PEARSON LONGMANPEARSON LONGMAN GESONT English Learning System Anna Uhl Chamot Jim Cummins Sharroky Hollie PEAR Upper Saddle River, New Jersey * Boston, Massachusetts + Chandler, Arizona * Glenview, IllinoisPearson Longman Cornerstone 1A English Learning System Staff credits: The people who made up the Longman Cornerstone team, representing editorial, production, design, manufacturing, and marketing, are John Ade, Rhea Banker, Virginia Bernard, Daniel Comstock, David Dickey, Gina DiLlillo, Johnnie Farmer, Nancy Flaggman, Charles Green, Karen Kawaguchi, Ed Lamprich, Niki Lee, Jaime Leiber, Chris Leonowicz, Tara Maceyak, Linda Moser, Laurie Neaman, Leslie Patterson, Sherri Pemberton, Diane Pinkley, Liza Pleva, Susan Saslow, Chris Siley, Loretta Steeves, Kim Steiner, and Lauren Weidenman, Text design and composition: The Quarasan Group, Inc. Illustration and photo credits appear on page 186, wi copyright page: constitute an extension of this Library of Congress Cataloging-in-Publication Data Chamot, Anna Uhl. Longman Cornerstone / Anna Uhl Chamot, Jim Cummins, Sharroky Hollie. pcm. — (Longman Cornerstone) Includes index. 1. Language arts (Elementary school) —United States. 2. Language arts (Elementary school)—Activity programs 3. English language—Study and teaching, 1. Cummins, Jim i Hollie, Sharroky Il, Title. Copyright © 2013 Pearson Education, Inc, oF it afiites. All Rights Reserved. Printed in the United States af America, This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage ina retrieval system, or transmission in any form of by any means, electronic, mechanical, photocopying, recording, oF likewise. For information regarding permissions, write to Rights Management & Contracts, Pearson Education, Inc., One Lake Street, Upper Saddle River, New Jersey 07458, Pearson isa trademark, in the US. andlor other countries, of Pearson Education, Ine, or its alflliates. ISBN-13: 978.0-3287-33484 ISBN-10: 0-3287-3348-) aN SCO) | Printed in the United States of Americd 3456789 10 VO63 1615 14 13About the Authors Anna Uhl Chamot is a professor of secondary education and a faculty advisor for ESL in George Washington University’s Department of Teacher Preparation. She has been a researcher and teacher trainer in content-based second-language learning and language-learning strategies. She co-designed and has written extensively about the Cognitive Academic Language Learning Approach (CALLA) and spent seven years implementing the CALLA model in the Arlington Public Schools in Virginia, Jim Cummins is the Canada Research Chair in the Department of Curriculum, Teaching, and Learning of the Ontario Institute for Studies in Education at the University of Toronto. His research focuses on literacy development in multilingual schoo! contexts, as well as on the potential roles of technology in promoting language and literacy development. His recent publications include: The International Handbook of English Language Teaching (co-edited with Chris Davison) and Literacy, Technology, and Diversity: Teaching for Success in Changing Times (with Kristin Brown ‘and Dennis Sayers). Sharroky Hollie is an assistant professor in teacher education at California State University, Dominguez Hills. His expertise is in the field of professional development, African-American education, and second-language methodology. He is an urban literacy visiting professor at Webster University, St. Louis. Sharroky is the Executive Director of the Center for Culturally Responsive Teaching and Learning (CCRTL) and the co-founding director of the nationally-acclaimed Culture and Language Academy of Success (CLAS)Consultants and Reviewers Rebecca Anselmo Sunrise Actes Elementary School Los Vegas, NV Ana Applegate Redlands School District Redlands, CA Terri Armstrong Houston ISD Houston, TX Jacqueline Avritt Riverside County Office of Ed. Hemet, CA Mitchell Bobrick Palm Beach County School West Palm Beach, FL Victoria Brioso-Saldala Broward County Schools Fort Lauderdale, FL Brenda Cabarga Schubert Creekside Elementary School Salinas, CA Joshua Ezekiel Bardin Elementary School Salinas, CA Veneshia Gonzalez Seminole Elementary School Okeechobee, FL Carolyn Grigsby San Francisco Unified School District San Francisco, CA Julie Grubbe Plainfield Consolidated Schools Chicago, IL Yasmin Hernandez-Manno Newark Public Schools Newark, NJ Janina Kusielewicz Clifton Public Schools/Bilingual Ed. & Basic Skills Instruction Dept. Clifton, NJ Mary Helen Lechuga EI Paso ISD El Paso, TX Gayle P. Malloy Randolph School District Randolph, MA Randy Payne Patterson/Taft Elementaries Mesa, AZ Marcie L. Schnegelberger Alisal Union SD Salinas, CA Lorraine Smith Collier County Schools Naples, FL. Shawna Stoltenborg Glendale Elementary School Glen Burnie, MD. Denise Tiffany West High School Iowa City, 10Dear Student, Welcome to Longman Cornerstone! We wrote Longman Cornerstone to help you learn to read, write, and speak English. We wrote a book that will make learning English and learning to read a lot of fun. Cornerstone includes a mix of all subjects. We have written some make-believe stories and some true stories. As you use this program, you will build on what you already know, learn new words and new information, and take part in projects. The projects will help you improve your English skills. Learning a language takes time, but just like learning to swim or ride a two-wheeler, it is fun! We hope you enjoy Longman Cornerstone as much as we enjoyed writing it for you! Good luck! Anna Uhl Chamot Jim Cummins Sharroky Holliee How will you change this year as you meet new friends?......... Build Unit Background..................002.ee Reading | Prepare to Read Vocabulary . Phonics: Short a; d, Story Preview... Reading Strate 1Am Sam by Pamela Walker ......00eceeseeeeeneeeeeee Think It Over Reading 2 Prepare to Read Vocabulary........ : Phonics: Short e; f |, t. Story Preview... Think It Over . Reading Strategy Check: Sequence A Closer Look at... frogs ...++ Grammar and Writing: Pronouns (he, she, it) vi eeReading 3 Prepare to Read Vocabulary Phonics: Short i; n, p Story Preview. .. Reading Strate: Tip by Katrinka Moore Think It Over ..... Reading Strategy Check: Compare and Contrast Grammar and Writing: Pronouns (we, they) .....++e.eeee Put It All Together “= Projects Listening and Speaking Workshop: Writing Workshop: Write a Paragraph Fluency.......00+ 50 «52@ Who are the people who help in your community? ............+ 59 Build Unit Background..................:0000e 60 Reading | Prepare to Read Vocabulary Phonics: Short 0; Story Preview. . Reading Strategy: Prior Knowledge People Can Help by Lawrence Po Think It Over Reading Strategy Check: Prior Knowledge Grammar and Writing: Can + Verb ......... siteeecaman 76. Reading 2 Prepare to Read Vocabulary... Phonics: Short u; b, Story Preview. . Reading Strategy: Main Idea Bud and His Dad by Denise Lewi Think It Over Reading Strate : Grammar and Writing: Possessive Pronouns .......+..++..88 viiiReading 3. Prepare to Read Vocabulary Phonics: Long a; W.« Story Preview. .. Reading Strategy: Sequence Jane Has a Job by Cecelia Rice « Think It Over . Reading Strategy A Closer Look at . . . Mailing a Letter... Grammar and Writing: Will + Verb . . e Put It All Together Projects .. 0... sceceeveececeeeseseeeeeeseeeteees 104 Listening and Speaking Workshop: Tel/ a Story About a Fun Thing You Do «...+0+8 . Writing Workshop: Write a Letter . FOGG os eave eet ec ex sreeUNIT o sTraditions) Reading | Prepare to Read Vocabulary... . Phonics: Long i v, x. Story Preview. . Reading Strategy: Compare and Contrast Celebration Time! by Carol Johnson Think It Over .. Reading Strategy Check: Compare and Contrast A Closer Look at . . . Celebrations . . Grammar and Writing: Verbs with -ing, Reading 2 Prepare to Read Vocabulary . . Phonics: Long u; k, Story Preview... Reading Strategy: Summarize 134 +135 +136 Thanksgiving Time! by Mary O'Donnell .......... Think It OverReading 3 Prepare to Read Vocabulary . . Phonics: Long 0; 9, Z Story Preview. Reading Strategy: Context Clues A Flag by Bonnie Lee. Think It Over Reading Strategy Check: Context Clues Grammar and Writing: Simple Present Tense (Statements) . . 162 ea Put It All Together “= Projects 164 Listeni Game Writing Workshop: Write a Descriptive Paragraph . Fluency........ Picture Dictionary . Ref aeUnit 1 »LOANS eel (3 this year as you "> Watch the video. What is it about? Talk about the poster. What do you see? Visit LongmanCornerstone.com.What Do fou Know about J : y cm OF ilo t ite Fae 7 Use what you know. Flowers bloom.Weather changes. We make new friends. Think about a change in your life. Tell the class about it. 5Siepe se Changes & In fall, we rake the leaves. In winter, we play in snow. All throughout the year, the seasons come and go.Flowers grow in spring. Reading ip. The summer breezes blow. We read English from left to right and top to bottom. All throughout the year; the seasons come and go.Reading 1 Prepare | to Read Vocabulary = Words to Know These words 1. I like) my new book. will help you ane ae understand . I give my book to |you.. the reading. 3. Ihave a |new backpack. ( BSCS ACL Cy } new backpack Your) Turn) [we] 1 Pick one word from either box. Use the word in a sentence. Ask your teacher for help.Pay Phonics = Listen for the sound at the beginning of the word. Say the sound. m s Wwe] Lew Your Turn) Which letter stands for the sound at the beginning of the word?PP Story Preview Who is in the story? school Preview Look at the pictures. What is the story about? As you read, see how previewing helps you understand the story. |Iam Sam. 1 like) (my shoes.Iam sad.Iam new.Iam Sam.Iam happy. I love you.ay Listen to the questions. Say the answers. Use Sight Words and Story Words. l.. Who does Sam meet at school? 2... Why is Sam sad? 3\., How does Sam feel at the end of the story? 4. How do you make new friends? Preview How did previewing the story help you understand it?Grammar and Writing Rule ¢ Use Iam + name or Iam + adjective to talk about you. ¢ Use nof to talk about things that are not true. * Use are you to ask a person about himself or herself. Reading hip lam Ana. Read the sentences lam happy. in the boxes. lam not sad. If you don't understand the grammar rules, ask your teacher or a classmate for help.Example: Are you happy? Yes, I am. |. 1______ Mew at school. 2.1 not sad. I happy. 3. you Sam? Yes, ]___. 4. you sad? No, I not. Are you six? Are you sad? Example: A: Are you new? Are you happy? B: Yes, I am. * Draw a picture of your face. Write about you.= j Vocabulary = ff Words to Know ga These words |.1\see, a dog. will help you = understand the 2.The dog iis little. reading. butterfly 4. Can you see the frog? Your/Turn| Pick one word from either box. Use the word in a sentence.Phonics = Phonics Listen for the sound at the beginning of the word. Say the sound. © & 1@ © - Which letter stands for the sound at the beginning of the word? QS eft 23oe. 1 Story Preview Who is in the story? caterpillar frog Where does the story happen? \ tree Sequence Sequence tells when things happen in order. What is the sequence of this story? As you read, see how things happen in order.Iam a caterpillar. Tam {lifilé). 26I met Ted. Sx Ted (iS) a tadpole. i28 (S66 Ted. Ted is a fat tadpole.He is a fat, fat tadpole.Ted is big. Ted sits and sits. 30Iam at home. 31Ted is a (frog. Tam a \bUiterfly.. 32Think®It Over mS Listen to the questions. Say the answers. Use Sight Words and Story Words. How big is the tadpole at first? How does the tadpole change? How do the caterpillar and the tadpole change? How do animals change? Look at the pictures again. Retell the story. This will help you learn new words. Sequence How did thinking about sequence help you understand the story?A Closer Look at... @ A frog begins as an egg. > a I Dre look the another DP eseeeaeers f SORA Ole delicious snack \ ) I J < > Vocabulary @ Words to Know < |. Look atthe man / in back. ‘ e ¢ 2. He passes to @nother man. ue f ‘ Ny 3. This glass of milk is a delicious snack. Pick a word from either box. Use the word in a sentence. Ask your teacher for help.Phonics = _ Look at each picture and word. Listen to the letter sounds. Say the word. up Your/Turn| Which letter stands for the missing sound? aaStory Preview | Who is in the story? S Main Idea What is the most important idea in the story? It is the main idea. As you read, look for the main idea. 80Bud can have milk and jam. Bud likes milk and jam | a lot. Mmmm. | 83 |Bud and his dad see Pat. Bud can have another BAGEK. Mmmm. Mmmm. 85 |& (66K! A blue snack is on Bud. Mmmn, it is Geligious)! 86“Listen to the questions. Say the answers. Use Sight Words and Story Words. L. Where do Bud and his dad hop? How can Bud and his dad hop? ¥.. Why does Bud like milk and jam? , Why are shops important? Speaking hip) Look at the pictures again. Retell the story. This will help you learn new words. Main Idea How did understanding the main idea help you read?Grammar and Writing Rule, ¢ The possessive adjectives my, your, her, his, their, and our show who owns something. * You can also use: name + apostrophe (’) + s. I'm Dan. This is my mom and sister. This is our cat. Jet | Chang has a ball. This is his ball. 88 paren y » my, his her its our! thei:Example: (Anna) That is Anna's dog. I. (he) This is __ dad. 2. (I) That is __ backpack. 3. (Julio) This is __ book. 4. (they) This is __ pencil. Is that your paper? Is that your pen? Is that your pencil? Example: A: Is that your book? B: No, it isn’t. It's Jin's book. Draw a picture of something that belongs to a friend. Write about it.