Backpack Starter

Scope & Sequence

Unit Fun in Class
1
Theme

 School

Communication Objectives

 to identify classroom objects

 to identify colors
 to count how many
 to identify circles

Language Objectives

 present tense
 yes/no questions
 subject pronoun it
 colors blue, green, red, and yellow
 numbers one through three

Learning Strategies/Thinking Skills

 to use prior knowledge; to predict; to use picture clues;

to understand concepts of print; to use music and rhyme;
to listen for gist and details

Unit My Family
2
Theme

 family and home

Communication Objectives

 to identify family members

 to identify rooms in the house
  greeting and leave-taking
 to count how many
 to identify squares

Language Objectives

 present tense
 questions with where
 questions with who
 subject pronouns I and you
 number four

Learning Strategies/Thinking Skills

 to use prior knowledge; to understand concepts of print;

to classify; to identify the main idea; to use picture clues;
to use music and rhyme; to listen for gist and details

Unit All About Me

3
Theme

 parts of the body

Communication Objectives

 to identify parts of the body

 to give and follow commands
 to identify feelings
 to identify colors
 to count how many
 to identify triangles

Language Objectives

 present tense
 imperative
 adjectives happy and sad
 possessive adjectives my and your
 there are
  singular and plural nouns
 colors black and brown
 number five

Learning Strategies/Thinking Skills

 to use prior knowledge; to predict; to understand

concepts of print; to relate to personal experience; to use
music and rhyme; to listen for gist and details

Unit My Clothes
4
Theme

 clothing

Communication Objectives

 to identify clothes
 to describe what one is wearing
 to identify and talk about weather
 to identify colors
 to identify rectangles

Language Objectives

 present progressive
 present tense
 questions with what
 subject pronouns he, she, I, and you
 colors orange and purple

Learning Strategies/Thinking Skills

 to use prior knowledge; to predict; to understand

concepts of print; to use music and rhyme; to listen for
gist and details

Unit At the Toy Store

5
Theme
  toys

Communication Objectives

 to identify toys
 to ask politely
 to talk about what people want
 to talk about what people like
 to count how many
 to identify colors

Language Objectives

 Present tense
 questions with what
 pink and white
 six and seven
 please; thank you; you're welcome
 like; want

Learning Strategies/Thinking Skills

 to use prior knowledge; to state preferences; to

understand concepts of print; to scan for detail; to use
music and rhyme; to listen for gist and details

Unit People Around Town

6
Theme

 community

Communication Objectives

 to identify and talk about community helpers

 to identify vehicles and places in the community
 to count how many

Language Objectives

 present tense
  questions with who
 eight and nine
 subject pronouns I, he, and she

Learning Strategies/Thinking Skills

 to use prior knowledge; to understand concepts of print;

to notice chronological events; to use music and rhyme;
to listen for gist and details

Unit Swinging and Sliding

7
Theme

 playground

Communication Objectives

 to identify and talk about playground actions

 to describe location using prepositions
 to count how many

Language Objectives

 present progressive
 questions with what
 prepositions up, down, in, and out
 ten
 there is/there are
 subject pronouns I, you, he, and she

Learning Strategies/Thinking Skills

 to use prior knowledge; to classify; to predict; to use

picture clues; to use music and rhyme; to listen for gist
and details

Unit Animal Friends

8
Theme
  zoo animals

Communication Objectives

 to identify and talk about zoo animals

 to describe animal actions
 to talk about size
 to identify the sounds animals make

Language Objectives

 present progressive
 present tense
 adjectives big and little

Learning Strategies/Thinking Skills

 to use prior knowledge; to use picture clues; to

understand concepts of print; to use music and rhyme; to
listen for gist and details

Unit Food I Like

9
Theme

 food

Communication Objectives

 to identify and talk about food

 to talk about what one likes and dislikes
 to talk about what one wants

Language Objectives

 present tense
 questions with what
 questions with do
 like/don't like
 want
 subject pronouns I and you
Learning Strategies/Thinking Skills

 to use prior knowledge; to express opinion; to use

picture and context clues; to recognize rhyming words; to
use music and rhyme; to listen for gist and details
 Backpack 1

Scope & Sequence

Unit Ready for School
1
Theme

 classroom objects

Communication Objectives

 greetings
 colors
 to count how many
 to identify classroom objects

Language Objectives

 numbers one through ten

 simple present
 questions with what
 subject pronouns: it

Learning Strategies/Thinking Skills

 to use prior knowledge, to associate, to classify, to

compare and contrast, to sequence, to use charts, to use
context clues, to use music and rhyme, to listen for gist
and details

Unit People We Love

2
Theme

 family members

Communication Objectives

 to identify and talk about family members

  to count how many

Language Objectives

 questions with who, how many

 subject pronouns: he/she, I, you
 this is/that is
 simple present

Learning Strategies/Thinking Skills

 to use prior knowledge, to use context clues, to rank, to

sequence, to compare and contrast, to use charts, to use
music and rhyme, to listen for gist and details

Unit Head to Toes

3
Theme

 parts of the body

Communication Objectives

 to identify and talk about parts of the body

 to use descriptive adjectives
 to count how many

Language Objectives

 adjectives: little, big, short, long

 yes/no questions with does
 have/has
 subject pronouns: he/she/it
 simple present

Learning Strategies/Thinking Skills

 to use prior knowledge, to make connections to real life,

to make associations, to classify, to identify details, to use
charts, to use music and rhyme, to listen for gist and
details
Unit Things I Wear
4
Theme

 clothes

Communication Objectives

 to identify and talk about clothes

 to talk about likes and dislikes
 to use descriptive adjectives

Language Objectives

 questions with what

 present progressive
 simple present

Learning Strategies/Thinking Skills

 to use prior knowledge, to use visual clues, to follow

directions, to use music and rhyme, to listen for gist and
details

Unit At Home
5
Theme

 rooms and actions in the house

Communication Objectives

 to identify and talk about rooms in a house

 to talk about actions that take place in a house
 to identify shapes

Language Objectives

 questions with where, what, how many

 shapes: circle, square, triangle, rectangle
 rooms in a house
  household activities

Learning Strategies/Thinking Skills

 to use prior knowledge, to classify, to compare and

contrast, to make connections to real life, to use charts,
to use music and rhyme, to listen for gist and details

Unit On the Farm

6
Theme

 farm animals

Communication Objectives

 to identify farm animals and what they do

 to describe animals

Language Objectives

 present progressive
 action words
 questions with what

Learning Strategies/Thinking Skills

 to use prior knowledge, to compare and contrast, to

sequence, to infer, to use charts, to use music and
rhyme, to listen for gist and details

Unit Celebrations
7
Theme

 birthdays

Communication Objectives

 to talk about birthdays and when they take place

 to talk about celebrations and food
 to talk about likes and dislikes
 Language Objectives

 questions with when

 How old are you?
 days of the week
 foods
 does/do
 have/has

Learning Strategies/Thinking Skills

 to use prior knowledge, to associate, to compare and

contrast, to classify, to reason deductively, to use a Venn
diagram, to use music and rhyme, to listen for gist and
details

Unit Play Time

8
Theme

 toys

Communication Objectives

 to identify and talk about toys

 to talk about what people want
 to describe location

Language Objectives

 numbers eleven through twenty

 questions with where
 want
 prepositions of location: in, on, under
 yes/no questions

Learning Strategies/Thinking Skills

 to use prior knowledge, to classify, to compare and

contrast, to use visual clues, to use charts, to use music
and rhyme, to listen for gist and details
Unit At the Playground
9
Theme

 leisure activities

Communication Objectives

 to talk about fun activities

 to identify location

Language Objectives

 present progressive
 action words
 these/those, this/that
 yes/no questions

Learning Strategies/Thinking Skills

 to use prior knowledge, to compare and contrast, to use

music and rhyme, to listen for gist and details
 Backpack 2

Scope & Sequence

Unit First Day of Class
1
Theme

 classroom activities

Communication Objectives

 greetings
 count how many
 to identify classroom objects and actions

Language Objectives

 numbers eleven through twenty

 present progressive
 questions with how many
 there is/are
 subject pronouns he/she/they

Learning Strategies/Thinking Skills

 to use prior knowledge, to associate, to classify, to

compare and contrast, to sequence, to use charts, to use
context clues, to use music and rhyme, to listen for gist
and details

Unit Fun and Games

2
Theme

 leisure activities

Communication Objectives
  to identify location
 to talk about likes and dislikes
 to count by tens to one hundred
 to identify playground activities and objects

Language Objectives

 prepositions of location (under, in, in front of, next to,

behind, between)
 questions with where
 subject pronoun they
 like + infinitive
 count by tens

Learning Strategies/Thinking Skills

 to use prior knowledge, to use context clues, to rank, to

sequence, to compare and contrast, to use charts, to use
music and rhyme, to listen for gist and details

Unit Our New House

3
Theme

 rooms and furniture

Communication Objectives

 to identify and talk about family members

 to talk about furniture and room locations
 to identify household objects

Language Objectives

 family members
 questions with who, where
 furniture and room vocabulary
 yes/no questions

Learning Strategies/Thinking Skills

  to use prior knowledge, to make connections to real life,
to make associations, to classify, to identify details, to use
charts, to use music and rhyme, to listen for gist and
details

Unit My Town
4
Theme

 places in the community

Communication Objectives

 to identify stores and services in towns and communities

 to follow directions and identify locations on a map

Language Objectives

 prepositions of location (between, next to, on the corner,

in)
 yes/no questions about location
 questions with where
 community places
 can

Learning Strategies/Thinking Skills

 to use prior knowledge, to make connections to real life,

to use visual clues, to follow directions, to use music and
rhyme, to listen for gist and details

Unit My Busy Family

5
Theme

 occupations

Communication Objectives

 to identify where people work and what they do there

 to talk about what students want to be when they grow
up
 Language Objectives

 questions with what, who

 simple present tense (3rd person singular)
 want + to be

Learning Strategies/Thinking Skills

 to use prior knowledge, to classify, to compare and

contrast, to make connections to real life, to use charts,
to use music and rhyme, to listen for gist and details

Unit Every Day

6
Theme

 daily activities and routines

Communication Objectives

 to talk about time on the hour

 to talk about everyday actions

Language Objectives

 telling time on the hour

 simple present tense (1st, 3rd person )
 questions with when, what
 expressions of frequency

Learning Strategies/Thinking Skills

 to use prior knowledge, to compare and contrast, to

sequence, to infer, to use charts, to use music and
rhyme, to listen for gist and details

Unit Favorite Foods

7
Theme

 favorite foods and categories

 Communication Objectives

 to identify the different food categories

 to talk about food likes and dislikes to

Language Objectives

 a/an/some
 like/don't like
 yes/no questions
 want + infinitive

Learning Strategies/Thinking Skills

 to use prior knowledge, to associate, to compare and

contrast, to classify, to reason deductively, to use a Venn
diagram, to use music and rhyme, to listen for gist and
details

Unit Fun at the Zoo

8
Theme

 zoo animals and their characteristics

Communication Objectives

 to talk about zoo animals and what they can and can't do
 to talk about characteristics of animals

Language Objectives

 be + adjective (postnominal adjectives)

 yes/no questions with do, does, can
 can/can't

Learning Strategies/Thinking Skills

 to use prior knowledge, to classify, to compare and

contrast, to use visual clues, to use charts, to use music
and rhyme, to listen for gist and details
Unit 12 Months Make a Year
9
Theme

 special events during the year

Communication Objectives

 to talk about special events or holidays and when they

take place
 to talk about a favorite month and the activities at that
time of year

Language Objectives

 adverbs of frequency (always/never)

 months of the year
 questions with what and when

Learning Strategies/Thinking Skills

 to use prior knowledge, to compare and contrast, to

make connections to real life, to use music and rhyme, to
listen for gist and details
 Backpack 3

Scope & Sequence

Unit From Morning to Night
1
Theme

 daily activities

Communication Objectives

 to ask what time it is, and to be able to tell time

 to discuss what they do before, during, and after school.

Language Objectives

 tell time
 simple present tense
 questions with what, what time
 before/after

Learning Strategies/Thinking Skills

 to use prior knowledge, to associate, to classify, to

compare and contrast, to sequence, to use charts, to use
context clues, to use music and rhyme, to listen for gist
and details

Unit Helping Hands

2
Theme

 helping professions in the community

Communication Objectives

 to identify and talk about family relationships

 to talk about helping professions
 Language Objectives

 questions with what

 simple present tense
 professions vocabulary
 want + to be

Learning Strategies/Thinking Skills

 to use prior knowledge, to use context clues, to rank, to

sequence, to compare and contrast, to use charts, to use
music and rhyme, to listen for gist and details

Unit Pen Pals

3
Theme

 different styles of living, chores

Communication Objectives

 compare and contrast country and city living

 talk about activities and responsibilities kids have

Language Objectives

 country and city vocabulary

 adverbs of frequency (always, sometimes, usually, never)
 has to/have to
 there is/are

Learning Strategies/Thinking Skills

 to use prior knowledge, to make connections to real life,

to make associations, to classify, to identify details, to
use charts, to use music and rhyme, to listen for gist and
details

Unit Amazing Animals

4
Theme
  animals and their habitats

Communication Objectives

 talk about where animals live

 talk about what animals can and can't do

Language Objectives

 questions with where, what

 can/can't
 plural nouns
 simple present tense (3rd person plural)

Learning Strategies/Thinking Skills

 to use prior knowledge, to use visual clues, to follow

directions, to use music and rhyme, to listen for gist and
details

Unit Rain or Shine

5
Theme

 weather, clothing, and seasons

Communication Objectives

 talk about weather in different places

 talk about what people wear in different kinds of weather
 talk about the seasons

Language Objectives

 days of the week

 weather vocabulary
 simple present tense
 questions with what
 It's + adjective
 yes/no questions
 today vs. yesterday-simple past tense (is/was/were)
 Learning Strategies/Thinking Skills

 to use prior knowledge, to classify, to compare and

contrast, to make connections to real life, to use charts,
to use music and rhyme, to listen for gist and details

Unit Our Five Senses

6
Theme

 the five senses

Communication Objectives

 talk about our five senses (how things taste, feel, sound,
etc)
 describe things

Language Objectives

 sensory verbs
 descriptive adjectives (postnominal)
 questions with how
 simple present tense

Learning Strategies/Thinking Skills

 to use prior knowledge, to compare and contrast, to

sequence, to infer, to use charts, to use music and
rhyme, to listen for gist and details

Unit A World of Food

7
Theme

 foods we enjoy and where they come from

Communication Objectives

 talk about different foods and where they come from

 talk about quantities and containers of food
 talk about what there is/are
 Language Objectives

 quantifiers (some, two, four, any)

 food vocabulary
 yes/no questions
 questions with what
 there are/there aren't

Learning Strategies/Thinking Skills

 to use prior knowledge, to associate, to compare and

contrast, to classify, to reason deductively, to use a Venn
diagram, to use music and rhyme, to listen for gist and
details

Unit In Shape!
8
Theme

 healthy habits

Communication Objectives

 talk about health rules

 talk about food and activities to keep people healthy

Language Objectives

 imperatives
 yes/no questions in simple past tense
 wh- questions in simple past tense

Learning Strategies/Thinking Skills

 to use prior knowledge, to classify, to compare and

contrast, to use visual clues, to use charts, to use music
and rhyme, to listen for gist and details

Unit Puppets
9
Theme
  different kinds of puppets and their uses

Communication Objectives

 talk about things you like and dislike

 give reasons to like or dislike something

Language Objectives

 like/don't like
 adjectives of manner
 yes/no questions in simple past tense
 wh- questions and statements in simple past tense
 why/because

Learning Strategies/Thinking Skills

 to use prior knowledge, to compare and contrast, to use

music and rhyme, to listen for gist and details
 Backpack 4

Scope & Sequence

Unit Friends Old and New
1
Theme

 friendship and family

 physical descriptions
 emotions

Communication Objectives

 describe people;
 describe emotions and feelings

Language Objectives

 comparatives with -er

 get+ adjective:get excited
 clauses with when
 simple present tense
 questions with when

Learning Strategies/Thinking Skills

 use prior knowledge, identify main idea and details,

recognize key words, compare and contrast, make
predictions, use graphic organizers

Unit It's About Time

2
Theme

 chores
 schedules
  free-time activities

Communication Objectives

 talk about chores

 talk about activities
 talk about free-time activities

Language Objectives

 simple present tense

 present progressive tense for future intentions
 questions with how often, what
 expressions of frequency (once a week)

Learning Strategies/Thinking Skills

 use prior knowledge, figure out meaning from context,

make predictions, use graphic organizers, compare and
contrast, summarize

Unit At the World's Table

3
Theme

 foods around the world

 menus and ordering food
 food pyramid

Communication Objectives

 order food
 state wants and preferences

Language Objectives

 count/non-count nouns
 any/some
 would like in questions and answers

Learning Strategies/Thinking Skills

  use prior knowledge, identify main idea and details,
evaluate, make associations, use graphic organizers,
categorize

Unit Take Care!

4
Theme

 illnesses, accidents, and safety

 healthy habits

Communication Objectives

 talk about illnesses, accidents, and safety; give advice;

 talk about healthy habits

Language Objectives

 should/shouldn't
 reflexive pronouns

Learning Strategies/Thinking Skills

 use prior knowledge,figure out meaning from context,

identify main ideas and details, make predictions,
classify, summarize

Unit Animals Past and Present

5
Theme

 extinct and endangered animals

Communication Objectives

 discuss dinosaurs and other extinct animals; discuss

endangered animals

Language Objectives

 comparatives with -er

 simple past tense
 simple present tense
  present progressive tense
 questions with what

Learning Strategies/Thinking Skills

 use prior knowledge, identify main idea and details,

figure out meaning from context, brainstorm, draw
conclusions, analyzing, clarifying, visualizing

Unit In the Old Days

6
Theme

 life in the past

 comparing past and present
 inventions

Communication Objectives

 discuss life in the past; discuss inventions and how they

changed our lives;
 compare the past and the present

Language Objectives

 simple present tense

 simple past tense
 used to to indicate habitual actions in the past

Learning Strategies/Thinking Skills

 use prior knowledge, make predictions, identify main

ideas and details, compare and contrast, brainstorm,
associate, summarize

Unit It's a Date!

7
Theme

 holidays and celebrations in different countries

 future plans
 birthday traditions
 Communication Objectives

 discuss holidays and celebrations

 talk about future plans

Language Objectives

 future tense with going to + verb

 wh- questions
 ordinal numbers

Learning Strategies/Thinking Skills

 use prior knowledge, make predictions, figure out

meaning from context, use graphic organizers, identify
main idea and details, draw conclusions

Unit Hobbies Are Fun!

8
Theme

 hobbies
 collections

Communication Objectives

 talk about hobbies and collections;

 express opinions

Language Objectives

 comparatives with -er superlatives with -est

 irregular comparatives and superlatives
with good and bad
 adjectives of attitude (fun, exciting, boring, etc.)

Learning Strategies/Thinking Skills

 use prior knowledge, figure out meaning from context,

compare and contrast, make predictions, draw
conclusions, rank, classify
Unit Let's Dance!
9
Theme

 dance styles around the world

Communication Objectives

 identify and talk about dance styles

 express opinions

Language Objectives

 questions with would

 opinions with I think: I think it's fun
 think of : what do you think of it?
 descriptive adjectives of opinion (graceful, beautiful, etc.)

Learning Strategies/Thinking Skills

 use prior knowledge, make predictions, figure out

meaning from context, compare and contrast, define,
categorize, do research
 Backpack 5

Scope & Sequence

Unit The Family Circle
1
Theme

 families
 (relationships & events)

Communication Objectives

 to identify family members

 to talk about physical characteristics
 to talk about family events

Language Objectives

 simple present tense

 recycling of past tense, regular and irregular verbs
 recycling of comparative and superlative with -er and -est
 descriptive adjectives

Learning Strategies/Thinking Skills

 to use prior knowledge, to make predictions, to compare

and contrast, to figure out meaning from context, to use
graphic organizers, to make inferences

Unit What's on TV?

2
Theme

 TV program genres
 TV viewing habits
 program preferences
 Communication Objectives

 to identify and describe TV program genres

 to express opinions about likes/dislikes and tell why
 to talk about viewing habits

Language Objectives

 simple present tense

 like and don't like
 recycling of adverbs of frequency
 (I) think (it's exciting)
 adjectives

Learning Strategies/Thinking Skills

 To use prior knowledge, to make predictions, to figure

out meaning from context, to summarize information, to
identify main idea and details, to use graphic organizers

Unit Hands On!

3
Theme

 arts and crafts around the world

 making things
 learning new crafts

Communication Objectives

 to identify and describe crafts and craft materials

 to learn about crafts popular in other countries
 to talk about crafts

Language Objectives

 simple present tense

 could to talk about possibility
 gerunds: Weaving is fun.
 verb + gerunds: She enjoys weaving.
 Learning Strategies/Thinking Skills

 to use prior knowledge, to make predictions, to compare

and contrast, to categorize, to sequence information, to
figure out meaning from context

Unit I'll Take It!

4
Theme

 shopping, outdoor markets

 products
 advertising

Communication Objectives

 to compare and describe clothing

 to express sufficiency
 to talk about prices and preferences

Language Objectives

 simple present tense

 comparatives and superlatives with more . than and the
most
 sufficiency words (enough, too much, etc.)

Learning Strategies/Thinking Skills

 To use prior knowledge, to make predictions, to figure

out meaning from context, to identify main idea and
details, to use graphic organizers, to rank

Unit Travel Trouble

5
Theme

 good and bad travel experiences

 weather conditions
 vacation activities and tips
 Murphy's Law
 Communication Objectives

 to talk about good and bad travel experiences

 to talk about the weather
 to ask and answer questions about past experiences

Language Objectives

 recycling of past tense, regular and irregular verbs

 the past progressive tense
 when and while clauses
 adjectives that describe the weather
 superlatives (best and worst)

Learning Strategies/Thinking Skills

 to use prior knowledge, to make predictions, to figure out

meaning from context, to summarize, to identify main
idea and details, to use graphic organizers, to rank

Unit In Touch
6
Theme

 verbal and non-verbal communication

 communication technology
 animal communication

Communication Objectives

 to talk about ways to communicate

 to talk about the future (make predictions) and future
events
 to learn the parts of an online magazine
 to produce an online magazine page

Language Objectives

 simple present tense

 future tense with will
  recycling of Wh questions and How questions
 will and won't to make predictions
 indefinite pronouns (anyone, someone, no one, everyone)

Learning Strategies/Thinking Skills

 to use prior knowledge, to make predictions, to figure out

meaning from context, to do research, to identify main
idea and details, to use graphic organizers, to rank

Unit Put on Your Thinking Cap

7
Theme

 inventions and inventors

 what things are made of
 how things are used

Communication Objectives

 to ask and answer questions about what something's

used for
 to ask and answer questions about what something's
made of

Language Objectives

 made of + materials (plastic, wood, metal)

 modals of speculation: What might it be used for?
 be used + infinitive

Learning Strategies/Thinking Skills

 to use prior knowledge, to make predictions, to figure out

meaning from context, to do research, to focus on main
ideas, to summarize, to use graphic organizers, to rank

Unit Product and Process

8
Theme

 countries and their products

  natural resources
 how things are made
 recipes

Communication Objectives

 to talk about countries and the products associated with

them
 to compare the qualities of objects
 to follow steps in a process (sequence)

Language Objectives

 equative comparatives, as (expensive) as

 recycling of comparatives using
 passive voice (present tense)
 past participles
 adjectival form of country names, Mexico→Mexican

Learning Strategies/Thinking Skills

 to use prior knowledge, to make predictions, to sequence

information, to figure out meaning from context, to do
research, to use graphic organizers, to rank

Unit And the Beat Goes On

9
Theme

 world music genres

 singers and musicians
 musical instruments

Communication Objectives

 to ask and answer questions about life experiences

 to ask and answer questions to talk about preferences
with would rather
 to talk about the manner in which things are done
(slowly, loudly)
 to talk about different kinds of music
Language Objectives

 present perfect have you ever?

 adverbs of manner (quickly, loudly)
 would rather to express preferences

Learning Strategies/Thinking Skills

 to use prior knowledge, to make predictions, to figure out

meaning from context, to do research, to classify, to use
graphic organizers
 Backpack 6

Scope & Sequence

Unit Amazing People
1
Theme

 biographies

Communication Objectives

 discuss notable and famous people

 talk about events from the past

Language Objectives

 regular and irregular past tense

 wh- questions (who, what, when, etc.)

Learning Strategies/Thinking Skills

 to use prior knowledge, to brainstorm, to figure out

meaning from context, to use visual clues, to sequence
information, to identify main idea and details, to make
inferences

Unit Our Stories

2
Theme

 personal experiences

Communication Objectives

 talk about personal experiences

 read and write friendly letters

Language Objectives

 simple past tense

 present perfect tense with for + amount of time
  since + point in time
 questions with how long

Learning Strategies/Thinking Skills

 to use prior knowledge, to sequence information, to skim

for specific information, to summarize, to identify main
idea and details, to use pictures and context to determine
meaning

Unit Skills and Abilities

3
Theme

 skills, abilities, and careers

Communication Objectives

 talk about what people like doing and what they are good
at
 talk about how jobs fit people's aptitudes

Language Objectives

 love, like, enjoy + gerund

 good at, excited about, interested in, worried about +
gerund
 true conditionals in the future (if + present tense/future
tense)

Learning Strategies/Thinking Skills

 to use prior knowledge, to make inferences, to organize

information, to scan for details, to figure out meaning
from context, to make associations, to express opinions,
to use charts

Unit Into the Future

4
Theme

 the future
 Communication Objectives

 talk about life in the future

 make predictions
 express certainty or doubt

Language Objectives

 predictions with will/won't

 degrees of certainty: might, may, could

Learning Strategies/Thinking Skills

 to use prior knowledge, to make predictions, to identify

main idea and details, to make inferences, to evaluate
information, to make connections to real life

Unit Space
5
Theme

 planets and outer space

Communication Objectives

 learn facts about planets and outer space

 talk about planets and outer space

Language Objectives

 adjective clauses (relative pronouns: who, that, which)

 contrary-to-fact conditionals (if + past tense/would +
base form of verb)

Learning Strategies/Thinking Skills

 to use prior knowledge, to figure out meaning from

context, to identify main idea and details, to recognize key
words, to brainstorm, to ask questions to clarify

Unit Adventures
6
Theme
  adventure story

Communication Objectives

 talk about leisure time activities and adventure stories

 tell what one would or wouldn't like to do

Language Objectives

 present perfect with ever, already/yet

 questions with would you ever, would/wouldn't

Learning Strategies/Thinking Skills

 to use prior knowledge, to figure out meaning from

context, to categorize information, to summarize, to
identify main idea and details, to identify key words, to
evaluate ideas

Unit A World of Records

7
Theme

 games and contests

Communication Objectives

 talk about games, contests, records, and record breaking

 compare and contrast

Language Objectives

 comparatives andsuperlatives with

-er & -est
 comparatives and superlatives with more and the most
 more/most and fewer/fewest + noun

Learning Strategies/Thinking Skills

 to use prior knowledge, to identify main idea and details,

to use graphic organizers, to rank, to compare and
contrast, to summarize
Unit Mysteries Past and Present
8
Theme

 mysterious phenomena and places

Communication Objectives

 learn about and discuss mysterious phenomena and

places
 speculate

Language Objectives

 degrees of certainty: must/could

 passive voice: past tense

Learning Strategies/Thinking Skills

 to use prior knowledge, to figure out meaning from

context, to make inferences, to draw conclusions, to do
research, to sequence information, to classify information

Unit The Movies

9
Theme

 movies

Communication Objectives

 talk about movies

 make suggestions

Language Objectives

 How about + gerund

 reported speech: present, past, present perfect, past
perfect

Learning Strategies/Thinking Skills

 to use prior knowledge, to figure out meaning from

context, to make predictions, to compare and contrast, to
 identify main idea and details, to retell a plot, to
categorize

About the Course

Backpack

Mario Herrera and Diane Pinkley

A new seven-level program for early learners, Backpack is chock full of

opportunities to learn through catchy songs and chants, stickers, games, hands-on
projects, and Total Physical Response (TPR) activities. The Backpack approach
goes beyond other programs and integrates vocabulary, grammar, and the four
skills into a seamless whole.

Reach into Backpack for the most successful classroom ingredients:

 Beautifully illustrated vocabulary presentations captivate young learners.

 Little Books (Levels Starter-3) and Magazines (Levels 4-6) motivate young
readers.

 Workbooks, Posters, and Picture Cards reinforce and extend language

and grammar.

 An interleaved Teacher's Edition offers a wealth of teaching and

assessment options.

 Teacher's Bonus Backpack includes reproducible activities.

 Videos, CD-ROMs, and a Companion Website provide variety and

additional input.

Backpack Frequently Asked Questions (FAQ)

Click on a topic:

How is grammar handled in Backpack?

Why does every unit begin with a song?

Are there cross-curricular connections in Backpack?

How does Backpack address different learning styles?

Does Backpack teach learning strategies?

How is writing taught in Backpack?

How is grammar handled in Backpack?

Backpack teaches grammar in ways that are appropriate to children's cognitive
development. Most young learners do not benefit from memorizing rules and
analyzing structures. Children can benefit from noticing grammar in the language
that they are exposed to through songs, dialogues, activities, and so on.

For older children, more capable of analysis, grammar boxes provide models of
language use and draw students' attention to specific details.

In addition to the grammar boxes in the Student Book and

Workbook, Backpack provides three grammar posters per level suitable for
classroom display.

Why does every unit begin with a song?

Starting with a song introduces the unit theme in an enjoyable non-threatening
way. This helps to lower the affective filter and makes the unit fun and learner-
centered from the very beginning. The songs in Backpack relate to the unit theme,
recycle previously learned language, and introduce some of the new vocabulary
and structures in a meaningful context.

Are there cross-curricular connections in Backpack?

Yes! Students are provided with information from a variety of content areas: social
studies, science, health, music, math, art and literature. Students learn about such
topics as games children play around the world, the food pyramid, musical genres,
communications technology, inventions past and present, extinct and endangered
animals, natural resources, mysteries around the world, and
space. Backpack aims to help children learn about the world around them, in
English.

How does Backpack address different learning styles?

Visual learners are supported through a wide range of illustrations, photos, and
graphic organizers that help them process information. Auditory learners have
many opportunities to both hear and repeat key learning targets throughout each
unit. Tactile and kinesthetic learners are provided with sticker activities, routines
and games using touch and movement. The Teacher's Edition suggests activities
that lend themselves to these and other styles.

Does Backpack teach learning strategies?

Backpack works on both learning strategies and critical thinking skills. Explicit
instruction on learning strategies is provided in the Teacher's Edition. Tasks in the
student book are designed so that students will use and develop critical thinking
skills such as brainstorming, classifying, comparing, making inferences, problem
solving, and ranking.

How is writing taught in Backpack ?

In the lower levels (1-3), writing is introduced at the word level and builds to multi-
sentence level. In higher grades, Backpack introduces writing skills related to
different genres and helps students develop an understanding of the stages of the
writing process. At the upper levels, students are capable of tasks that may require
writing several paragraphs. A unique feature in the workbook consists of carefully
graded writing reinforcement activities that provide additional practice with different
genres as well as stages of the writing process.