past.

Thunder and Lightningpp. 94–97 Pacing: 7–8 DaysSummary Connection to the Big Question An Internet article telling how people can stay safe during thunderstorms.

Hurricane!pp. 108–113 Pacing: 7–8 DaysSummary Connection to the Big Question A short story about the importance of knowing how to protect yourself during dangerous weather.

Pacing: 3–4 Days

Evidence of UnderstandingHow do people protect themselves from powerful forces of nature?

Teaching Standards: L.4.1, L.4.2, L.4.2.d, L.4.3, RF.4.4, RF.4.4.a, RF.4.4.b, RF.4.4.c, RI.4.9, RL.4.9, SL.4.1, SL.4.2, SL.4.4, W.4.2, W.4.2.a, W.4.4, W.4.5, W.4.6, W.4.7, W.4.10Practicing Standards: L.4.1.f, RI.4.10, RL.4.10, SL.4.6, W.4.2.b, W.4.2.d, W.4.8

Apply and Extend, p. 120

Projects / Further Readings, p. 121

Listening and Speaking Workshop: Give a How-to Presentation, pp. 122–123

Writing Workshop: Write a How-to Essay, pp. 124–126

Fluency, p. 127

Test Preparation, pp. 128–129

Assessment Book, Unit 2 Test

Common Core State Standards

Teaching Standards: L.4.1, L.4.2, L.4.3, L.4.4, L.4.4.a, L.4.6, RF.4.3, RF.4.3.a, RF.4.4.c, RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.7, RI.4.10, W.4.2, W.4.4, W.4.5, W.4.7, W.4.10Practicing Standards: L.4.1.f, L.4.4, L.4.4.a, L.4.6, RF.4.4.c, RI.4.3, RI.4.4, RI.4.7, SL.4.1, SL.4.1.c, SL.4.1.d, W.4.1.a, W.4.8

Teaching Standards: L.4.1, L.4.2, L.4.3, L.4.4, L.4.4.a, L.4.6, RF.4.3, RF.4.3.a, RF.4.4.c, RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.9, RI.4.10, W.4.2, W.4.2.a, W.4.3.c, W.4.4, W.4.5, W.4.7, W.4.10Practicing Standards: L.4.1.f, L.4.4, L.4.4.a, L.4.6, RF.4.4.c, RI.4.4, RI.4.7, RI.4.9, SL.4.1, SL.4.1.c, SL.4.1.d, W.4.2.b, W.4.2.c, W.4.8

Teaching Standards: L.4.1, L.4.1.d, L.4.2, L.4.3, L.4.4, L.4.4.a, L.4.6, RF.4.3, RF.4.3.a, RF.4.4.c, RI.4.4, RL.4.1, RL.4.3, RL.4.10, W.4.2 W.4.2.a, W.4.2.b, W.4.4, W.4.5, W.4.10Practicing Standards: L.4.1.f, L.4.4, L.4.4.a, L.4.6, RF.4.4.c, RL.4.4, RL.4.7, SL.4.1, SL.4.1.c, SL.4.1.d

BUilding BaCkgroUnd More About the Big Question, p. 78 How can past events teach us how to protect ourselves?

More About the Big Question, p. 94 What can you do to stay safe during thunder and lightning storms?

More About the Big Question, p. 108 Why is it important to know about dangerous weather?

VoCaBUlary Key Words: • volcano, lava, crater, erupts, ash, pp. 74–75Academic Words: • consist of, evidence, similar, p. 76

Key Words: • lightning, thunder, electricity, temperature, evaporate, pp. 90–91Academic Words: • appropriate, demonstrate, feature, p. 92

Key Words: • breeze, hurricane, shelter, bolt, pp. 104–105Academic Words: • assistance, impact, major, p. 106

PhoniCS Word StUdy Word Study: • Pronunciation of Ending: -ed, p. 77 Word Study: • Compound Words, p. 93 Phonics: • Digraphs: ch, sh, th, p. 107

rEading and lEarning StratEgiES

Reading Strategy: • Predict, pp. 78, 81Learning Strategy: • Sequence of Events, p. 84Graphic Organizer: • Sequence of Events Chart, p. 85

Reading Strategy: • Identify Genre, pp. 94, 97Learning Strategy: • Compare Genres, p. 98Graphic Organizer: • Venn Diagram, p. 99

Reading Strategy: • Visualize Setting, pp. 108, 113Learning Strategy: • Clues to Setting, p. 114Graphic Organizer: • Word Web, p. 115

grammar and Writing Grammar: • Irregular Past Verbs, pp. 86–87Writing: • Organize Ideas by Cause and Effect, pp. 88–89

Grammar: • Imperatives and Time-Order Transitions, pp. 100–101Writing: • Explain How to Do Something, pp. 102–103

Grammar: • Adjectives, pp. 116–117Writing: • Explain a Process, pp. 118–119

aSSESSmEnt Assessment Book, Reading 1 Test Assessment Book, Reading 2 Test Assessment Book, Reading 3 Test

tEChnology Students use the website, CD-ROM/e-book, and iPad apps to reinforce skills in this reading.

Students use the website, CD-ROM/e-book, and iPad apps to reinforce skills in this reading.

Students use the website, CD-ROM/e-book, and iPad apps to reinforce skills in this reading.

Students use the website, CD-ROM/ e-book, and iPad apps to reinforce skills in this reading.

1

Reading Reading Reading Put It All Together

SioP® in Practice Professional DeveloPment

Lesson Preparation T75, Building Background T77, Strategies T79, Strategies T81, Practice/Application T83, Review and Assessment T85

Lesson Preparation T91, Building Background T93, Lesson Delivery T95, Practice/Application T97, Review and Assessment T99

Lesson Preparation T105, Building Background T107, Comprehensible Input T109, Review and Assessment T115, Comprehensible Input T117

Lesson Preparation T121, Comprehensible Input T123

a+riSE StrategiesProfessional DeveloPment

Language and Content Card La6; Comprehension Card C8 T76, Phonics Card P9 T76, Comprehension Card C9 T79, Comprehension Card C13 T83, Language and Content Card La2 T87, Writing Card W5 T89

Vocabulary Card V12 T95, Language and Content Card La6 T101, Writing Card W4 T103

Vocabulary Card V8 T106, Phonics Card P6 T106, Fluency Card F6 T111, Comprehension Card C6 T115, Classroom Assessments Card A3 T117, Writing Card W2 T119

aimSweb® Progress monitoring

Oral Reading Checklist T81 Reading Curriculum-Based Measurement T101 Reading Curriculum-Based Measurement T113 Maze Curriculum-Based Measurement T129

SElP2assessment

Reading T76, Writing Conventions T87, Writing T89

Reading T99, Writing Conventions T101, Writing T103

Reading T111, Writing Conventions T117, Writing T119

Listening and Speaking T125

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IS OP®

OBSERVATION PROTOCOL

SHELTERED INSTRUCTION

®

ST

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ENGLISH LANGUAGEPROFICIENCY TEST

the Big QuestionHow do people protect themselves from powerful forces of nature?

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The Unit Planner outlines the unit at a glance, showing all the skills, resources, and assessment opportunities for each reading.

Common Core State Standards correlations are included for every reading.

Download a unit overview at:www.pearsonglobalschools.com/cornerstone2013

Page 5: Pearson Longman Keystone Brochure.pdf

Teaching a readingEach reading includes background building, vocabulary building, a reading strategy, and activities for comprehension, grammar, and writing.

How to use Pearson Longman Cornerstone ©2013

8 9

Teaching a unit

Grades K-5 (Ages 5-11)

nEw!

VIsIt www.pearsonglobalschools.com

for a full components listing.

78 Unit 2

Reading 1

INFORMATIONAL TEXT

Literary nonfiction

Predict

Before you read, guess, or predict, what the story will be about. Follow these steps:

• Read the title.

• Look at the illustrations and photos. Read the captions.

• Predict what the story will be about.

Listen as your teacher models the reading strategy.

Reading Strategy

How can past events teach us how to protect ourselves?

More About

The Temple of Isis was in Pompeii.

Pompeii was a city on the Bay of Naples.

Listen to the Audio. Listen for the general meaning. Use the pictures to help you understand the selection.

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t78

READ

STEP 1: Introduce

The Big Question for this selection focuses attention on the idea that we can learn from the past.

Explain that it is important for people to study past events to learn what to do in the future. Ask students what they learned from experiencing a big event, and how they will use this learning in the future. Have them fill in a T-Chart like the one below.

A storm can come fast.We ran out of water.

What I Learned

Watch weather report.Keep extra water at home.

What to Do in the Future

Natural Event: Storm

STEP 2: TeachPlay the AudioHave students listen to the audio. After students have listened, ask them to tell what the selection was about.

Reading StrategyPredict Tell students that to predict means to tell what might happen next in a story before they begin reading. This strategy can help them better understand the sequence of events. Have students read the text in the side column on p. 78.

Model the reading strategy by reading the first two paragraphs aloud. Do a think aloud to demonstrate how to perform the reading strategy.

More About

Teaching Resources• Teacher’s Resource Book, pp. 109–110• Transparencies, p. 82• Workbook, pp. 44–46• CD-ROM/e-book • Audio CD

For extra practice, use the DVD, CD-ROM, and worksheets on the Companion Website.

Common Core State Standards For the full text of the standards, see Appendix A.

The following standards apply to pages T78–T83. Teaching the standards: RI.4.1, RI.4.2, RI.4.3, RI.4.7, RI.4.10, W.4.7Practicing the standards: RI.4.4, RF.4.4.c, L.4.4, L.4.4.a, L.4.6, W.4.8Go to www.LongmanCornerstone.com for additional standards correlations.

Beginning Read aloud the captions on pp. 78–79. Have students point to the illustration for each caption.

Early Intermediate/ Intermediate

Have students reread pp. 78–79. Have them work with partners to place the events of that day in Pompeii in the order in which they occurred.

Early Advanced/ Advanced

Have students find the country of Italy on a world map. Have them draw a map of Italy and label the location of Pompeii and the Bay of Naples.

Leveled Support

ELL13_TE04_CS_U02_T074_T089.indd 78 2/18/12 10:02:47 AM

English Learning

Reading 3

Academic Words

106 UNIT 2

Words in Context Emergency workers give assistance to people who are hurt.

Hurricanes cause a lot of damage and have a huge impact on a town.

Some people must leave their homes before a major storm comes.

Practice

Write the sentences in your notebook. Choose an academic word to complete each sentence.

1. Going to a new school is a change.

2. The student needs because his bag is very heavy.

3. The new president had a big on the country.

Apply

Ask and answer with a partner.

1. What are some major storms you know about?

2. What impact could a storm have?

3. What kinds of assistance might people need in a storm?

These words will help you talk about the reading.

assistancehelp or support

impacta strong effect

major

big; very important or serious

Academic Words

62

W B

ELL13_SE04_CS_U02_p104_107.indd 106 11/11/11 2:32:52 PM

READING 3 107

Digraphs: ch, sh, th Sometimes two letters combine to make one sound. The letters ch, sh, and th are examples. These letters can come anywhere in a word. Listen. Sound out the words in the box.

ch sh thchances share think

cheer shelter this

approaching shore thunder

watched flash weather

beach splashed with

Practice

Work with a partner. Take turns.

Choose a word from the chart. Say the word aloud.

Without looking at the word, have your partner tell whether the word has the letters ch, sh, or th.

List six more words that are spelled with ch, sh, or th.

63

W B

Phonics

P H

ELL13_SE04_CS_U02_p104_107.indd 107 11/11/11 2:33:12 PM

T107

Reading 3

STEP 1: IntroducePhonicsUse the phonics lesson to help students distinguish sounds of English with increasing ease, and to learn relationships between sounds and letters.

Digraphs: ch, sh, th Help students see that two letters that are consonants can combine to make one sound in the pronunciation of a word.

SAY When two letters combine to make one sound, they form a digraph. Ch, sh, and th are examples of digraphs.

STEP 2: TeachReview the formation of a digraph with students. Write the following words on the board. Ask students to identify the digraph in each word.

beach splashed approaching shelter that watched share this think

Direct students’ attention to the box with digraphs. Ask one student to read a word from the box and another to explain what digraph it uses.

Have students review the words in the box on p. 107. Then ask them to work in groups to write one new word for each digraph, underlining the digraph in each.

STEP 3: PracticeLISTEnIng AnD SPEAkIngHave students work with partners. Make sure one student reads a word from the chart and the other tells which digraph (ch, sh, or th) the word uses. Monitor students to see that they are listing at least six words that are spelled with ch, sh, or th. Encourage students to switch roles.

Answer KeyAnswers will vary.

ReteachStudents may look through the reading to find words with digraphs. Have students make a list of the words and repeat them aloud.

SIOP® in Practice

BuILDIng BACkgROunD Feature 9: Key Vocabulary Emphasized Students should be active in developing their understanding of words and ways to learn them.Word Wall When introducing the Key Words and Academic Words, write them on a large piece of paper and display them on a wall in your classroom. Throughout the lesson, as words are revisited, add brief definitions, synonyms, antonyms, cognates, or pictures to the word wall to reinforce meaning.

IS OP®

OBSERVATION PROTOCOL

SHELTERED INSTRUCTION

ELL13_TE04_CS_U02_T104_T119.indd 107 2/7/12 10:14:47 AM

Fluency

Prepare to Read

Reading 3

104 Unit 2

Hurricane! is a story about a family on vacation who lived through a hurricane.

Words in Context 1 A breeze is a light

wind. When it is breezy, plants and trees may move a little.

2 A hurricane is a big tropical storm. it brings very strong winds and a large amount of rain.

These words will help you understand the reading.

Key WordsWhat You Will LearnReading■ Vocabulary building:

Context, phonics

■ Reading strategy: Visualize setting

■ Text type: Literature (short story)

GrammarAdjectives

Explain a ProcessWrite a response to literature

1

2

Key Words

breeze

hurricane

shelter

bolt

ELL13_SE04_CS_U02_p104_107.indd 104 11/16/11 11:42:18 AM

t104

TEACH

STEP 1: IntroducePrepare to ReadObjectives Read aloud the objectives in What You will Learn. Review the Language Objectives in the SIOP note.

LISTEnIng AnD SPEAKIngKey WordsHave students listen to the audio and say the words. Next, to reinforce language attainment, read through the Oral Vocabulary Routine.

Oral Vocabulary RoutineDefine: breeze a light windExpand: The gentle breeze felt soft and cool.Ask: How does a breeze make you feel on a

hot day?

Define: hurricane a violent tropical storm with heavy wind and rain

Expand: The wind blew down many trees during the hurricane.

Ask: What do you think happens during a hurricane?

Define: shelter a place that protects you from harm

Expand: We took shelter at the school after the storm.

Ask: Where does your town have an emergency shelter?

Define: bolt a sudden flashExpand: The lightning bolt streaked across

the sky.Ask: What is the brightest bolt of lightning you

have seen?

Activity 9 Write the sentences on the board. Have partners take turns reading them aloud.Before the weather changed, a gentle breeze lifted the curtain. When the hurricane hit, the wind and rain knocked down trees. Streets were flooded; bolts of lightning looked like arrows in the sky. I was glad to be safe inside the shelter with my family.

Teaching Resources• Workbook, p. 61• Transparencies, p. 42• Audio CD

For extra practice, use the DVD, CD-ROM, and worksheets on the Companion Website.

Common Core State Standards For the full text of the standards, see Appendix A.

The following standards apply to pages T104–T107. Teaching the standards: RI.4.4, RF.4.3, RF.4.3.a, RF.4.4.c, L.4.4, L.4.4.a, L.4.6Practicing the standards: SL.4.1, SL.4.1.c, SL.4.1.dGo to www.LongmanCornerstone.com for additional standards correlations.

ELL13_TE04_CS_U02_T104_T119.indd 104 2/18/12 10:06:00 AM

Fluency

Science Fable Social Studies

Taking Care of the Young

MustangsThe Star Llama

1UNIT

Animals are fun to be around. Some

keep us company. Other animals

help us. It is important to take care

of our animal friends.

3

Reading

1 2

2 Unit 1

Animals ,People,Animals ,People,

and Caringand Caring

ELL13_SE04_CS_U01_p002-007.indd 2 11/10/11 12:31:13 PM

t2

PREVIEW THE UNIT

STEP 1: IntroduceView and RespondPoster Tell students the theme of this unit is about how people help animals and animals help people. Have students look at the poster. Ask questions about the unit theme and the photographs. Elicit titles of the readings. Ask students what they think each one may be about. Point out the descriptions of the Listening and Speaking and Writing tasks.

Video For a warm-up activity, have students watch and listen to the video to build concept and language attainment. Encourage them not to worry if they don’t understand everything they hear. Before watching, ask these preview questions:

• WhoisSunny? Sunny is a companion animal.• WhatdoesSunnydo? Sunny visits people who are sick or lonely.

STEP 2: Build Background

The Big QuestionRead aloud the Big Question. Explain that animals and people help each other.

SAY Think about an animal that you have cared for and animals caring for each other.

•   Have you been responsible for feeding an animal?

•  Have you ever seen an animal family?•  How were the members helping each other?

Teaching Resources• Teacher’s Resource Book, pp. 89–90• Transparencies, pp. 1–6, p. 81• Assessment, pp. 3–10• Posters • Video

For extra practice, use the DVD, CD-ROM, and worksheets on the Companion Website.

Activity 1 Read aloud the unit opener text. Have students repeat it in chorus after you several times.Write the sentences on the board. Have students repeat each sentence. Point to each word and encourage students to say it in chorus.

EL InsightsNarrow TopicsHelp students write by giving them clearly focused assignments. Students will be able to include more details if they have a narrow topic. For example, encourage them to write about one event in an important historical figure’s life rather than write an entire overview of the person’s life.

ELL13_TE04_CS_U01_T002_T007.indd 2 2/18/12 9:48:45 AM

4 Unit 1

What do you know about animals?

alligator

parrot

raccoon

skunk

elephant

giraffe

Practice

Work with a partner. Look up these words in a dictionary. Then ask and answer questions using these words and the words above.

Example: A: What kind of animal is an alligator?

B: An alligator is a reptile.

Write

Read the question. Write your response in your notebook.

What other birds, mammals, and reptiles do you know?

Words to Know Listen and repeat. Use these words to talk about animals.

BUILD UnIt VOCABULARY

a bird a mammal a reptile

ELL13_SE04_CS_U01_p002-007.indd 4 11/10/11 12:31:45 PM

t4

StEP 1: IntroduceUse the unit vocabulary lessons to help students learn basic vocabulary heard during classroom instruction and interactions.

Unit VocabularyIn this lesson students will identify terms describing animals and their habitats.

StEP 2: teachWords to KnowRead aloud each of the terms for animals in the Words to Know section and have students listen to and repeat the terms as they point to the correct image. Have students use their prior knowledge of these animals to help them read and understand the words. Alternatively, to reinforce language attainment, have students listen to the audio and say the words.

PracticeRead the directions aloud to students. Have students work in pairs to complete the activity. Encourage them to use the example and insert each of the animals listed above. Have students add the terms in their personal thesaurus.

WriteDirect students’ attention to the Write section. Before they write their response to the question in their notebooks, have them discuss their prior knowledge of animal groups. Have them give examples of animals from each group.

Link to ScienceExplain that the environment also includes the temperature outside and the seasons. Have students research the average temperatures in each season in their environment.

Teaching Resources• Audio CD

For extra practice, use the DVD, CD-ROM, and worksheets on the Companion Website.

PREVIEW tHE UnIt

Beginning Ask students to point to the illustration of the raccoon in the Words to Know box on p. 4. Repeat with the other animals.

Early Intermediate

Have students point to and name each animal on p. 4.

Intermediate Have students look at p. 4. Which animal lives in the woodlands, grasslands, rain forest, and swamp?

Early Advanced/ Advanced

Have students look up the word wild in a dictionary and write the word and definition in their notebooks. Ask them to review the animals on pp. 4–5. Are they wild animals? What is the difference between a wild animal and a pet?

Leveled Support

ELL13_TE04_CS_U01_T002_T007.indd 4 2/8/12 11:33:22 AM

Prepare to Read lessons precede each reading.

Reading strategy boxes ensure that students know when and how to apply the strategies to their reading.

Explicit phonics instruction, especially at the K-4 levels, is very helpful for ELLs.

Key words, academic words, and word study skills are introduced and practised before, during and after reading, to ensure acquisition and retention.

Each of the six units in a level focuses on a theme and is organized around a Big Question, following the principles of the Understanding by Design® model.

Build Unit Vocabulary introduces vocabulary related to the unit theme.

Page 6: Pearson Longman Keystone Brochure.pdf

10 11

The flexible reading and language development program

Pearson Longman Keystone is a multi-level four skills language development program that accelerates students’ academic achievement through scaffolded, sustained instruction and learning and language development strategies.

Student Editionl Six thematic units per level are organized around a Big Question.

l Critical academic vocabulary and key words are explicitly taught before each reading.

l Connected learning opportunities allow students to demonstrate their mastery of the skills covered.

l Well-organized instructional support provides a clearly defined roadmap of instruction.

Teacher’s EditionContains everything you need to support your learners, including easy-to-use, step-by-step lesson planning tools, strategies for differentiated instruction and tools to accelerate language development.

Technology Resources

Pearson Longman Keystone ©2013Anna Uhl Chamot | Sharroky Hollie | John De Mado

Pearson Longman Keystone builds student capacity by focusing on both language proficiency and academic knowledge. Explicit lessons accelerate language acquisition, reading comprehension, vocabulary, and oral and written communication skills.

Grades 6–12 (Ages 11–18)

nEw!

VIsIt www.pearsonglobalschools.com

for a full components listing.

l Student eText

l Teacher eText

l Audio CD

l Video DVD

l Online SuccessTracker

l Companion Website

l Flashcard Apps for iOS

English Learning

Unit 1

Overview

The Big QuestionHow does the natural world affect us?

Reading 1 Reading 2 Reading 3 Reading 4

From Project Mulberry by Linda Sue ParkConnection to the Big Question There are harsh trade-offs of raising silkworms for their silk.

“ Ecosystems: The Systems of Nature”

Connection to the Big Question A science article about the relationship between living things and their environment.

“ Ali, Child of the Desert” by Jonathan London

Connection to the Big Question People living in the desert face many challenges.

“Blowing up a Storm” Connection to the Big Question Weather is one natural element that affects people.

Common CoreState Standards

Teaching Standards L.7.1, L.7.2, L.7.4.b, L.7.4.c, L.7.4.d, L.7.6, RL.7.1, RL.7.2, RL.7.3, RL.7.4, RL.7.10, SL.7.1, SL.7.6, W.7.2, W.7.2.d, W.7.4, W.7.5, W.7.10Practicing Standards L.7.4.a, RL.7.5, RL.7.7, RL.7.10, SL.7.1.a, SL.7.2

Teaching Standards L.7.1, L.7.2, L.7.4.c, L.7.4.d, L.7.6, RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7.5, RST.6-8.1, RST.6-8.4, RST.6-8.7, RST.6-8.10, SL.7.1, SL.7.1.a, SL.7.6, W.7.2, W.7.2.a, W.7.4, W.7.5, W.7.10Practicing Standards L.7.4.a, RI.7.7, RI.7.10, RST.6-8.10, SL.7.1.a

Teaching Standards L.7.1, L.7.2, L.7.4.c, L.7.4.d, L.7.5.a, L.7.6, RL.7.1, RL.7.2, RL.7.3, RL.7.4, RL.7.10, SL.7.1, SL.7.6, W.7.2, W.7.2.a, W.7.4, W.7.5, W.7.10Practicing Standards L.7.4.a, RL.7.3, RL.7.5, RL.7.6, RL.7.7, RL.7.10, SL.7.1.a, SL.7.2

Teaching Standards L.7.1, L.7.2, L.7.4.c, L.7.4.d, L.7.6, RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7.5, RST.6-8.1, RST.6-8.4, RST.6-8.7, RST.6-8.10, SL.7.1, SL.7.1.a, SL.7.6, W.7.2, W.7.2.a, W.7.4, W.7.5, W.7.7, W.7.8, W.7.10, WHST.6-8.7, WHST.6-8.8Practicing Standards L.7.4.a, RI.7.7, RI.7.10, RST.6-8.4, RST.6-8.10, SL.7.1.a, W.7.2.c

PrePare to read • The Big Question Students use a graphic and discuss how the natural world affects them.

• Build Background Students learn when and where caterpillar threads were first made into silk.

• The Big Question Students use a graphic organizer and discuss their own experiences with nature.

• Build Background Students learn what an ecosystem is and what it comprises.

• The Big Question Students discuss how the natural world affects them.

• Build Background Students learn about the Kingdom of Morocco.

• The Big Question Students discuss how the natural world affects them.

• Build Background Students learn about hurricanes.

Vocabulary • Learn Key Words imagery, sensory details• Learn Academic Words cycle, dramatic,

percent, project• Word Study prefixes• Reading Strategy Predict

• Learn Key Words nonliving, nutrients, organism, photosynthesis, reproduce, species

• Learn Academic Words consume, environment, interact, similar, survive

• Word Study Digraphs • Reading Strategy Preview

• Learn Literary Words figurative language, personification, setting

• Learn Academic Words adapt, capable, concluded, rely, route

• Word Study Compound Nouns • Reading Strategy Visualize

• Learn Key Words evacuate, eye, heed, hurricane, technology

• Learn Academic Words available, consist, create, process, reverse, source

• Word Study Spelling Long a • Reading Strategy Identify Main Idea and Details

read Set a Purpose for Reading Students read to learn about the life cycle of silkworms and how to raise them for their silk.

Set a Purpose for Reading Students read to find out how living things are dependant on their environment.

Set a Purpose for Reading Students read to find out how people living in the desert are affected by the natural world.

Set a Purpose for Reading Students read to find how hurricanes form and what happens when they reach land.

reView and Practice • Comprehension • In Your Own Words• Discussion • Response to Literature• Learning Strategy

• Comprehension • In Your Own Words• Discussion • Read for Fluency• Extension

• Comprehension • In Your Own Words• Discussion • Response to Literature

• Comprehension • In Your Own Words• Discussion • Read for Fluency• Extension

Grammar and writinG • Grammar Adjective Order• Writing Description of an Object

• Grammar Appositives and Comparatives• Writing Description of a Place

• Grammar Simple Sentences• Writing Description of a Person

• Grammar Subject-Verb Agreement• Writing Description of an Event

technoloGy Students use the website, CD-ROM/e-book, and iPad apps to reinforce skills in this reading.

Students use the website, CD-ROM/e-book, and iPad apps to reinforce skills in this reading.

Students use the website, CD-ROM/e-book, and iPad apps to reinforce skills in this reading.

Students use the website, CD-ROM/e-book, and iPad apps to reinforce skills in this reading.

Reading 1 Reading 2 Reading 3 Reading 4

SIOP® in Practice Professional DeveloPment

Lesson Preparation T5, Building Background T7, Interaction T9, Comprehensible Input T11, Review and Assessment T13

Lesson Preparation T19, Building Background T21, Review and Assessment T29

Lesson Preparation T35, Building Background T37, Lesson Delivery T39, Strategies T43, Practice/Application T45, Review and Assessment T47

Lesson Preparation T53, Building Background T55, Practice/Application T57, Interaction T59, Review and Assessment T61

A+RISE® Strategies Professional DeveloPment

Vocabulary Card V10 T7, Writing Card W10 Vocabulary Card V9, Phonics Card P6 T21, Fluency Card F2 T29, Writing Card W2 T33

Vocabulary Card V10 T37, Writing Card W2 T51 Writing Card W10 T65

AIMSweb® Progress monitoring

Oral Reading Checklist T9 Oral Reading Checklist T24, Reading Curriculum-Based Measurement T26

Reading Curriculum-Based Measurement T43, Oral Reading Checklist T45

Oral Reading Checklist T58, Reading Curriculum-Based Measurement T63

SELP2assessment

Reading T11, Listening and Speaking T13, Writing Conventions T15, Writing T17

Reading T21, Reading T29, Writing Conventions T31, Writing T33

Reading T41, Listening and Speaking T47, Writing Conventions T49, Writing T51

Reading T58, Listening and Speaking T61, Writing Conventions T63, Writing T65

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OBSERVATION PROTOCOL

SHELTERED INSTRUCTION

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ENGLISH LANGUAGEPROFICIENCY TEST

T2A

ELL13_TE07_KS_U1_OV.indd 1 2/1/12 10:41 PM

Read more about pacing online at

www.LongmanKeystone.com

Reading 1 Reading 2 Reading 3 Reading 4

From Project Mulberry by Linda Sue ParkConnection to the Big Question There are harsh trade-offs of raising silkworms for their silk.

“ Ecosystems: The Systems of Nature”

Connection to the Big Question A science article about the relationship between living things and their environment.

“ Ali, Child of the Desert” by Jonathan London

Connection to the Big Question People living in the desert face many challenges.

“Blowing up a Storm” Connection to the Big Question Weather is one natural element that affects people.

Teaching Standards L.7.1, L.7.2, L.7.4.b, L.7.4.c, L.7.4.d, L.7.6, RL.7.1, RL.7.2, RL.7.3, RL.7.4, RL.7.10, SL.7.1, SL.7.6, W.7.2, W.7.2.d, W.7.4, W.7.5, W.7.10Practicing Standards L.7.4.a, RL.7.5, RL.7.7, RL.7.10, SL.7.1.a, SL.7.2

Teaching Standards L.7.1, L.7.2, L.7.4.c, L.7.4.d, L.7.6, RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7.5, RST.6-8.1, RST.6-8.4, RST.6-8.7, RST.6-8.10, SL.7.1, SL.7.1.a, SL.7.6, W.7.2, W.7.2.a, W.7.4, W.7.5, W.7.10Practicing Standards L.7.4.a, RI.7.7, RI.7.10, RST.6-8.10, SL.7.1.a

Teaching Standards L.7.1, L.7.2, L.7.4.c, L.7.4.d, L.7.5.a, L.7.6, RL.7.1, RL.7.2, RL.7.3, RL.7.4, RL.7.10, SL.7.1, SL.7.6, W.7.2, W.7.2.a, W.7.4, W.7.5, W.7.10Practicing Standards L.7.4.a, RL.7.3, RL.7.5, RL.7.6, RL.7.7, RL.7.10, SL.7.1.a, SL.7.2

Teaching Standards L.7.1, L.7.2, L.7.4.c, L.7.4.d, L.7.6, RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7.5, RST.6-8.1, RST.6-8.4, RST.6-8.7, RST.6-8.10, SL.7.1, SL.7.1.a, SL.7.6, W.7.2, W.7.2.a, W.7.4, W.7.5, W.7.7, W.7.8, W.7.10, WHST.6-8.7, WHST.6-8.8Practicing Standards L.7.4.a, RI.7.7, RI.7.10, RST.6-8.4, RST.6-8.10, SL.7.1.a, W.7.2.c

PrePare to read • The Big Question Students use a graphic and discuss how the natural world affects them.

• Build Background Students learn when and where caterpillar threads were first made into silk.

• The Big Question Students use a graphic organizer and discuss their own experiences with nature.

• Build Background Students learn what an ecosystem is and what it comprises.

• The Big Question Students discuss how the natural world affects them.

• Build Background Students learn about the Kingdom of Morocco.

• The Big Question Students discuss how the natural world affects them.

• Build Background Students learn about hurricanes.

Vocabulary • Learn Key Words imagery, sensory details• Learn Academic Words cycle, dramatic,

percent, project• Word Study prefixes• Reading Strategy Predict

• Learn Key Words nonliving, nutrients, organism, photosynthesis, reproduce, species

• Learn Academic Words consume, environment, interact, similar, survive

• Word Study Digraphs • Reading Strategy Preview

• Learn Literary Words figurative language, personification, setting

• Learn Academic Words adapt, capable, concluded, rely, route

• Word Study Compound Nouns • Reading Strategy Visualize

• Learn Key Words evacuate, eye, heed, hurricane, technology

• Learn Academic Words available, consist, create, process, reverse, source

• Word Study Spelling Long a • Reading Strategy Identify Main Idea and Details

read Set a Purpose for Reading Students read to learn about the life cycle of silkworms and how to raise them for their silk.

Set a Purpose for Reading Students read to find out how living things are dependant on their environment.

Set a Purpose for Reading Students read to find out how people living in the desert are affected by the natural world.

Set a Purpose for Reading Students read to find how hurricanes form and what happens when they reach land.

reView and Practice • Comprehension • In Your Own Words• Discussion • Response to Literature• Learning Strategy

• Comprehension • In Your Own Words• Discussion • Read for Fluency• Extension

• Comprehension • In Your Own Words• Discussion • Response to Literature

• Comprehension • In Your Own Words• Discussion • Read for Fluency• Extension

Grammar and writinG • Grammar Adjective Order• Writing Description of an Object

• Grammar Appositives and Comparatives• Writing Description of a Place

• Grammar Simple Sentences• Writing Description of a Person

• Grammar Subject-Verb Agreement• Writing Description of an Event

technoloGy Students use the website, CD-ROM/e-book, and iPad apps to reinforce skills in this reading.

Students use the website, CD-ROM/e-book, and iPad apps to reinforce skills in this reading.

Students use the website, CD-ROM/e-book, and iPad apps to reinforce skills in this reading.

Students use the website, CD-ROM/e-book, and iPad apps to reinforce skills in this reading.

Reading 1 Reading 2 Reading 3 Reading 4

SIOP® in Practice Professional DeveloPment

Lesson Preparation T5, Building Background T7, Interaction T9, Comprehensible Input T11, Review and Assessment T13

Lesson Preparation T19, Building Background T21, Review and Assessment T29

Lesson Preparation T35, Building Background T37, Lesson Delivery T39, Strategies T43, Practice/Application T45, Review and Assessment T47

Lesson Preparation T53, Building Background T55, Practice/Application T57, Interaction T59, Review and Assessment T61

A+RISE® Strategies Professional DeveloPment

Vocabulary Card V10 T7, Writing Card W10 Vocabulary Card V9, Phonics Card P6 T21, Fluency Card F2 T29, Writing Card W2 T33

Vocabulary Card V10 T37, Writing Card W2 T51 Writing Card W10 T65

AIMSweb® Progress monitoring

Oral Reading Checklist T9 Oral Reading Checklist T24, Reading Curriculum-Based Measurement T26

Reading Curriculum-Based Measurement T43, Oral Reading Checklist T45

Oral Reading Checklist T58, Reading Curriculum-Based Measurement T63

SELP2assessment

Reading T11, Listening and Speaking T13, Writing Conventions T15, Writing T17

Reading T21, Reading T29, Writing Conventions T31, Writing T33

Reading T41, Listening and Speaking T47, Writing Conventions T49, Writing T51

Reading T58, Listening and Speaking T61, Writing Conventions T63, Writing T65

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ENGLISH LANGUAGEPROFICIENCY TEST

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Download a unit overview at:www.pearsonglobalschools.com/keystone2013

Page 7: Pearson Longman Keystone Brochure.pdf

LISTENING & SPEAKING WORKSHOP

Put It All Together

Presentation

You will give a presentation that explains a process.

1 THINK ABOUT IT Look back over the readings in this unit. Talk in small groups about the natural world. Think of natural processes and nature-related activites that take time to complete. Write down your ideas.

Work together to develop a list of processes you know something about, for example:

● how to make a birdhouse● how a seed becomes a flower● how caves are formed

2 GATHER AND ORGANIZE INFORMATION Choose a process from your group’s list. Write down the steps in the process. Also write any questions you have about it.

Research Go to the Internet or the library to get information. Take notes on what you find. Make sure you understand each step in your process.

Order Your Notes Make a numbered list of simple steps to explain the process you have researched.

Use Visuals Make a poster of drawings and diagrams that illustrate the steps in your process. Use numbers or arrows to show the order of your pictures.

A birdhouse

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3 PRACTICE AND PRESENT Use your list of steps as the written outline for your presentation. Keep your outline nearby, but practice explaining the steps in your process without reading them word-for-word. You may want to look in a mirror as you talk. Then request assistance from a friend or family member. Ask him or her to listen to your presentation and give feedback. Ask if any steps are unclear. Change your outline and visuals as needed to clarify your process. Keep practicing until you know your presentation well.

Deliver Your Presentation Look at your audience as you speak. Emphasize key ideas by pointing to a graphic. Slow down when you come to the most important steps, or restate them at the end of your talk. If you explained how to make something, like a birdhouse, show an example of it to the class if possible.

4 EVALUATE THE PRESENTATION You will improve your skills as a speaker and a listener by evaluating each presentation you give and hear. Use this checklist to help you judge your presentation and the presentations of your classmates.

Did the speaker clearly identify the steps in the process?

Were the steps in the process well explained and illustrated?

Could you understand the speaker’s words?

Did the speaker know the process well?

What suggestions do you have for improving the presentation?

SKILLS

Take notes or make drawings as you listen.

Think about what you are hearing. Does it make sense? If not, seek clarification. Ask questions at the end of the presentation. When responding give clear, thoughtful answers to show that you were listening carefully.

SKILLS

Learning Strategy: Request assistance. Ask a friend or classmate to listen and give feedback as your team practices. Or tape-record your rehearsal, if possible. Listen to the tape together, and find places where you can improve your presentation.

You may want to use words like first, next, then, and last to help your listeners follow the steps in the process.

STRENGTHEN YOUR SOCIAL LANGUAGE

Describing a process means communicating well. Go to www.LongmanKeystone.com and do the activity for this unit. This activity will help you expand your vocabulary using high-frequency English words necessary for identifying and describing people, places, and objects.

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Adjectival Phrases: Adjective Order

Adjectives describe nouns. More than one adjective to describe a noun is called an adjectival phrase. An adjective or adjectival phrase usually comes before the noun it describes. There are different kinds of adjectives. Some adjectives tell opinions, some describe size, some are colors, and some describe materials. When you use an adjectival phrase, place the adjectives in the order shown in the chart below.

Adjectival Phrase Noun

Opinion Size Color Material

I put it into an interesting little glass jar.

I’ll use a narrow blue silk ribbon.

Practice Workbook

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Work with a partner. Copy the dialogue below into your notebook, putting the adjectives in parentheses in the correct order. Then take turns role-playing the following conversation.

Example: Julia has a white cotton (cotton, white) cloth.

Patrick: What are you doing with that (white, large) cloth?

Julia: I’m going to embroider an egg and worm with (cotton, regular) thread, and use (beautiful, silk) thread for the cocoon.

Patrick: Great. Maybe I can bring my mom’s (silk, red, fancy) scarf, too.

Julia: Nice idea. Silk is amazing. It’s hard to believe it comes from these (white, little, odd) cocoons.

Apply

Write five sentences using adjectival phrases about objects you see in your classroom. Then read your sentences to a partner.

Example: There is a large black bookcase in the corner.

✔ Grammar Check

Before a noun, what is the correct order for adjectives describing color, material, size, and opinion?

Grammar

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Writing

Write a Description of an Object

At the end of this unit, you will write a descriptive essay. To do this, you will need to learn some of the skills used in descriptive writing. When you describe something, you use sensory details that appeal to the reader’s five senses. Sensory details help readers see, hear, smell, taste, or feel what you are describing. For example, the word dark appeals to the sense of sight, and sticky to the sense of touch.

Write a paragraph describing a living thing you have observed in nature, such as a beautiful flower, bird, or tree. Choose sensory details to help the reader see or experience this object or creature. Use content-based words and other newly acquired vocabulary that fit your topic. Place adjectives in the correct order.

1 PREWRITE Begin by choosing a topic.

• Think about a living thing you can describe clearly.

• Ask yourself which sensory details best describe it.

• List your ideas in a graphic organizer.

Here’s a word web created by a student named Andrew:

Writing Prompt

Detail: white and orange pattern on wings

Detail: feels likefluttering cottonballs

Topic: butterfly

Detail: veryquiet

Detail: skinnyblack legs

WorkbookPage 8

Ongoing

Writing

Skills

Practice

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Teaching a unit Teaching a readingEach reading includes background building, vocabulary building, a reading strategy, and activities for comprehension, grammar, and writing.

Grammar and writing concepts are taught with each reading. They incorporate extensive use of modelling and provide plenty of practice. Culminating in Put It All Together workshops at the end of each unit.

VIsIt www.pearsonglobalschools.com

for a full components listing. nEw!

How to use Pearson Longman Keystone ©2013

Put It All Together provides extension and assessment opportunities in multiple modalities.

Discussion

Discuss in pairs or small groups.

How does the natural world affect us? Think about the readings. How did learning about silkworms affect Julia? What parts of the natural world affect your life? How are the living and nonliving things in the desert affected by the desert environment?

Title of Reading Purpose Big Question Link

From Project Mulberry to entertain

“Ecosystems: The Systems of Nature”

“Ali, Child of the Desert”

“Desert Women”

The setting is a desert, which is part of the natural world.

“Blowing Up a Storm”

Critical Thinking

Look back at the readings in this unit. Think about what they have in common. They all tell about nature. Yet they do not all have the same purpose. The purpose of one reading might be to inform, while the purpose of another might be to entertain or persuade. In addition, the content of each reading relates to nature differently. Now copy the chart below into your notebook and complete it.

Link the Readings

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Work in pairs or small groups. Choose one of these projects:

1 Write a poem about a living or nonliving thing. Use personification. Then read your poem to the class.

2 List the living and nonliving things around you. Take photos or draw pictures. Make a poster to show how things interact. Then share your poster with the class.

3 Do you think Julia and Patrick will win the contest at the state fair? Write a detailed plan and make a drawing for a different project. Research ideas on the Internet. Then share your ideas with a classmate.

4 Write a diary excerpt from Ali’s perspective about his journey in the desert. Include details about the desert and the people that he met. Then read it aloud to the class.

Further ReadingChoose from these reading suggestions. Practice reading silently with increased ease for longer and longer periods.

White Fang, Jack LondonIn this Penguin Reader® adaptation of the classic story, White Fang is a young wolf born in northwest Canada. One day, he is taken to an Indian camp. In his new life, he must learn the ways of men and dogs.

The Yearling, Marjorie Kinnan RawlingsJody Baxter lives on a lonely farm with his poor, hardworking family. When a young deer loses its mother, Jody takes it home. Set in Florida, this story has wonderful descriptions of the natural world.

Everglades Forever: Restoring America’s Great Wetland, Trish MarxFollow a group of friends from Homestead, Florida, as they explore the natural history and environment of the Everglades National Park and nearby Miccosukee Reservation.

Media Literacy & Projects

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Six ImportantFacts about Hurricanes

4READING

▲ A fallen tree

COMPREHENSION Workbook

Page 29

Recall1. What was the source of Hurricane Ike?

2. What is the “eye” of a hurricane?

Comprehend3. What happens when a storm makes contact

with a large body of warm water?

4. How are hurricanes categorized?

Analyze5. What do you think Hurricane Ike taught the

people of Galveston?

6. What is one interesting fact you learned about hurricanes?

Connect7. What dangerous weather conditions occur where you live?

8. If you were to create a hurricane emergency kit, what would you include?

IN YOUR OWN WORDS

Summarize the story “Blowing Up a Storm” for a classmate. Find six important facts to include in your summary. Use the following chart to help you organize your work. Use these facts to write a summary in paragraph form.

Review and Practice

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DISCUSSION

Discuss in pairs or small groups.

1. Why do you think so many more people died during The Great Storm of 1900 than died during Hurricane Ike?

2. How do scientists use information to protect people?

How does the natural world affect us? Weather is a large part of how we experience the natural world. As you learned, some weather can be extremely dangerous. Do you think people should be forced to evacuate their homes during a hurricane? Explain.

READ FOR FLUENCY

When we read aloud to communicate meaning, we group words into phrases, pause or slow down to make important points, and emphasize important words. Pause for a short time when you reach a comma and for a longer time when you reach a period. Pay attention to rising and falling intonation at the end of sentences.

Work with a partner. Choose a paragraph from the reading. Discuss which words seem important for communicating meaning. Practice pronouncing difficult words. Take turns reading the paragraph aloud and give each other feedback.

EXTENSION Workbook

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Now that you have read about Hurricane Ike, go online and research another major hurricane or natural disaster, such as Hurricane Katrina in New Orleans, or the earthquake in Haiti. Focus your research on how the event affected the people who live there, and how their lives changed. Collect photos and firsthand accounts, if possible. Present your findings to the class.

Face your fellow students during a classroom discussion.

SKILL

▲ Hurricane Katrina hit southeast Louisiana in 2005.

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Link the Readings provides assessment practice, Big Question wrap-up, and a fluency check.

Review and Practice pages let teachers monitor student progress in comprehension and fluency.

Before You Go On questions check comprehension.

Grades 6–12 (Ages 11–18)

Page 8: Pearson Longman Keystone Brochure.pdf

Opening the world of learning through technology

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The Pearson English Learning system can be delivered with an array of digital supports that adapt to your level of technology readiness – whether it’s using print resources supplemented with online resources or delivering the entire system online through a single portal. We can tailor a solution that fits your needs.

For Pearson Longman Keystone and Pearson Longman Cornerstone it contains a wealth of resources including video scripts, bell-ringer activities, project links, and other digital assets that provide hands-on digital activities.

Pearson English Learning system is incorporated throughout the Teacher’s Edition making it easy to monitor students’ progress with frequent opportunities to assess. This includes SIOP® and A+RISE® for professional development, AIMSweb® for progress monitoring, and SELP 2 for assessment.

Learn more at www.pearsonenglishlearningsystem.com

eTexts for teachers and studentsHighlighting, notes, bookmarks, full-text search, audio synched with text, multiple-page view with zoom and access to interactive media all make teaching and learning easier.

Flashcard apps Reinforce vocabulary development by providing fun flash cards for vocabulary taught in the program, as well as new words that students choose.

Success TrackerProvides online formative assessment and remediation management to help teachers provide personalized instruction for each student.

Stanford English Language Proficiency Test 2 The SELP 2 helps teachers evaluate the listening, reading, comprehension, writing, and speaking skills of English learners and focuses on both social and academic language. It has an easy-to-use online scoring and reporting tool that gives teachers useful data to inform instructional decisions.

Page 9: Pearson Longman Keystone Brochure.pdf

Pearson Longman Cornerstone and Pearson Longman Keystone are more than just English language programs. They provide a complete suite of products, services and ongoing support to ensure your students accelerate their language proficiency and academic success.

Learn more at www.pearsonglobalschools.com

Find your local Pearson Consultant at www.pearsonglobalschools.com/contact

Reach all your English Language Learners on their personalized pathway today!