Longman Pearson Keystone Level B Teacher's Edition Sample

(Grades 6–12)
Core ESL Instruction

Pearson Longman Keystone is a robust instructional
program that focuses on language
KEYstone proficiency and academic knowledge.

Explicit lessons accelerate academic
vocabulary acquisition, develop
transferable language skills, and
improve communication skills.
Pearson English Learning System
Instructional
Sampler
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.
John De Mado has been an energetic force in the field of Language

Acquisition for several years. He is founder and president of John De Mado
Language Seminars, Inc., an educational consulting firm devoted exclusively
to language acquisition and literacy issues. John, who speaks a variety of
languages, has authored several textbook programs and produced a series of
music CD/DVDs designed to help students acquire other languages. John is
recognized nationally, as well as internationally, for his insightful workshops,
motivating keynote addresses, and humor-filled delivery style.
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).
Grades 6-12
Focus on Achievement
Pearson Longman Keystone provides explicit, intensive, and focused instruction that maximizes
students academic language proficiency and language skills to ensure academic success for all learners.
Pearson Longman Keystone:

Accelerates academic vocabulary acquisition
Develops transferable cross-curricular academic skills
Provides an easy-to-use roadmap to academic success
Inside this Sampler*

How to Use Keystone............................................................. 2
How to Use The Pearson English Learning System............................ 6
Keystone Series Unit Openers......................................................... 10
Unit 1 Scope and Sequence............................................................. 22
Unit 1 Overview.............................................................................. 24
Unit 1 Preview................................................................................. 26
Unit Wrap-Up. . .................................................................... 42
Program Components........................................................ Back Cover
*From Level B, Unit 1
For more information, contact Pearson customer service at 1-800-848-9500

How To Use Keystone
Pearson Longman Keystone is a research-based, standards-aligned program
that accelerates students’ academic achievement through scaffolded, sustained
instruction and language development activities.
Teaching a Unit
E ach of the six units in a Preview the Unit

UNIT
level focuses on a theme and Step 1: Introduce

1 Step 3: practice
is organized around aBig

Unit Content
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unit balance both informational

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science texts about living things such as animals and plants.
You will also read about nonliving things such as water
Listening and Speaking— Descriptive
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presentation about the steps in a process.
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After each reading you will learn a skill to help
1 Novel 2 Science 3 Short Story/Poem 4 Science
you write a descriptive paragraph. At the end
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of the unit, you will use these skills to write a DBOXFiNBOBHFuUIFOBUVSBMXPSME
Step 2: teach descriptive essay.
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View and Respond
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Watch the DVD for Unit 1 and answer the
Reading Strategy: Reading Strategy: Reading Strategy: Reading Strategy: questions at
Predict Preview Visualize Identify main idea and details www.LongmanKeystone.com.
2 3
Teaching Resources
• Resources, Unit 1 Lesson Plans, pp. 3–14
• Transparencies, Unit 1 Daily Language
Practice
ELL13_SE07_KS_U01_p002_003.indd 2 M01A_KS13_SB_L07NA_3491_PTR4_UO.indd
11/21/11 8:44:49 PM 3
English Learning 11/16/11 4:59:01 PM
• Video, Segment 1 EL Insights

• Resources, Letters Home, pp. 109–110 Check Out the School Library
SHELTERED INSTRUCTION
SIOP
®
• CD-ROM/e-book, Big Question SIOP ® in Practice

"HPPEXBZUPHFUTUVEFOUTFYDJUFEBCPVUSFBEJOHJTUPUFBDIUIFNIPXUP OBSERVATION PROTOCOL
For extra practice, use the DVD, CD-ROM, and QSPQFSMZVTFUIFTDIPPMMJCSBSZBOEJUTSFTPVSDFT8PSLUPHFUIFSXJUIZPVS Lesson PreParation Feature 3: Content Concepts appropriate of age and
worksheets on the Companion Website. TDIPPMMJCSBSJBOUPTDIFEVMFBGPSNBMWJTJU4UVEFOUT FTQFDJBMMZ#FHJOOJOH educational Background
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At the end of each unit, Linkthe

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Link the Readings Media Literacy & Projects
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Readings provides assessment

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Step 1: Connect Critical Thinking Work in pairs or small groups. Choose one of these projects:
Step 2: extend
Look back at the readings in this unit. Think about what they have in 1
Link the Readings Write a poem about a living or nonliving thing. Use
Home-School Connection
practice, Big Question wrap-up,
common. They all tell about nature. Yet they do not all have the same personification. Then read your poem to the class.
Critical Thinking 8JUITUVEFOUT CSBJOTUPSN purpose. The purpose of one reading might be to inform, while the 5IFQSPKFDUTQSPWJEFBMMTUVEFOUTXJUITFWFSBM
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and a fluency check.

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Title of Reading Purpose Big Question Link
ANSWERS 3 Do you think Julia and Patrick will win the contest at the state fair? TNBMMHSPVQT
From Project Mulberry to entertain Write a detailed plan and make a drawing for a different project.
Further Reading
MediaLiteracy&Projects
From Project to entertain It teaches the Research ideas on the Internet. Then share your ideas with a
Mulberry natural life “Ecosystems: The Systems of Nature” classmate.
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cycle of the #JH2VFTUJPO&ODPVSBHFTUVEFOUTUPQFSVTF
silkworm. “Ali, Child of the Desert”
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2/11/12 2:54:37 AM ELL13_TE07_KS_U1.indd 3 2/11/12 2:54:57 AM
UIFNJOUIFJSGSFFUJNFPSSFBEUIFNGPSFYUSB
gives students opportunities

the desert. Include details about the desert and the people that
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he met. Then read it aloud to the class.
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The Systems food chain and
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of Nature” how things are Further Reading
“Ali, Child of
the Desert”
to entertain
related.
The setting is a
desert, which
Discussion
Choose from these reading suggestions. Practice reading silently with
increased ease for longer and longer periods.
Websites
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for practice in media and
collaboration skills.
Discuss in pairs or small groups.
White Fang, Jack London UPPUIFSJOUFSFTUJOHXFCTJUFTBCPVUUIFOBUVSBM
“Desert is part of the How does the natural world affect us? Think about the readings. XPSMEBOEIPXJUBGGFDUTVT
In this Penguin Reader ® adaptation of the classic story, White Fang is
Women” natural world. How did learning about silkworms affect Julia? What parts of the a young wolf born in northwest Canada. One day, he is taken to an
natural world affect your life? How are the living and nonliving Indian camp. In his new life, he must learn the ways of men and dogs.
“Blowing Up to inform It describes
things in the desert affected by the desert environment?
a Storm” the hurricane The Yearling, Marjorie Kinnan Rawlings
that struck Jody Baxter lives on a lonely farm with his poor, hardworking family.
Galveston in When a young deer loses its mother, Jody takes it home. Set in Florida,
1900. this story has wonderful descriptions of the natural world.
Everglades Forever: Restoring America’s Great Wetland, Trish Marx

Discussion Follow a group of friends from Homestead, Florida, as they explore the
natural history and environment of the Everglades National Park and
1SFWJFXUIFEJTDVTTJPORVFTUJPOTBOEBTTJHO nearby Miccosukee Reservation.
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English Learning
Teaching Resources SHELTERED INSTRUCTION
SIOP
®
• Assessment, Unit 1 Test SIOP ® in Practice OBSERVATION PROTOCOL
For extra practice, use the DVD, CD-ROM, and

Comprehensible input Feature 11: Clear explanation of Academic tasks
worksheets on the Companion Website.
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Speaking Workshop Put It All Together

extension and assessment Step 1: Introduce
LISTENING & SPEAKING WORKSHOP 3 PRACTICE AND PRESENT Use your list of SKILLS
Step 3: practice
opportunities in multiple
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Learning Strategy: Request
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the steps in your process without reading them assistance. Ask a friend or
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modalities.
You will give a presentation that explains a process. feedback as your team practices.
as you talk. Then request assistance from a friend
T66 SFDPSEJOHUIFQSFTFOUBUJPOTPTUVEFOUTDBO T67
or family member. Ask him or her to listen to your
Or tape-record your rehearsal, if BOBVEJFODFJTUPCFDPNFBHSFBUMJTUFOFS
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activites that take time to complete. Write down your ideas. are unclear. Change your outline and visuals as improve your presentation.
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Presentation
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the process.
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something, like a birdhouse, show an example of it Take notes or make drawings as
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to the class if possible. you listen. Strengthen Your Social
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Research Go to the Internet or the library to get information. Take notes on
Think about what you are hearing. Language
what you find. Make sure you understand each step in your process.
4 EVALUATE THE PRESENTATION Does it make sense? If not, seek
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process you have researched. responding give clear, thoughtful DPNQMFUFFBDITFDUJPOPGUIFXPSLTIFFUBOE
and hear. Use this checklist to help you judge FODPVSBHFTUVEFOUTUPTIBSFUIFJSBOTXFSTXJUI
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answers to show that you were
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A birdhouse

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Teaching Resources necessary for identifying and
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68 Unit 1 Unit 1 69
For extra practice, use the DVD, CD-ROM, and FUJRVFUUFBOEUIBUBMMTQFBLFSTBQQSFDJBUFB
worksheets on the Companion Website. SFDFQUJWF FNQBUIFUJDBVEJFODF
For the full text of the English Learning

Common Core State Standards standards, see Appendix A.
N FO
The following standards apply to pages 68–75.

SHELTERED INSTRUCTION A R
SIOP SELP2 • Stanford English

T
®
SIOP ® in Practice
D
S
2
ENGLISH LANGUAGE
Teaching the standards: W.7.2, W.7.2.a, W.7.2.b, W.7.2.d, W.7.2.f, W.7.4, W.7.5, W.7.7, PROFICIENCY TEST
W.7.8, W.7.10, SL.7.3, SL.7.4, SL.7.5, SL.7.6, L.7.1, L.7.2

OBSERVATION PROTOCOL
Language Proficiency Test
Practicing the standards: W.7.2.c, L.7.1.b Review and assessment Feature 29: Regular Feedback Provided to students on
their Output 5IFListening and SpeakingTVCUFTUT
Go to www.LongmanKeystone.com for additional standards correlations for these pages.
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18
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5FBDIFST(VJEF
Teaching a Reading
Each reading includes background building, vocabulary building, a reading strategy, and
activities for comprehension, grammar, and writing.
Teach
Prepare to Read lessons precede Step 1: teach

Listening and Speaking: Academic Words
Study the red words and their meanings. You will find these
words useful when talking and writing about literature. Write
Academic Words
achieved
Word Study: Preﬁxes in-, re-, over-, un-
A prefix is a group of letters that is added to the front of a base word
and changes the meaning of that word. Some common prefixes are
ANSWERS
1PTTJCMFSFTQPOTFT
each reading. They include Key

CD1 T3–T4 each word and its meaning in your notebook, then say the attitudes in-, re-, over-, and un-. Knowing the meaning of these prefixes helps 1. One stage in the life cycle of a moth is the
words aloud with a partner. After you read the excerpt from you to understand the meaning of many words. Learning how to cocoon stage.
Vocabulary Riding Freedom, try to use these words to respond to the text.
discrimination
illegal quickly identify and pronounce prefixes will help you as you sound 2. The change was dramatic because the
Listening and Speaking: Academic
Teach
Words 1MBZUIF$%)BWFTUVEFOUTMJTUFOBOE
Ask your peers and teacher for their feedback and support.
Prepare to Read
out words. caterpillar became a butterfly with beautiful
Words, Academic Words, and Word

READING wings.
1
SFQFBU*GZPVBSFOPUVTJOHUIF$% DPOEVDUUIF achieved = succeeded in doing Women achieved the right to vote in 1920. 3. If I answered all the answers on a test
0SBM7PDBCVMBSZ3PVUJOF something, especially by working hard ® Prefix Meaning Base Word
VOCABULARY
New Word Definition
correctly, I would score 100 percent.

in- not visible invisible not able to be seen CD1 T2
Step 1: Introduce
attitudes = thoughts or feelings about In the 1800s, some men had negative attitudes 4. The last project I completed in class was an
Oral Vocabulary Routine
something or someone ® about women and their desire to vote.
re- again write Learn Literary
rewrite Words to change a text
erupting volcano. Vocabulary
Study.
)BWFTUVEFOUTDIPSBMSFBEUIFTFOUFODFTJO pricedImagery is descriptive
overpriced language that creates word pictures Literary Words
discrimination = unfair treatment of some What In theYou
over- too much too expensive
Objectives
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1800s, discrimination THE
kept women fromBIG QUESTION LEARNING STRATEGY Learn Literary Words 3FBEUIF-JUFSBSZ
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Imagery can make notyou feel like you are really
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religion, or gender Reading
®
and purchasing land.
How does the natural world affect us?
un- not
Use your prior knowledge.
yet known
experiencing what the writer is describing. A writer creates
imagery
Step 1: teach
sensory details
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vote in presidential elections.
word study
humans
Do animals learn from humans? Work with a Practice
Workbook
already know to a new Page 3
topic will make it easier
sound, smell, taste, or touch. Sensory details can help
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the Big Question
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today after
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When all at once I saw a crowd,
A host, of golden daffodils;
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different from the way they were years indefinite
ago? pronouns
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3. Do you think discrimination affects people today? READING STRATEGY PREDICT
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for their protection. Learning about silkworms will You
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does something illegal? detail for
comprehension of it. Before you read, predict (oreach of what
guess) the five
thesenses.
story OPUFCPPLT
▲ Daffodils
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Stop reading from time to time and ask yourself, Sound Smell Taste ANSWERS
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a silky scarf "TLTUVEFOUTUPDSFBUFUISFFNPSFFYBNQMFT
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Page 1 reappear: to be present again
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appeal to? Some could
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BOENPEFMBOTXFSJOHUIFGJSTURVFTUJPO appeal to a few senses. overactive: excessively active
Unit 1
XJUIUIFJSQFFST JUXJMMCFFBTJFSUPVOEFSTUBOE Reading 1 7 overdue: too long awaited
ANSWERS OFXXPSETBOEDPODFQUTUIFZXJMMSFBEBCPVU baking bread fluffy fur sour lemons
overload: an excessive burden ANSWERS
1PTTJCMFSFTQPOTFT beating drums shiny buttons sparkling water unable: lacking the necessary ability baking bread: sight, smell
Build Background
1. Goals I have achieved in my lifetime are buttery popcorn silky hair whistling wind uncomfortable: causing distress, painful beating drums: sight, sound
working hard in school and becoming a unpleasant: disagreeable, displeasing buttery popcorn: sight, smell, touch, taste
3FBEBMPVEUIF#VJME#BDLHSPVOETFDUJPO:PV
fluffy fur: sight, touch
good person. DBOUFMMTUVEFOUTUIBUDBUFSQJMMBSUISFBETXFSF
ELL13_SE08_KS_U01_p004_007.indd 6
GJSTUNBEFJOUPTJMLJO$IJOBBUMFBTU ZFBSTLinguistic
A silkworm spinning a cocoon
12/5/11 5:50:49 PM
A silkworm inside a cocoon English Learning shiny buttons: sight, touch
2. Yes, today women can get bank loans Note Step 3: teach silky hair: sight, touch
without a male co-signer. BHP SHELTERED INSTRUCTION
sour lemons: sight, taste, smell
3. Yes, many women are still paid less than To Double, or Not to 4 Double the Consonant
SIOP Reading Reading Strategy
®
Unit 1 1
men for comparable work. 3FNJOETUVEFOUTUIBUQSFGJYFTBEKVTUUPUIFGJSTUMFUUFSPGUIFCBTFXPSEUPNBLF
SIOP ® in Practice sparkling water: sight, sound, touch
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Step 2: teach
4. Someone who does something illegal should QSPOVODJBUJPOFBTJFS1SPOVODJBUJPOJTBMTPUIFSFBTPOGPSCBTFXPSETUPBEKVTU Building Background Feature 9: key Vocabulary Emphasized
be punished. UPUIFGJSTUMFUUFSPGBOFOEJOH1PJOUPVUUIBUEPVCMJOHUIFDPOTPOBOUCFGPSF 1SFEJDU8IFOXFQSFEJDU XFHVFTTXIBU
Understanding the Genre:
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Novel excerpt $PNQBSFUIFQBTUUFOTFPGUIFWFSCIPQ XIJDIDPOUBJOTTIPSUP XJUIUIFQBTU
UFOTFPGUIFWFSCIPQF XIJDIDPOUBJOTMPOHP8SJUFUIFUXPXPSETPOUIFCPBSE
Teaching Resources 4":"OPWFMJTBGJDUJPOBMTUPSZ*UJTDSFBUFECZ For the full text of the English Learning
BMBSHFQJFDFPGQBQFSBOEEJTQMBZJOHUIFNPOBXBMMJOUIFDMBTTSPPN
M01B_KS13_SB_L07NA_3491_PTR1.ind5 5 JOGPSNBUJPOGSPNUIFBVUIPS BOEFWFOZPVSPXO
11/12/11 11:02:24 AM
Common Core State Standards

BOEEFNPOTUSBUFUIFEJGGFSFOUPTPVOETIPQQFEWFSTVTIPQFE5IFEPVCMF 5ISPVHIPVUUIFMFTTPO BTXPSETBSFSFWJTJUFE BEEEFGJOJUJPOTBOEQJDUVSFTUP
standards, see Appendix A.
FYQFSJFODFBTDMVFT
UIFBVUIPSUPFOUFSUBJOUIFSFBEFS/PWFMTIBWF UIFXPSEXBMMUPSFJOGPSDFNFBOJOH
• Audio CD 1, tracks 3–4 DPOTPOBOUIFMQTEJTUJOHVJTIUIFUXPXPSET"TLTUVEFOUTUPHJWFPUIFSFYBNQMFT
BTFUUJOH DIBSBDUFST BOEBQMPU/PWFMTBSF The following standards apply to pages 4–7. SHELTERED INSTRUCTION
• Workbook, pp. 2–4 SIOP

®
MPOHBOEDPNQMFYTUPSJFT5IFTFMFDUJPOZPV Teaching the standards: RL.7.4, L.7.4.b, L.7.4.c, L.7.4.d, L.7.6 SIOP ® in Practice
• CD-ROM/e-book, Academic Words, XJMMCFSFBEJOHJTPOMZBTNBMMQBSU PSFYDFSQU Practicing the standards: L.7.4.a ®
Word Study PGBOPWFMDBMMFE1SPKFDU.VMCFSSZ5IFUPQJDPG Lesson PreParation Features 1 & 2: Content and 1SPHSFTT.POJUPSJOH $POUJOVFUPNPOJUPSZPVSTUVEFOUT
QSPHSFTTJOSFBEJOHVTJOHUIFReading Curriculum-
READING 1SPKFDU.VMCFSSZJTTJMLXPSNT.VMCFSSZMFBWFT
For extra practice, use the DVD, CD-ROM, and Vocabulary card V10 (p. T6) Step 1:Language
teach objectives
Read
1 LITERATURE
Set a purpose for reading What does Julia learn
about the natural world? How does it make her feel?
It was so cool. My parents came worksheets on the Companion Website.
out to see, and Patrick’s parents brought
Hugh-Ben-Nicky over that evening to have a look. The porch was very
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Based Measurement (R-CBM)$POTVMUUIF"*.4XFC ¡
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NOVEL crowded; I worried that all those people would upset the caterpillar. But it
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didn’t seem to care, not even when both the twins started jumping up andTeaching Resources Study Skills: Internet Beginning -BOHVBHF0CKFDUJWFT
Step 1: Introduce T %FNPOTUSBUFEJGGFSFOUTFOTPSZEFUBJMTCZQSPWJEJOHUIJOHTGPS T
from down and screeching with excitement. TUVEFOUTUPTFF IFBS TNFMM BOEUPVDI
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The caterpillar moved its head constantly. Sometimes fast, sometimes a • Audio CD 1, track 2
Reading Summary little slower, but never stopping—it looked like really hard work. The silk • Workbook, p. 2
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Early $MBSJGZNFBOJOHGPSJNBHFSZ4UVEFOUTXIPIBWFMFBSOFEJNBHFBT r 4UVEFOUTXJMMCFBCMFUPXSJUFGJWFTFOUFODFTVTJOH
5IJTFYDFSQUJODMVEFTBEFUBJMFEEFTDSJQUJPO TUVEFOUTUPMFBSONPSFBCPVUUIFTFDSFBUVSFT
Intermediate/ BTZOPOZNGPSQJDUVSFNBZOFFEIFMQVOEFSTUBOEJOHUIBUJNBHFSZ JOEFGJOJUFQSPOPVOTBOEBEKFDUJWFT
came out of its mouth just as Patrick had said. • CD-ROM/e-book, Literary Words
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Intermediate SFGFSTUPXPSEQJDUVSFTUIBUBQQFBMUPBOZPSBMMPGUIFTFOTFT
At first the silk was almost invisible. You could see the strands only if .BLFTVSFUPQPTUBOESFWJFXUIF$POUFOU0CKFDUJWFPO
POTPNFDPNQMJDBUFEJTTVFTJODMVEJOHB you looked really hard. ELL13_TE08_KS_U1.indd 6
QIPUPHSBQI BEJBHSBN BOEBWJEFPPGUIFMJGF
Linda Sue Park Early Advanced/ &YQBOETUVEFOUTWPDBCVMBSZCZIBWJOHUIFNXPSLJOHSPVQTUP
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By the next morning, though, the caterpillar had already wrapped itself worksheets on the Companion Website.
2/4/12 12:17:15 PM ELL13_TE07_KS_U1.indd 7 2/11/12 2:55:42 AM
DIBSBDUFSTGFFMJOHTBCPVUIFSIFSJUBHFBOE Literary Check TDBGGPMEUIFJSPXOPCKFDUJWFTCBTFEPOUIFTQFDJGJDOFFETPG
Advanced
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UIFIBSTIUSBEFPGGTPGSBJTJOHTJMLXPSNTGPS in a layer of silk. It looked like it was living inside a cloud. We could see its How does the UIFTUVEFOUT
UIFJSTJML black mouth moving, moving, moving, busy, busy, busy. Patrick wanted author use imagery
to stay up all night to film it, but both our moms vetoed that idea. The T to describe the Literary Check T
following morning he was at our house in his pajamas again. The silk was caterpillar? The author uses colorful descriptions and
Before You Go On questions check

the Big Question almost solid; now we could barely see the black mouth moving inside.
I was glad Patrick was taping it; I’d be able to watch it again as many similes such as, It looked like it was living inside
3FNJOETUVEFOUTUIBUUIF#JH2VFTUJPOJTi)PX
EPFTUIFOBUVSBMXPSMEBGGFDUVT u%JTDVTT times as I wanted. But I knew it would never be as special on tape as it was Reading Skill a cloud as part of her use of imagery. Invite
+VMJBTSFMBUJPOTIJQUPUIFDBUFSQJMMBSJOUIJT now, happening right in front of me, those wispy threads at first barely To understand
ELL13_TE07_KS_U1.indd 4 the
students to create their own similes, using the 2/18/12 4:01:28 AM ELL13_TE07_KS_U1.indd 5 2/21/12 4:26:41 AM
comprehension.
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layer after layer, each layer made of one hundred percent real silk thread. the definitions at the
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I stood with a piece of paper held behind my back. “I am a genius,” I said bottom of the page.
XBZTUIBUQFPQMFHFUGPPE DMPUIJOH BOEPUIFS
OFDFTTJUJFTGSPNBOJNBMT
to Patrick. Later, use the words in
your own sentences.
Reading Skill
It was the afternoon of the third day of the spinning, a Sunday. Patrick %JSFDUTUVEFOUTBUUFOUJPOUPUIFCPMEGBDFE
was sitting on the couch in our living room. I’d told him to sit there while XPSETBOEUIFJSEFGJOJUJPOTBUUIFCPUUPNPGUIF
I went and got the paper from my room. He raised his eyebrows at me but QBHF.BLFTVSFUIFZVOEFSTUBOEUIFNFBOJOHT
Step 2: teach didn’t say anything.
PGUIFXPSET"GUFSUIFZIBWFSFBEUIFTFMFDUJPO
“I’ve decided what I’m going to embroider. I’m going to do”—I
Set a purpose for Reading IBWFTUVEFOUTNBLFOFXTFOUFODFTVTJOHUIF
paused dramatically, then whipped out the paper—“the Life Cycle of the
XPSET
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JOUPUIFJSOPUFCPPLTBOEUPLFFQJUJONJOEBT Julia Song and her friend Patrick want to win first prize at the state fair. I held up the sketch I’d drawn.
“Egg. Worm. Cocoon. Moth.” I pointed to the drawings one by one. BEFORE YOU GO ON
UIFZSFBE&YQMBJOUIBUUIFZXJMMIBWFUPQSFTFOU Julia’s mother suggests raising silkworms, something she did when she was a
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1 Where did the silk
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I’m going to use the thread we make. The cocoon is made of silk in real life, "TLTUVEFOUTUPDIFDLXIBUUIFZIBWF
#JH2VFTUJPO caterpillar?
and it will be made of silk in the picture too, get it?” VOEFSTUPPEJOUIFSFBEJOH*GZPVBSFVTJOHUIF
I opened the cardboard window one last time, took out the same 2 What kind of thread "VEJP$% QBVTFUIFSFDPSEJOH
Patrick grinned, a really huge grin.
preteaching Boldfaced caterpillar, and put it into a little glass jar. We’d poked air holes in the
He got it, all right. I almost felt like hugging him. He put his hands up in
does Julia plan to
use to embroider the
metal lid. We kept the jar in the aquarium alongside the egg cartons, and
Words I put a cup upside down over it so it would be dark most of the time. But
the air and bent forward a few times like he was bowing to me. cocoon? Before You Go On
*OQBJST IBWFTUVEFOUTSFBEBMPVEUIF whenever Patrick wanted to film, we took the jar out for a few minutes. On Your Own "TLTUVEFOUTUPSFBEUIF#FGPSF:PV(P0O
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BOZRVFTUJPOTTUVEFOUTIBWFBCPVUUIFVTFPGB vetoed, refused to allow and mulberry leaves UIFRVFTUJPOT&YQMBJOUIBUUIF0O:PVS0XO
caterpillar, young form of a moth or butterfly, which looks like a worm with many legs wispy, soft and thin connected to the
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embroider, sew pictures onto cloth using thread natural world?
Unit 1
BOTXFSJTDPSSFDU
CD1 T5
Scaffolding: Reading 1 9
Listen and Read ANSWERS

)BWFTUVEFOUTSFBEBMPOHUPUIFUFYUBTZPV 1. The silk came out of the caterpillar’s mouth.
QMBZUIF"VEJP$%SFDPSEJOHPGUIFSFBEJOH 2. Julia plans to use the caterpillar’s silk to
1BVTFUIFSFDPSEJOHBUUIFFOEPG4UVEFOU embroider the cocoon.
#PPLQBHF1PJOUPVUUIFFYQSFTTJPO(FUJU For the full text of the English Learning
OFBSUIFCPUUPNPGUIFQBHF&YQMBJOUIBUBO Common Core State Standards standards, see Appendix A. On Your Own "TLTUVEFOUTUPUBLFPVUB
FYQSFTTJPOJTBQISBTFUIBUIBTBQBSUJDVMBS TFQBSBUFTIFFUPGQBQFSBOEXSJUFBOBOTXFS
The following standards apply to pages 8–11. SHELTERED INSTRUCTION
SIOP UPUIF0O:PVS0XORVFTUJPO1MBDFTUVEFOUT
®
NFBOJOH4":+VMJBFYQMBJOTIFSQSPKFDUUP
Teaching the standards: RL.7.1, RL.7.3, RL.7.4 SIOP ® in Practice JOTNBMMHSPVQTUPEJTDVTTUIFJSSFTQPOTFT BOE
1BUSJDL"GUFSXBSE TIFBTLT i(FUJU u#BTFE Practicing the standards: RL.7.10
POUIFDPOUFYU XIBUEPZPVUIJOLUIJTNFBOT FODPVSBHFWPMVOUFFSTUPTIBSFUIFJSSFTQPOTFT

Go to www.LongmanKeystone.com for additional standards correlations for these pages. InteractIon Feature 18: Sufficient Wait time for Student responses
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Step 1: Introduce

CD1 T6–T7
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Teaching Resources TUVEFOUUPBOTXFS5IPTFDIJMESFODBODIFDLUIFJSXSJUUFOSFTQPOTFTBHBJOTU
Key words are important topic-related vocabulary. Read aloud and Key Words Vocabulary
Listening Skill
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you monitor student progress in

• Resources, Summaries, pp. 123–124 listen to these sentences. Use the context to figure out the meaning of nonliving Listening and Speaking: Key Words 1MBZ
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• Audio CD 1, track 5 UIFNMJTUFODBSFGVMMZJTUPMPPLEJSFDUMZBUUIF write each word and its meaning in your notebook. ZPVBSFOPUVTJOHUIF$% SFBEUIF,FZ8PSET
Julia: I have a really good idea. I’m going to make a picture of the organism
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1. Animals and plants are living things. Air, water, and rocks are photosynthesis BMPVE
entire life cycle of the silkworm. I’ll show how it changes
worksheets on the Companion Website. TFFUIFQFSTPOTQFBLJOHUIFXPSETBOEBMTP reproduce
comprehension and fluency.

from an egg to a worm, and finally to a moth. Listen carefully to the nonliving things.
TBZJOHUIFN
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Writing
other actor so you know
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usinggraphic
LEARNING STRATEGY
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sunlight.
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reader’s five senses. Sensory details help readers see, hear, smell, taste, Workbook • Choose vivid, interesting words that fit your topic. IFMQBOPSHBOJTNTUBZIFBMUIZ
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Julia: Oh, no. But&kill Apply
them? That’s terrible!
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I placed adjectives
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editing and proofreading marks listed onAdjectives page 452. after Indefinite Pronouns
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skills in a structured assignment.

Workbook
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6. Rabbits and squirrels cannot
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Page 8
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Workbook
Page 6 !

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preserve a record of the changes from stage
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Unit 1 and orange skinny putting the adjectives in parentheses in the correct
notebook,

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Describing an object Reading Workbook
2 19
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well. Go to www. Work with a partner.
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Topic:
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; Grammar Check butterfly
LongmanKeystone.com
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and do the activity for
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life cycle of the silkworm. Patrick: What are you doing with that (white, large)

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! Let’s do something dramatic5FMMTUVEFOUTUIBUPOFTUSBUFHZGPSDPNQMFUJOH
for our science project. Step 4: teach
Teaching Resources
project because the moths are killed when
will help you use specific
English learningLearning
ELL13_SE07_KS_U01_p018_021.indd 19 12/5/11 3:32:04 PM
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strategies to 1. Did you meet anyone at the party? (nice) BGJMMJOUIFCMBOLTFYFSDJTFJTUPCFHJOCZGJMMJOH
For the full text of the
the cocoons are boiled to take the silk.
• Workbook, p. 8 Common Core State Detail: Standards
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Detail: (cotton,
Appendix
very regular)
A. thread, and use (beautiful, silk)!
!!

acquire basic vocabulary
2. Is there anything you’re looking for? (special)
Edit 5FMMTUVEFOUTUIBUHPPEFEJUPSTPGUFO
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!
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• Transparencies, Writing Model 21 The following standards apply to pages 12–17. 3. There was nobody that we could ask for directions. (knowledgeable) UIFOSFUVSOUPJUXJUIiGSFTIFZFTu&ODPVSBHF
well together.
describing people, 3FBEBMPVEUIFEJSFDUJPOTGPSUIJTQSBDUJDF
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• Transparencies, Graphic Organizer 2
6. Julia feels horrible about killing the Teaching the standards: RL.7.2, RL.7.3, RL.7.10, W.7.2, W.7.2.d, W.7.4, W.7.5, (silk,W.7.10,
red, fancy) scarf, too. SIOP ® in Practice places, and objects. 4. Do you know anywhere something to eat? (good) TUVEFOUTUPVTFUIFEJDUJPOBSZBOEUIFTBVSVT FYFSDJTF0OUIFCPBSE NPEFMIPXUPDPNQMFUF
silkworms. • Assessment, Reading 1 Test SL.7.1, Strengthen
SL.7.6, L.7.1, L.7.2Your Social Julia: Nice idea. Silk is amazing. It’s hard to believe it comes from
5. There’s something about a silkworm’s life cycle. (very interesting) BOEUPDIFDLTQFMMJOHBOEVTBHF5IFOIBWF
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7. Answers will vary. • CD-ROM/e-book, Writing Practicing the standards: 16
RL.7.5,Unit 1
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8. Answers will vary.
Language
these (white, little, odd) cocoons.
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worksheets on the Companion Website.XXX-POHNBO,FZTUPOFDPN(VJEFUIFNUP
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your classroom. Then read your sentences to a partner.
order for adjectives
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Beginning
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T12 Patrick: large, white
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Step 4: Apply
Julia: regular, cotton, beautiful, silk
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SELP2 • Stanford English Language Proficiency Test

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ENGLISH LANGUAGE
ELL13_TE07_KS_U1.indd 12 2/11/12 2:56:27 AM ELL13_TE07_KS_U1.indd 19 2/18/12 4:25:34 AM
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T16 BMPVE T17
Teaching Resources
• Workbook, p. 6–7
• Transparencies, Graphic Organizer x
ELL13_TE07_KS_U1.indd 16 • CD-ROM/e-book, Grammar, Writing 2/11/12 2:56:59 AM ELL13_TE07_KS_U1.indd 17 2/11/12 2:57:07 AM
• Student CD-ROM/e-book makes selections come • Audio CD models oral

• iPad Apps reinforce vocabulary and
alive with audio support and interactivity. reading fluency. comprehension skills.
T14 T15
ELL13_TE07_KS_U1.indd 14 2/11/12 2:56:45 AM ELL13_TE07_KS_U1.indd 15

3
2/11/12 2:56:51 AM
19
How to Use Keystone
Resources for Planning
Start your planning with the Teacher’s Edition, which provides easy-to-use, step-by-step lesson planning tools.
A Unit Planner outlines the Unit

Unit Overview
Overview
unit at a glance, showing all 1 1
the skills, resources, and Reading
Reading
Reading
1 11 Reading
Reading
Reading
2 22
assessment opportunities From From
From Project
Project Mulberry
Mulberry
Project Mulberry ““Ecosystems:
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Standards Standards L.7.1,
L.7.1, L.7.2, L.7.2,
L.7.4.b,
L.7.1, L.7.4.b,
L.7.4.c,
L.7.2, Teaching Teaching
L.7.4.b,L.7.4.c,
L.7.4.c, TeachingStandards
Standards Standards L.7.1,
L.7.1, L.7.2, L.7.2,
L.7.4.c,
L.7.1, L.7.4.c,
L.7.4.c,L.7.4.d,
L.7.4.d,
L.7.2, L.7.4.d,
Common Core State StateStandards
StateStandards L.7.4.d,
L.7.4.d, L.7.6,
RL.7.10,
RL.7.10, SL.7.1,
L.7.6,
RL.7.1,
L.7.4.d, RL.7.1,
RL.7.2,
L.7.6,
SL.7.1,
SL.7.6,
RL.7.10, SL.7.6,
W.7.2,
SL.7.1,
RL.7.2,
RL.7.3,
RL.7.1,
W.7.2,
W.7.2.d,
SL.7.6,
RL.7.3,
RL.7.3,RL.7.4,
RL.7.4,
RL.7.2,
W.7.2.d,
RL.7.4, L.7.6, RI.7.1,
W.7.2.d,W.7.4,
W.7.2,W.7.4,
L.7.6, RI.7.1,
RI.7.2,
L.7.6,
W.7.4, RST.6-8.4,RST.6-8.4,
RI.7.2,
RI.7.3,
RI.7.1,
RST.6-8.7,RST.6-8.7,
RST.6-8.4,
RI.7.3,
RI.7.4,
RI.7.2, RI.7.3,
RST.6-8.10,
RST.6-8.7,
RI.7.4,
RI.7.5,
RST.6-8.10,
RI.7.5,
RI.7.5,RST.6-8.1,
RST.6-8.1,
RI.7.4,
SL.7.1,
RST.6-8.1,
SL.7.1,SL.7.1.a,
SL.7.1, SL.7.1.a,
RST.6-8.10, SL.7.1.a,
Standards correlations are W.7.5,
W.7.5,W.7.10
W.7.5, W.7.10
PracticingPracticing
W.7.10
StandardsStandards
Practicing Standards L.7.4.a,
L.7.4.a, RL.7.5, RL.7.5,
RL.7.5,RL.7.7,
RL.7.7,
L.7.4.a,
SL.7.6,
SL.7.6, W.7.2, W.7.2,
W.7.2.a,
SL.7.6,
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W.7.2.a,
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W.7.4,
W.7.5,
W.7.2.a, W.7.5,
W.7.5,W.7.10
W.7.10
W.7.4,
L.7.4.a,
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RI.7.7,RI.7.10,
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ELL13_TE07_KS_U1_OV.indd
ELL13_TE07_KS_U1_OV.indd
1 1 11/02/12 3:1611/02/12
AM 3:16 AM
Audio CD recording of the reading. Pause
recording at the end of each page so that
Evaluating Student Achievement

can ask and answer questions.
Listening Skill
Remind students that knowing the meanin
Pearson Longman Keystone makes it easy to monitor your students’ progress with frequent opportunities to assess mastery and re-teach material. of the boldfaced words, as well as of the
highlighted Key Words, will enhance and
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PROFICIENCY TEST
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• Reader’s Companion Workbook, pp. 1–7
readiness at the beginning of the year. comprehension, writing, and speaking skills of English
For extra practice, use the DVD, CD-ROM, a
• Reading Test assesses skills for each selection. learners and focuses on both social and academic language.
• Two long forms and two short forms are available. Results are delivered
T22
• Unit Test assesses skills for each unit. through the Ready Results® online scoring system.
• Midterm, Posttest, and Exit Exam provide ELL13_TE07_KS_U1.indd 22
more summative assessment. AIMSweb®
• This progress-monitoring system based on direct, frequent,
ExamView®
and continuous student assessment maximizes your use of
• Electronic test generator helps customize assessment data.
assessment.
• Normed against English learners at a variety of language proficiency
• Powerful reporting tools help tailor instruction.
4 levels, the results are reported to students, parents, teachers, and
administrators via a web- based data management and reporting system.
20
Read more about pacing online at
www.LongmanKeystone.com
Reading
Reading 3 3 Reading
Reading 4 4
“Ali, Child
“Ali, Child of theofDesert”
the Desert” “Blowing“Blowing up a Storm”
up a Storm”
by Jonathan
by Jonathan LondonLondon Connection
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one natural naturalthat
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people.
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Teaching Teaching
StandardsStandards L.7.1,
L.7.1, L.7.2, L.7.2,
L.7.4.c, L.7.4.d, Teaching Teaching
L.7.4.c, L.7.4.d, StandardsStandards L.7.1,
L.7.1, L.7.2, L.7.2,
L.7.4.c, L.7.4.c, L.7.4.d,
L.7.4.d,
L.7.5.a,
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RL.7.1, RL.7.1,
RL.7.2, RL.7.2,
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RI.7.4, RI.7.4,
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W.7.8, The Teacher’s Resource Book includes
PracticingPracticing
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L.7.4.a, RL.7.3, RL.7.3, RL.7.5,W.7.10, WHST.6-8.7,
RL.7.5, W.7.10, WHST.6-8.7,
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RI.7.7, RI.7.10,
RI.7.10,
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lesson plans, graphic organizers, selection
The Big Question
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natural
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of an Event Pearson English Learning System
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Organisms and Species
a food
An organism is a living thing. A huge redwood tree SKILL
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Built-In Differentiated Instruction

Teaching the standards: RI.7.1, RI.7.3, RI.7.4, RI.7.5, RST.6-8.1, RST.6-8.4, RST.6-8.7,
ngs
Pearson Longman Keystone gives unprecedented opportunities for reaching all students.
RST.6-8.10
Practicing the standards: RI.7.7, RI.7.10
g.
Leveled Support Teacher’s Edition

Beginning Tell students to point to two animals and two plants. Use
Early
sentence frames to help students talk about their choices.
Have students make graphic organizers with the labels Animal
The Teacher’s Edition provides point-of-use support for differentiating
and Intermediate and Plant. Guide students in using captions to find names of
animals and plants to write on their organizers.
instruction to reach all students.
Intermediate Preview the headings with students and use them to develop
students’ note-taking skills. Demonstrate how to list key points • Leveled Support features provide suggestions for adapting activities in
for a heading using the Habitats section.
Early Advanced/ Students may have trouble connecting characteristics of living the Student Edition.
Advanced things to plants. Clarify these concepts to strengthen content
area comprehension.
• The CRI icon denotes suggestions for Culturally Responsive
1/18/12 10:49:52 PM
Instruction.
• Extension activities in multiple modalities allow students to expand on
unit concepts.
5
21
English Learning System
Integrate Keystone provides an integrated comprehensive
solution that supports instruction with assessment, progress
monitoring, and professional development at point of use.
Unit Overview
1
Reading 1 Reading 2
Instructional Materials From Project Mulberry “Ecosystems: The Systems
The Big Question by Linda Sue Park of Nature”
The many resources of the program How does the natural Connection to
Connection to the
the Big
Big Question
Question Connection to
Connection to the
the Big
Big Question
Question
have been carefully designed to world affect us? There are
There are harsh
harsh trade-offs
trade-offs of
of raising
raising silkworms
silkworms for
for AA science
science article
article about
about the
the relationship
relationship between
between living
living
their silk.
their silk. things and
things and their
their environment.
environment.
make lesson planning, pacing, Teaching Standards
Teaching Standards L.7.1,
L.7.1, L.7.2,
L.7.2, L.7.4.b,
L.7.4.b, L.7.4.c,
L.7.4.c, Teaching Standards
Teaching Standards L.7.1,
L.7.1, L.7.2,
L.7.2, L.7.4.c,
L.7.4.c, L.7.4.d,
L.7.4.d,
CCommonCore
ommonCore
teaching, and assessment easier. StateStandards
StateStandards L.7.4.d, L.7.6,
L.7.4.d, L.7.6, RL.7.1,
RL.7.10, SL.7.1,
RL.7.10,
RL.7.1, RL.7.2,
RL.7.2, RL.7.3,
SL.7.1, SL.7.6,
SL.7.6, W.7.2,
RL.7.3, RL.7.4,
W.7.2, W.7.2.d,
RL.7.4,
W.7.2.d, W.7.4,
W.7.4,
L.7.6, RI.7.1,
L.7.6, RI.7.1, RI.7.2,
RI.7.2, RI.7.3,
RST.6-8.4, RST.6-8.7,
RST.6-8.4,
RI.7.3, RI.7.4,
RI.7.4, RI.7.5,
RST.6-8.7, RST.6-8.10,
RI.7.5, RST.6-8.1,
RST.6-8.10, SL.7.1,
RST.6-8.1,
SL.7.1, SL.7.1.a,
SL.7.1.a,
Useful Unit Overview pages W.7.5, W.7.10
W.7.5, W.7.10 SL.7.6, W.7.2,
SL.7.6, W.7.2, W.7.2.a,
W.7.2.a, W.7.4,
W.7.4, W.7.5,
W.7.5, W.7.10
W.7.10
Practicing Standards
L.7.4.a, RL.7.5,
RL.7.5, RL.7.7,
RL.7.7, Practicing Standards
L.7.4.a, RI.7.7,
RI.7.7, RI.7.10,
RI.7.10,
provide a snapshot of the full RL.7.10, SL.7.1.a,
RL.7.10, SL.7.1.a, SL.7.2
SL.7.2 RST.6-8.10, SL.7.1.a
RST.6-8.10, SL.7.1.a
English Learning System. PrePare to

PrePare to read
read The Big
•• The Big Question
Question Students
Students useuse aa graphic
graphic and
and The Big
•• The Big Question
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Students useuse aa graphic
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discuss how
discuss how the
the natural
natural world
world affects
affects them.
them. organizer and
organizer and discuss
discuss their
their own
own experiences
experiences
Build Background
•• Build Background Students
Students learn
learn when
when and
and with nature.
with nature.
where caterpillar
where caterpillar threads
threads were
were first
first made
made into
into silk.
silk. Build Background
•• Build Background Students
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Vocabulary
Vocabulary Learn Key
•••• Learn Key Words
Words imagery,•sensory•details
imagery,•sensory•details Learn Key
•••• Learn Key Words
Words nonliving,•nutrients,•
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cycle,•dramatic,• organism,•photosynthesis,•reproduce,•species
percent,•project
percent,•project Learn Academic
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Words consume,•
consume,•
Word Study
•• Word Study prefixes
prefixes environment,•interact,•similar,•survive
Reading Strategy
•• Reading Strategy Predict
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read Set aa Purpose
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learn about
learn
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about the
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the life
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Students read
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read to
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and how
how to
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find out
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for Reading
how living
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read to
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to
on their
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Observation Protocol®, an empirically raise them
raise them for
for their
their silk.
silk. environment.
environment.
validated framework for teaching reView and

reView and Practice
Practice Comprehension
•• Comprehension
Discussion
•• Discussion
In Your
•• In Your Own
Own Words
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•• Response
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to Literature
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•• Comprehension
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•• In Your Own
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for Fluency
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both academic content and language Learning Strategy
•• Learning Strategy Extension
•• Extension
Grammar Adjective
•• Grammar Adjective Order
Order Grammar Appositives
•• Grammar Appositives and
and Comparatives
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skills in ways that are proven to be Grammar and
Grammar and writinG
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Writing Description
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of an
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most effective for English learners. technoloGy
technoloGy Students use
Students use the website, CD-ROM/e-book,
the website, CD-ROM/e-book, and and Students use
Students website, CD-ROM/e-book,
the website,
use the CD-ROM/e-book, and and
iPad apps
iPad apps to
to reinforce
reinforce skills
skills in
in this
this reading.
reading. iPad apps
iPad apps to
to reinforce
reinforce skills
skills in
in this
this reading.
reading.
English Learning
Reading 1
Reading 1 Reading 2
Reading 2
A+RISE ®
SIOP®® in Practice Lesson Preparation
Lesson T5, Building
Preparation T5, T7,
Background T7,
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Preparation T19,
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standards-aligned strategies to
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V10 T7, Writing Card
Card W10
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V9, Phonics
Phonics Card
Card P6 T21,
P6 T21,
help all students achieve academic Professional DeveloPment
Professional DeveloPment Fluency Card
Fluency Card F2 T29, Writing
F2 T29, Writing Card T33
W2 T33
Card W2
success. AIMSweb®® Oral Reading

Oral Reading Checklist T9
Checklist T9 Oral Reading
Oral Reading Checklist T24, Reading
Checklist T24, Reading Curriculum-
Curriculum-
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Progress monitoring Based T26
Measurement T26
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Maximize your use of assessment
data by using this progress-
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ELL13_TE07_KS_U1_OV.indd 11/02/12 3:16
11/02/12 3:16 AM
AM
frequent, and continuous student Stanford English Language Proficiency Test 2

assessment that is normed against The SELP 2 helps teachers evaluate the listening, reading,
English learners at a variety of comprehension, writing, and speaking skills of English learners
language proficiency levels. and focuses on both social and academic language.
6 12
Reading 3 Reading 4
“Ali, Child of the Desert” “Blowing up a Storm”
by Jonathan London Connection to the Big Question
Weather is one natural element that affects people.
Connection to the Big Question
People living in the desert face many challenges.
Common Core State
Standards
Teaching Standards L.7.1, L.7.2, L.7.4.c, L.7.4.d, 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, L.7.6, RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7.5, RST.6-8.1, Explicit instruction in the CCSS is
RL.7.10, SL.7.1, SL.7.6, W.7.2, W.7.2.a, W.7.4,
W.7.5, W.7.10
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,
listed in the Teaching the Standards
Practicing 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
W.7.10, WHST.6-8.7, WHST.6-8.8
Practicing Standards L.7.4.a, RI.7.7, RI.7.10,
section, while recycling and applying
RST.6-8.4, RST.6-8.10, SL.7.1.a, W.7.2.c the CCSS is listed in the Practicing the
• The Big Question Students discuss how the
natural world affects them.
• The Big Question Students discuss how the
natural world affects them.
Standards section.
• Build Background Students learn about the • Build Background Students learn about
Kingdom of Morocco. hurricanes.
•• Learn Literary Words figurative•language,• •• Learn Key Words evacuate,•eye,•heed,•

•• Learn Academic Words adapt,•capable,• •• Learn Academic Words available,•consist,•
concluded,•rely,•route create,•process,•reverse,•source
•• Word Study Compound•Nouns •• Word Study Spelling•Long•a
•• Reading Strategy Visualize •• Reading Strategy Identify•Main•Idea•and•Details
Set a Purpose for Reading Students read to find Set a Purpose for Reading Students read to find
out how people living in the desert are affected by how hurricanes form and what happens when they
the natural world. reach land.
• Comprehension • In Your Own Words • Comprehension • In Your Own Words
• Discussion • Response to Literature • Discussion
• Extension
• Read for Fluency Technology
• Grammar Simple Sentences • Grammar Subject-Verb Agreement
The Student CD-ROM/e-book
• Writing Description of a Person • Writing Description of an Event brings the selections and activities
Students use the website, CD-ROM/e-book, and Students use the website, CD-ROM/e-book, and
iPad apps to reinforce skills in this reading. iPad apps to reinforce skills in this reading. included in the student materials to
life. Additional interactivities provide
extra practice and help students
master skills. Engaging iPad apps
Reading 3 Reading 4 help students build vocabulary.
Lesson Preparation T35, Building Background T37, Lesson Preparation T53, Building Background T55,
Lesson Delivery T39, Strategies T43, Practice/ Practice/Application T57, Interaction T59, Review
Application T45, Review and Assessment T47 and Assessment T61
Vocabulary Card V10 T37, Writing Card W2 T51 Writing Card W10 T65
Reading Curriculum-Based Measurement T43, Oral Reading Checklist T58, Reading Curriculum-
Oral Reading Checklist T45 Based Measurement T63
Reading T41, Listening and Speaking T47, Writing Reading T58, Listening and Speaking T61, Writing
Conventions T49, Writing T51 Conventions T63, Writing T65
T2B
ELL13_TE07_KS_U1_OV.indd 2 11/02/12 3:17 AM

Every component of the Pearson English Learning System is incorporated throughout the
Teacher’s Edition. Point-of-use suggestions, always found on a blue background below the
student pages, ensure that teachers have all the tools they need when they need them.
7
13
All at your
fingertips.
All in one place .
All together. Now.
English learners have twice the challenge.

They’re learning a new language while
simultaneously learning academic content.
The Pearson English Learning System
provides instruction that balances academic
rigor with appropriate scaffolding.
• Aligned to Common Core State Standards
• Multiple instructional models for districts
• Integrates assessment and professional development
• Full K–12 solution for all grades and levels—
with support for Newcomers and Long-term ELs.
8
ACADEMIC RIGOR
CCSS Alignment • Accelerate Academic Language Acquisition • Develop Transferable Skills
Pearson Longman Keystone B

TEACHER’s EDITION
(Grades 6–12)
Core ESL Instruction
TEACHER’s EDITION
Keystone builds student capacity by focusing on both language
proficiency and academic knowledge. Explicit lessons accelerate
language acquisition, reading comprehension, vocabulary, and ISBN-13: 978-1-4284-3498-1
ISBN-10: 1-4284-3498-4
oral and written communication skills.

9 781428 434981
43498_ELL13_TE_B_KEY_CVR.indd 1 2/29/12 3:51 PM
Unit Overview Read more about pacing online at

1
Da 45 –
ily 60
Reading 1 Reading 2 Reading 3 Reading 4
From Project Mulberry “Ecosystems: The Systems “Ali, Child
Childof
ofthe
theDesert”
Desert” “Blowing up a Storm”
les +
The Big Question by Linda Sue Park of Nature” by Jonathan
JonathanLondon
London Connection to the Big Question
How does the natural
so min
Connection to the Big Question Connection to the Big Question Connection to the Big Question Weather is one natural element that affects people.
world affect us? There are harsh trade-offs of raising silkworms for A science article about the relationship between living People living in the desert face many challenges.
n
their silk. things and their environment.
pla ute
CommonCore Teaching Standards L.7.1, L.7.2, L.7.4.b, L.7.4.c, Teaching Standards L.7.1, L.7.2, L.7.4.c, L.7.4.d, Teaching Standards L.7.1, L.7.2, L.7.4.c, L.7.4.d, Teaching Standards L.7.1, L.7.2, L.7.4.c, L.7.4.d,
StateStandards L.7.4.d, L.7.6, RL.7.1, RL.7.2, RL.7.3, RL.7.4, L.7.6, RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7.5, RST.6-8.1, L.7.5.a, L.7.6, RL.7.1, RL.7.2, RL.7.3, RL.7.4, L.7.6, RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7.5, RST.6-8.1,
RL.7.10, SL.7.1, SL.7.6, W.7.2, W.7.2.d, W.7.4, RST.6-8.4, RST.6-8.7, RST.6-8.10, SL.7.1, SL.7.1.a, RL.7.10, SL.7.1, SL.7.6, W.7.2, W.7.2.a, W.7.4, RST.6-8.4, RST.6-8.7, RST.6-8.10, SL.7.1, SL.7.1.a,
ns s
W.7.5, W.7.10 SL.7.6, W.7.2, W.7.2.a, W.7.4, W.7.5, W.7.10 W.7.5, W.7.10 SL.7.6, W.7.2, W.7.2.a, W.7.4, W.7.5, W.7.7, W.7.8,
Practicing Standards L.7.4.a, RL.7.5, RL.7.7, Practicing Standards L.7.4.a, RI.7.7, RI.7.10, Practicing Standards L.7.4.a, RL.7.3, RL.7.5, W.7.10, WHST.6-8.7, WHST.6-8.8
fo
RL.7.10, SL.7.1.a, SL.7.2 RST.6-8.10, SL.7.1.a RL.7.6, RL.7.7, RL.7.10, SL.7.1.a, SL.7.2 Practicing 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
r
PrePare to read • The Big Question Students use a graphic and • The Big Question Students use a graphic • The Big Question Students discuss how the • The Big Question Students discuss how the
discuss how the natural world affects them. organizer and discuss their own experiences natural world affects them. natural world affects them.
• Build Background Students learn when and with nature. • Build Background Students learn about the • Build Background Students learn about
where caterpillar threads were first made into silk. • Build Background Students learn what an Kingdom of Morocco. hurricanes.
ecosystem is and what it comprises.
Vocabulary •• Learn Key Words imagery,•sensory•details •• Learn Key Words nonliving,•nutrients,• •• Learn Literary Words figurative•language,• •• Learn Key Words evacuate,•eye,•heed,•
• Learn Academic Words cycle,•dramatic,• organism,•photosynthesis,•reproduce,•species personification,•setting hurricane,•technology
percent,•project •• Learn Academic Words consume,• •• Learn Academic Words adapt,•capable,• •• Learn Academic Words available,•consist,•
• Word Study prefixes environment,•interact,•similar,•survive concluded,•rely,•route create,•process,•reverse,•source
• Reading Strategy Predict •• Word Study Digraphs •• Word Study Compound•Nouns •• Word Study Spelling•Long•a
•• Reading Strategy Preview •• Reading Strategy Visualize •• Reading Strategy Identify•Main•Idea•and•Details
read Set a Purpose for Reading Students read to Set a Purpose for Reading Students read to Set a Purpose for Reading Students read to find Set a Purpose for Reading Students read to find
learn about the life cycle of silkworms and how to find out how living things are dependant on their out how people living in the desert are affected by how hurricanes form and what happens when they
raise them for their silk. environment. the natural world. reach land.
reView and Practice • Comprehension • In Your Own Words • Comprehension • In Your Own Words • Comprehension • In Your Own Words • Comprehension • In Your Own Words
• Discussion • Response to Literature • Discussion • Read for Fluency • Discussion • Response to Literature • Discussion • Read for Fluency
• Learning Strategy • Extension • Extension
Grammar and writinG • Grammar Adjective Order • Grammar Appositives and Comparatives • Grammar Simple Sentences • Grammar Subject-Verb Agreement
• Writing Description of an Object • Writing Description of a Place • Writing Description of a Person • Writing Description of an Event
Students use the website, CD-ROM/e-book, and Students use the website, CD-ROM/e-book, and Students use the website, CD-ROM/e-book, and Students use the website, CD-ROM/e-book, and
technoloGy iPad apps to reinforce skills in this reading. iPad apps to reinforce skills in this reading. iPad apps to reinforce skills in this reading. iPad apps to reinforce skills in this reading.
English Learning
Reading 1 Reading 2 Reading 3 Reading 4
SIOP in Practice
® Lesson Preparation T5, Building Background T7, Lesson Preparation T19, Building Background T21, Lesson Preparation T35, Building Background T37, Lesson Preparation T53, Building Background T55,
SIOP
®
Professional DeveloPment Interaction T9, Comprehensible Input T11, Review Review and Assessment T29 Lesson Delivery T39, Strategies T43, Practice/ Practice/Application T57, Interaction T59, Review
and Assessment T13 Application T45, Review and Assessment T47 and Assessment T61
®
A+RISE Strategies
® Vocabulary Card V10 T7, Writing Card W10 Vocabulary Card V9, Phonics Card P6 T21, Vocabulary Card V10 T37, Writing Card W2 T51 Writing Card W10 T65
Professional DeveloPment Fluency Card F2 T29, Writing Card W2 T33
AIMSweb ® Oral Reading Checklist T9 Oral Reading Checklist T24, Reading Curriculum- Reading Curriculum-Based Measurement T43, Oral Reading Checklist T58, Reading Curriculum-
Progress monitoring Based Measurement T26 Oral Reading Checklist T45 Based Measurement T63
SELP2 Reading T11, Listening and Speaking T13, Writing Reading T21, Reading T29, Writing Reading T41, Listening and Speaking T47, Writing Reading T58, Listening and Speaking T61, Writing
N FO
A R
T
D
S
ENGLISH LANGUAGE
PROFICIENCY TEST
assessment Conventions T15, Writing T17 Conventions T31, Writing T33 Conventions T49, Writing T51 Conventions T63, Writing T65
T2A T2B
ELL13_TE07_KS_U1_OV.indd 1 2/1/12 10:41 PM ELL13_TE07_KS_U1_OV.indd 2 2/1/12 10:43 PM
Pearson English Learning System at work Digital teaching and learning

Integrate instruction, assessment, and professional The System is digitally enhanced
development at point of use. Aligned to Common Core and can be delivered online and via
State Standards, which can be found in Appendix A of tablet. Other resources like mobile
the Teacher’s Editions and throughout each lesson. apps are also available.
9
Inside the Student Edition
Contents
Contents
UNIT
UNIT 11
Thematic Organization
Six thematic units per HHow
owdoes
doesthe
thenatural
natural
level are organized around world
worldaffect
affectus?
us?........................................................................ 2 2
........................................................................
a Big Question that
provides a starting point
Reading
Reading
1: 1:
Novel
Novel
Excerpt
Excerpt
for building understanding Prepare
Prepare
to to
Read............................................................................................... 4 4
Read...............................................................................................
of key concepts and Vocabulary:. Literary
Vocabulary:. Literary
Terms,
Terms, Academic
Academic Words,
Words, WordWord Study
Study
academic vocabulary. Reading.Strategy:.
Reading.Strategy:.Predict
Predict
Each reading in the unit from Project
from Project
Mulberry
Mulberry
by.Linda.Sue.Park.
by.Linda.Sue.Park.
...................................................... 8 8
......................................................
asks students to consider
different aspects of the Review
Review and
and
Practice...................................................................................... 1212
Practice......................................................................................
Big Question, leading Listening.and.Speaking:. Reader’s
Listening.and.Speaking:. Reader’s Theater
Theater
Monitor
MonitorProgress:
Progress: Response
Response to to
Literature
Literature
to deeper levels of
understanding. Grammar.
Grammar......................................................................................................... 1414
........................................................................................................
Adjectival
Adjectival
Phrases:
Phrases: Adjective
Adjective Order;
Order;
Adjectives
Adjectives
after
after
Indefinite
Indefinite Pronouns
Pronouns
Writing.
Writing............................................................................................................ 1616
...........................................................................................................
Write
Write
a Description
a Description of an
of anObject
Object
Systematic Skills
Reading
Reading
2: 2:
Informational
Informational
Text/Science
Text/Science
Development Prepare
Prepare
to to
Read............................................................................................. 1818
Read.............................................................................................
Four readings per Vocabulary:. KeyKey
Vocabulary:. Words,
Words,.Academic
.Academic Words,
Study
unit, half of which are Reading.Strategy:. Preview
Reading.Strategy:. Preview
informational text, develop INFOINFO
Ecosystems: TheThe
Ecosystems: Systems
Systems
of of
Nature
NatureTEXTTEXT
....................................................... 2222
.......................................................
academic skills logically
and systematically, in Review
Review and
and
Practice...................................................................................... 2828
Practice......................................................................................
a clear and consistent Listening.and.Speaking:. In In
Listening.and.Speaking:. YourYourOwn Own Words
Words
sequence. Monitor
MonitorProgress:
Progress: ReadRead forfor
Fluency
Fluency
Grammar.
Grammar......................................................................................................... 3030
........................................................................................................
Appositives;
Appositives;Comparison
Comparison Structures
Structures
Writing.
Writing............................................................................................................ 3232
...........................................................................................................
Write
Write
a Description
a Description of aofPlace
a Place
Reading
Reading
3: 3:
Short
Short
Story
Story
and
and
Poetry
Poetry
Prepare
Prepare
to to
Read............................................................................................. 3434
Read.............................................................................................
Terms,
Terms, Academic
Academic Words,
Study
Reading.Strategy:.
Reading.Strategy:.Visualize
Visualize
viiiviii
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Ali, Child of the Desert by Jonathan London................................................ 38
Desert Women by Pat Mora ........................................................................45
Review and Practice ..................................................................................... 46
Listening and Speaking: Reader’s.Theater
Monitor Progress: Response.to.Literature
Grammar ........................................................................................................ 48
Simple.Sentences:.Pronouns.and.Modifiers;..
Simple.Sentences:.Consistent.Forms,.Parallel.Structure
Writing ........................................................................................................... 50
Write.a.Description.of.a.Person
Reading 4: Informational Text/Science

Prepare to Read ............................................................................................ 52
Vocabulary: Key.Words,.Academic.Words,.Word.Study
Reading Strategy: Identify.Main.Idea.and.Details
INFO
Blowing Up a Storm TEXT ...........................................................................56
Review and Practice ..................................................................................... 60
Listening and Speaking: In.Your.Own.Words
Monitor Progress: Read.for.Fluency
Grammar ........................................................................................................ 62
Subject-Verb.Agreement:.Simple.Present;..
Non-count.Nouns.and.Irregular.Plurals
Writing ........................................................................................................... 64
Write.a.Description.of.an.Event
Link the Readings ............................................................................. 66
Assessment Practice: Critical Thinking, Discussion
The Big Question: Wrap-Up Discussion
Media Literacy & Projects; Further Reading ........................... 67
Put It All Together

Listening & Speaking Workshop: Presentation ................................. 68
Writing Workshop: Write a Descriptive Essay........................................ 70
Test Preparation .................................................................................. 75
Smithsonian American Art Museum: The Language of Art
Painting.the.American.Landscape..................................................................76
ix
Evidence of Understanding
Link the Readings provides an opportunity for students to compare
and contrast the unit readings as they discuss the Big Question,
demonstrating their understanding of key concepts and their ability to
transfer and apply newly acquired skills to new academic tasks.
ELL13_SE07_KS_U01_TOC.indd 9 12/19/11 5:51:50 PM
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23
Contents
Contents
UNIT
UNIT 22
W
Where
herecan
canaajourney
journey
take
takeyou?
you?......................................................................................... 7878
.........................................................................................
Vocabulary Reading
Reading
1: 1:
Myth
Myth
Critical academic and Prepare
Prepare
to to
Read............................................................................................. 8080
Read.............................................................................................
content-based vocabulary, Vocabulary:. Literary
Terms,
Terms, Academic
Academic Words,
Study
as well as essential Reading.Strategy:.
Reading.Strategy:.Identify
IdentifyProblems
Problems and andSolutions
Solutions
word study skills, are from.Tales from
from.Tales from
thethe
Odyssey.retold.by.Mary.Pope.Osborne....................... 8484
Odyssey.retold.by.Mary.Pope.Osborne.......................
introduced and practiced Review
Review and
and
Practice...................................................................................... 8888
Practice......................................................................................
before each reading. Listening.and.Speaking:. Reader’s
Theater
After reading, students Monitor
MonitorProgress:
Progress: Response
Response to to
Literature
Literature
are asked to use this
Grammar.
Grammar. ........................................................................................................ 9090
........................................................................................................
vocabulary in responding Simple
SimplePast:
Past:
.be;. Simple
.be;. Simple Past:
Past:
.Regular
.Regular and andIrregular
Irregular Verbs
Verbs
to the selection, ensuring Writing.
Writing.
........................................................................................................... 9292
...........................................................................................................
acquisition and retention. Write
Write
a Story
a Storyfromfroma Different
a Different Point
Pointof View
of View
Reading
Reading
2: 2:
Informational
Informational
Text/Social
Text/Social
Studies
Studies
Prepare
Prepare
to to
Read............................................................................................. 9494
Read.............................................................................................
Vocabulary:. KeyKey
Vocabulary:. Words,
Words, Academic
Academic Words,
Study
Reading.Strategy:. UseUse
Reading.Strategy:. Visuals
Visuals
INFOINFO
Early
Early
Explorers
ExplorersTEXTTEXT
.................................................................................... 9898
....................................................................................
Review
Review and
and
Practice.................................................................................... 102
Practice.................................................................................... 102
Listening.and.Speaking:. In In
Words
Reading Strategies Monitor
MonitorProgress:
Fluency
Fluency
Reading strategies are Grammar.
Grammar. ...................................................................................................... 104
...................................................................................................... 104
taught in a step-by-step Active
Active
and and
Passive
Passive Voice;
Voice;
.Passive
.PassiveVoice:
Voice:PastPast
Participles
Participles
format, ensuring that Writing.
Writing.
......................................................................................................... 106
......................................................................................................... 106
students know when Write
Write
a Personal
a Personal Narrative
Narrative
and how to apply the
strategies to their reading. Reading
Reading
3: 3:
Novel
Novel
Excerpt
Excerpt
Prepare
Prepare
to to
Read........................................................................................... 108
Read........................................................................................... 108
Terms,
Terms, Academic
Academic Words,
Study
Reading.Strategy:.
Reading.Strategy:.Make
Make Inferences
Inferences
x x
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from The Journal of Wong Ming-Chung by Laurence Yep. ....................... 112
Review and Practice ................................................................................... 118
Listening and Speaking: Dramatic Reading
Monitor Progress: Response to Literature
Grammar ...................................................................................................... 120
Complex Sentences with Adverbial Clauses of Time;
Adverbial Clauses in the Present, Past, and Future
Writing ......................................................................................................... 122
Write a Personal Letter

Prepare to Read .......................................................................................... 124
Practice
Vocabulary: Key Words, Academic Words, Word Study
After each reading,
Reading Strategy: Recognize Cause and Effect
INFO students build
Migrating Caribou and Magnets in Animals TEXT ................................ 128 comprehension skills
Review and Practice ................................................................................... 132 through a scaffolded
Listening and Speaking: In Your Own Words hierarchy of critical
Monitor Progress: Read for Fluency thinking skills, moving
Grammar ...................................................................................................... 134 from factual recall to
Prenominal and Postnominal Adjectives; text analysis. Literary
Past Progressive with Adverbial when Clauses selections include a
Writing ......................................................................................................... 136
Reader’s Theater feature
Write a Story with a Starter that develops speaking and
listening skills; content-
Link the Readings ........................................................................... 138 area readings provide
Assessment Practice: Critical Thinking, Discussion opportunities to practice
reading fluency.
Media Literacy & Projects; Further Reading ......................... 139
Put It All Together

Listening & Speaking Workshop: Personal Narrative ...................... 140
Writing Workshop: Write a Short Story ............................................. 142
Test Preparation ................................................................................147
Traveling the Electronic Superhighway ....................................................... 148
xi
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Contents
Contents
UNIT
UNIT 33
W
What
hatdefines
defines
success?
success?......................................................................................... 150
......................................................................................... 150
Reading
Reading
1: 1:
Informational
Informational
Text/Social
Text/Social
Studies
Studies
Prepare
Prepare
to to
Read........................................................................................... 152
Read........................................................................................... 152
Vocabulary:. KeyKey
Vocabulary:. Words,
Words, Academic
Academic Words,
Study
Reading.Strategy:. Connect
Reading.Strategy:. Connect Ideas
Ideas
INFOINFO
Success
Success
Stories
StoriesTEXTTEXT
.................................................................................. 156
.................................................................................. 156
Review
Review and
and
Practice.................................................................................... 160
Practice.................................................................................... 160
Grammar Listening.and.Speaking:. In In
Words
Grammar concepts Monitor
MonitorProgress:
Fluency
Fluency
are taught with each
Grammar.
Grammar.
...................................................................................................... 162
...................................................................................................... 162
reading. They incorporate
Complex
ComplexSentences
Sentences withwithRestrictive
Restrictive Adjectival
Adjectival Clauses;
Clauses;
extensive use of modeling Complex
ComplexSentences
Sentences withwithNonrestrictive
Nonrestrictive Adjectival
Adjectival Clauses
Clauses
and provide plenty of
practice. Writing.
Writing.......................................................................................................... 164
......................................................................................................... 164
Write
Write
a Compare-and-Contrast
a Compare-and-Contrast Paragraph
Paragraph
Reading
Reading
2: 2:
Interview
Interview
and
and
Poetry
Poetry
Prepare
Prepare
to to
Read.......................................................................................... .166
Read.......................................................................................... .166
Terms,
Terms, Academic
Academic Words,
Study
Reading.Strategy:.
Reading.Strategy:.Distinguish
Distinguish FactFactfromfromOpinion
Opinion
AnAn
Interview
Interview
with
with
Naomi
NaomiShihab
Shihab
Nye.by.Rachel.Barenblat.
Nye.by.Rachel.Barenblat. ...................... 170
...................... 170
Making
Makinga Mosaic.by.Naomi.Shihab.Nye.
a Mosaic.by.Naomi.Shihab.Nye.
................................................... 173
................................................... 173
Review
Review and
and
Practice.................................................................................... 174
Practice.................................................................................... 174
Listening.and.Speaking:. Dramatic
Listening.and.Speaking:. Dramatic Reading
Reading
Monitor
MonitorProgress:
Progress: Response
Response to to
Literature
Literature
Grammar.
Grammar.
...................................................................................................... 176
...................................................................................................... 176
Gerunds
Gerunds
as asSubjects;
Subjects; Gerunds
Gerunds as asObjects
Objects after
after
Verbs
Verbsand andPrepositions
Prepositions
Writing.
Writing.......................................................................................................... 178
......................................................................................................... 178
Write
Write
a Problem-and-Solution
a Problem-and-Solution Paragraph
Paragraph
xiixii
Writing
Immediately following each Grammar mini-lesson, students develop,
practice, and apply their skills with a connected writing activity,
culminating in the end-of-unit Writing Workshop.
12 12 12/19/11
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Reading 3: Short Story
Prepare to Read........................................................................................... 180
Vocabulary:.Literary Terms, Academic Words, Word Study
Reading.Strategy:.Predict 2
The Marble Champ.by.Gary.Soto............................................................. 184
Review and Practice.................................................................................... 192
Listening.and.Speaking:.Reader’s Theater
Grammar....................................................................................................... 194
Infinitives after Verbs and Adjectives; Infinitives of Purpose
Writing.......................................................................................................... 196
Write a Critique

Prepare to Read........................................................................................... 198
Vocabulary:.Key Words, Academic Words, Word Study
Reading.Strategy:.Ask Questions
INFO
Students Win Robotics Competition TEXT ............................................... 202
Review and Practice................................................................................... 206
Listening.and.Speaking:.In Your Own Words
Monitor Progress: Read for Fluency
Grammar ..................................................................................................... 208
Expressions of Quantity and Subject-Verb Agreement;
Expressions of Quantity: both, either, neither
Writing ......................................................................................................... 210
Write a News Article
Link the Readings............................................................................ 212
Assessment Practice: Critical.Thinking,.Discussion
The Big Question: Wrap-Up.Discussion
Media Literacy & Projects; Further Reading .......................... 213
Put It All Together

Listening & Speaking Workshop: Interview......................................214
Writing Workshop: Write.an.Expository.Essay.....................................216
Test Preparation................................................................................ 221
Self-Portraits ............................................................................................. 222 xiii
Cumulative Writing
All of the four selection-level writing activities build upon one another
and culminate in the end-of-unit Writing Workshop. These lessons
take students through each step of the writing process and include
instruction, practice, tips, and authentic student models that help
students improve their writing skills.

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Contents
Contents
UNIT
UNIT 44
CCananwe
wesee
seechange
change
as
asitithappens?
happens?........................................................................ 224
........................................................................ 224
Reading
Reading
1: 1:
Informational
Informational
Text/Science
Text/Science
Prepare
Prepare
to to
Read......................................................................................... .226
Read......................................................................................... .226
Vocabulary:. KeyKey
Vocabulary:. Words,
Words, Academic
Academic Words,
Study
Reading.Strategy:. Scan
Reading.Strategy:. Scan
INFOINFO
Changing
Changing
Earth
EarthTEXTTEXT
................................................................................ 230
................................................................................ 230
Review
Review and
and
Practice.................................................................................... 236
Practice.................................................................................... 236
Words
Monitor
MonitorProgress:
Fluency
Fluency
Grammar.
Grammar....................................................................................................... 238
...................................................................................................... 238
Present
Present
Perfect:
Perfect: have/has
have/has + Past
+ PastParticiple;
Participle;
Present
Present
Perfect
Perfect withwith
already
already and andyetyet
Writing.
Writing......................................................................................................... 240
........................................................................................................ 240
Write
Write
anan Advertisement
Advertisement
Reading
Reading
2: 2:
Informational
Informational
Text/Social
Text/Social
Studies
Studies
Prepare
Prepare
to to
Read...........................................................................................242
Read...........................................................................................242
Vocabulary:. KeyKey
Vocabulary:. Words,
Words, Academic
Academic WordWords,.Word
s,.Word Study
Study
Reading.Strategy:. Draw
Reading.Strategy:. Draw Conclusions
Conclusions
INFOINFO
from.Through MyMy
from.Through Eyes.by.Ruby.Bridges
Eyes.by.Ruby.BridgesTEXTTEXT
............................................ 246
............................................ 246
Review
Review and
and
Practice.................................................................................... 252
Practice.................................................................................... 252
Words
Monitor
MonitorProgress:
Fluency
Fluency
Grammar.
Grammar.
..................................................................................................... 254
..................................................................................................... 254
Compound
Compound Sentences
Sentences withwith
.and,.but,.so;
.and,.but,.so;
Complex
Complex
Sentences
Sentences withwithbecause
because andand since
since
Writing.
Writing..........................................................................................................256
.........................................................................................................256
Write
Write
a Persuasive
a Persuasive Paragraph
Paragraph
Reading
Reading
3: 3:
Essay,
Essay,
Art,
Art,
andand
Poetry
Poetry
Prepare
Prepare
to to
Read...........................................................................................258
Read...........................................................................................258
Terms,
Terms, Academic
Academic Words,
Study
Reading.Strategy:.
Reading.Strategy:.Recognize
Recognize Sequence
Sequence
xivxiv
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Harlem: Then and Now by James Baldwin............................................... 262
Tar Beach by Faith Ringgold .................................................................... 266
Harlem and Dreams by Langston Hughes ................................................ 267
Review and Practice .................................................................................. 268
Grammar ...................................................................................................... 270
Possessive Nouns and Adjectives; Antecedent-Pronoun and
Subject-Verb Agreement
Writing ......................................................................................................... 272
Write a Review
Reading 4: Letters
Prepare to Read .......................................................................................... 274
Vocabulary: Literary Terms, Academic Words, Word Study
Reading Strategy: Identify Author’s Purpose
INFO
The Intersection TEXT .............................................................................. 278
Review and Practice ...................................................................................282
Grammar ..................................................................................................... 284
Future with will or won’t for Prediction;
Advice: The Modals could, might, should, must, have to
Writing ........................................................................................................ 286
Write a Letter to the Editor
Link the Readings ........................................................................... 288
The Big Question: Wrap-Up Discussion Built-In Leveled Support
End-of-unit projects that
have been differentiated
according to various levels
Put It All Together
of proficiency allow all
Listening & Speaking Workshop: Speech....................................... 290
learners to demonstrate
Writing Workshop: Write a Persuasive Essay ...................................... 292 their understanding of major
Test Preparation ............................................................................... 297 concepts presented in the
Smithsonian American Art Museum: The Language of Art unit.
Moving Through Time ............................................................................... 298
xv
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Contents
Contents
UNIT
UNIT 55
W
Whyhydodowe
weexplore
explore
new
newfrontiers?
frontiers?
........................................................................ 300
........................................................................ 300
Reading
Reading
1: 1:
Novel
Novel
Excerpt,
Excerpt,
Song,
Song,
andand
Poetry
Poetry
Prepare
Prepare
to to
Read........................................................................................... 302
Read........................................................................................... 302
Terms,
Terms, Academic
Academic Words,
Study
Reading.Strategy:.
Reading.Strategy:.Make
Make Generalizations
Generalizations
from.River to to
from.River Tomorrow.by.Ellen.Levine...................................................
Tomorrow.by.Ellen.Levine................................................... 306 306
River
River
Song.by.Bill.Staines........................................................................... 312
Song.by.Bill.Staines........................................................................... 312
Morning
MorningPrayer
Prayer
Song.by.Ronald.Snake.Edmo.
Song.by.Ronald.Snake.Edmo. ........................................... 313
........................................... 313
Review
Review and
and
Practice.................................................................................... 314
Practice.................................................................................... 314
Listening.and.Speaking:. Dramatic
Listening.and.Speaking:. Dramatic Reading
Reading
Monitor
MonitorProgress:
Progress: Response
Response to to
Literature
Literature
Grammar.
Grammar. ...................................................................................................... 316
...................................................................................................... 316
Past
Past
Perfect:
Perfect:had.+
had.+ PastPastParticiple;
Participle; Compound
Compound and andComplex
Complex Sentences
Sentences
with
with
Past
PastPerfect
Perfect
Writing.
Writing.......................................................................................................... 318
......................................................................................................... 318
Write
Write
a Cause-and-Effect
a Cause-and-Effect Paragraph
Paragraph
Reading
Reading
2: 2:
Informational
Informational
Text/Social
Text/Social
Studies
Studies
Prepare
Prepare
to to
Read........................................................................................... 320
Read........................................................................................... 320
Vocabulary:. KeyKey
Vocabulary:. Words,
Words, Academic
Academic Words,
Study
Reading.Strategy:. Take
Reading.Strategy:. TakeNotes
Notes
INFOINFO
Maps
Mapsand
and
Compasses
CompassesTEXTTEXT
...................................................................... 324
...................................................................... 324
Review
Review and
and
Practice.................................................................................... 328
Practice.................................................................................... 328
Words
Monitor
MonitorProgress:
Fluency
Fluency
Grammar.
Grammar....................................................................................................... 330
...................................................................................................... 330
Imperatives
Imperatives and andwillwill
forfor
Instructions;
Instructions;
Sequence
Sequence Words,
Words, Phrases,
Phrases, and and
Clauses
Clauses
Writing.
Writing.......................................................................................................... 332
......................................................................................................... 332
Write
Write
anan Instructional
Instructional Paragraph
Paragraph
xvixvi
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Reading 3: Tall Tale Excerpt
Prepare to Read........................................................................................... 334
Vocabulary:.Literary Terms, Academic Words, Word Study
Reading.Strategy:.Skim
from.Pecos Bill: The Greatest Cowboy of All Time
by.James.Cloyd.Bowman............................................................................ 338
Review and Practice................................................................................... 344
Listening.and.Speaking:.Reader’s Theater
Grammar...................................................................................................... 346
Adjectival Phrases: Comparatives and Superlatives
Writing......................................................................................................... 348
Write a Classifying Paragraph
Reading 4: Informational Text/Social Studies

Prepare to Read........................................................................................... 350
Vocabulary:.Key Words, Academic Words, Word Study
Reading.Strategy:.Summarize
INFO
The Cowboy Era TEXT ............................................................................... 354
Review and Practice.................................................................................... 358
Listening.and.Speaking:.In Your Own Words
Grammar...................................................................................................... 360
Compound and Complex Sentences
Writing..........................................................................................................362
Write a Summary
Link the Readings............................................................................ 364
Assessment Practice: Critical.Thinking,.Discussion
The Big Question: Wrap-Up.Discussion
Media Literacy & Projects; Further Reading .......................... 365
Put It All Together

Listening & Speaking Workshop: Team.Presentation....................... 366
Writing Workshop: Write.an.Instructional.Essay................................ 368
Test Preparation................................................................................ 373
The Roots of Frontier Culture...................................................................... 374 xvii
Building Visual Literacy

By special arrangement with the Smithsonian American Art
Museum, Pearson Longman Keystone provides a unique opportunity
for students to develop their visual and cultural literacy. These
beautiful end-of-unit lessons provide a glimpse into the American
experience as seen through the eyes of artists from all walks of life.
19
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Contents
Contents
UNIT
UNIT 66
HHow
owdo
dowe
weknow
know
what
whatisistrue?
true?
.............................................................................. 376
.............................................................................. 376
Reading
Reading
1: 1:
Myth
Myth
Prepare
Prepare
to to
Read........................................................................................... 378
Read........................................................................................... 378
Terms,
Terms, Academic
Academic Words,
Study
Reading.Strategy:.
Reading.Strategy:.Compare
Compare and andContrast
Contrast
How
HowGlooskap
Glooskap
Found
Foundthethe
Summer.......................................................... 382
Summer.......................................................... 382
Persephone
Persephone
andand
thethe
Pomegranate
Pomegranate Seeds.
Seeds.
............................................... 384
............................................... 384
Review
Review and
and
Practice................................................................................... 386
Practice................................................................................... 386
Listening.and.Speaking:. Reader’s
Theater
Monitor
MonitorProgress:
Progress: Response
Response to to
Literature
Literature
Grammar.
Grammar.
..................................................................................................... 388
..................................................................................................... 388
Reported
Reported
Speech:
Speech: Statements
Statements and andQuestions
Questions
Writing.
Writing.......................................................................................................... 390
......................................................................................................... 390
Write
Write
anan Introductory
Introductory Paragraph
Paragraph
Reading
Reading
2: 2:
Informational
Informational
Text/Social
Text/Social
Studies
Studies
Prepare
Prepare
to to
Read........................................................................................... 392
Read........................................................................................... 392
Vocabulary:. KeyKey
Vocabulary:. Words,
Words, Academic
Academic Words,
Study
Reading.Strategy:. Evaluate
Reading.Strategy:. Evaluate New New Information
Information
INFOINFO
Early
Early
Astronomers
AstronomersTEXTTEXT
............................................................................ 396
............................................................................ 396
Review
Review and
and
Practice................................................................................... 400
Practice................................................................................... 400
Words
Monitor
MonitorProgress:
Fluency
Fluency
Grammar.
Grammar. ...................................................................................................... 402
...................................................................................................... 402
Participial
Participial
Adjectives:
Adjectives: Formation
Formation and andMeaning;
Meaning;
Prepositions
Prepositionsand andInfinitives
Infinitives withwith
Participial
Participial Adjectives
Adjectives
Writing.
Writing......................................................................................................... 404
........................................................................................................ 404
Write
Write
a Paragraph
a Paragraph withwitha Main
a Main IdeaIdea
and andSupporting
Supporting Details
Details
Reading
Reading
3: 3:
Play
Play
Excerpt
Excerpt
Prepare
Prepare
to to
Read.......................................................................................... 406
Read.......................................................................................... 406
Terms,
Terms, Academic
Academic Words,
Study
xviii
xviii
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5:18:52
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32
Reading Strategy: Analyze Text Structure
from The War of the Worlds by H. G. Wells, adapted by Howard Koch ....410
Grammar ......................................................................................................420
Punctuation of Direct Quotations; Quoting Sources
Writing .........................................................................................................422
Write a Paragraph with Quotations and Citations

Prepare to Read ..........................................................................................424
Vocabulary: Key Words, Academic Words, Word Study
Reading Strategy: Evaluate Written Information
INFO
Proving Innocence—A Matter of Life and Death TEXT .......................... 428
Listening and Speaking: In Your Own Words
Grammar ......................................................................................................434
Conjunctive Adverbs and Semi-Colons;
Colons for Explanations and Lists
Writing .........................................................................................................436
Support a Main Idea with Examples and Explanations
Link the Readings ........................................................................... 438
Put It All Together

Listening & Speaking Workshop: Play ........................................... 440
Writing Workshop: Write a Research Report ...................................... 442
Test Preparation ............................................................................... 449
Otherworldly Art ....................................................................................... 450
Editing and Proofreading Marks 452 • Glossary 453 • Index of Skills 459 • Index
of Authors, Titles, Art, and Artists 464 • Acknowledgments 465 • Credits 467 •
Smithsonian American Art Museum List of Artworks 470 xix
21
33
Keystone Scope & Sequence
Vocabulary
Selection
Key Words Academic Words Literary Words
UNIT 1 from Project Mulberry, nonliving cycle process imagery

Linda Sue Park Novel excerpt nutrients dramatic reverse sensory details
organism percent source figurative language
“Ecosystems: The Systems
photosynthesis project personification
How does the of Nature” Informational text
reproduce consume setting
natural world “Ali, Child of the Desert,” species environment
affect us? Jonathan London Short Story evacuate interact
eye similar
“Desert Women,” Pat Mora
heed survive
Poem
hurricane adapt
“Blowing Up a Storm” technology capable
Informational text concluded
rely
route
available
consist
create
Smithsonian American Art Museum: Painting the American Landscape

UNIT 2 from Tales from the Odyssey, civilizations abandon approaches plot
Mary Pope Osborne Myth expeditions collapse migrate character
exploration finally sufficient point of view
“Early Explorers”
markets investigate transport simile
Where can a Informational text
navigator react metaphor
journey take from The Journal of Wong trade strategy
you? Ming-Chung, Laurence Yep biologists conducted
Literature herd established
journey financed
“Migrating Caribou”
landscape region
Informational text
magnetic varied
“Magnets in Animals” starvation adjust
Informational text emphasize
expand
immigration
temporary
Smithsonian American Art Museum: Traveling the Electronic Superhighway

UNIT 3 “Success Stories” enterprise aid affect extended metaphor
Informational text excelled commitment attain repetition
famine contribution awareness stanza
“An Interview with Naomi
satellite global challenge character motivation
What defines Shihab Nye,” Rachel Barenblat
scholarships priority design suspense
success? Interview
self-portrait cultural
“Making a Mosaic,” corporation distinctive
Naomi Shihab Nye Poem engineer interpret
innovation precise
“The Marble Champ,”
physicist pursue
Gary Soto Short story
robotics considerable
“Students Win Robotics theories displayed
Competition” Informational text objective
participate
previous
Smithsonian American Art Museum: Self-Portraits

22 36
LeveL
B
Writing
Word reading LiStening &
grammar Writing Modes/ Writing Elements/
Study Strategy Speaking
Assignments Structure
• Prefixes in-, re-, • Predict • Reader’s Theater • Adjectival phrases: description • Use sensory details
over-, un- • Preview • Dramatic Reading adjective order; • Describe an object • Use spatial
• Decoding strategies: • Visualize • Retell
Adjectives after • Describe a place organization
indefinite pronouns
digraphs
• Identify main idea • Listening • Describe a person • Include physical
• Compound nouns and details & Speaking
• Appositives; • Describe an event traits and character
Comparison traits
• Spelling long a Workshop: structures • Writing Workshop:
Presentation Descriptive essay • Use chronological
• Simple sentences: order
pronouns and
modifiers; Consistent
forms, parallel
structure
• Subject-Verb
agreement: simple
present; Non-count
nouns and irregular
plurals
• Roots vict, laps, vis, • Identify problems • Reader’s Theater • Simple past: be, narration • Focus on point
mem, mand and solutions • Dramatic Reading regular and irregular • Write a story from of view and the
verbs a different point of consequences of a
• Suffixes -er / -or • Use visuals • Retell view
• Active and passive shift in point of view
• Words ending in y • Make inferences • Listening • Write a personal
voice; Passive voice: • Focus on
• Words as multiple • Recognize cause & Speaking past participles narrative establishing
parts of speech and effect Workshop:
Personal narrative • Complex sentences • Write a personal character through
with adverbial clauses letter traits
of time; Adverbial • Write a story with a • Focus on events/
clauses in the present, starter logical sequence
past, and future • Include transitions
• Writing Workshop:
• Past progressive: Short story • Focus on
was/were +present establishing setting
participle; Past
progressive with
adverbial when
clauses
• Prefixes under-, re-, • Connect ideas • Reader’s Theater • Complex sentences exposition • Tell how things are
multi-, inter- • Distinguish fact • Dramatic Reading with restrictive • Write a compare- alike and how they
and nonrestrictive and-contrast are different
• Homophones from opinion • Retell paragraph
adjectival clauses • State problems
• Inflections -ed and • Predict 2 • Listening • Write a problem-and-
-ing • Gerunds as subjects; clearly and
• Ask questions & Speaking Gerunds as objects solution paragraph give possible
• Foreign words Workshop: Interview after verbs and • Write a critique solutions—offer
prepositions recommendations
• Write a news article
• Infinitives after verbs • Writing Workshop: • Give reasons why
and adjectives; Expository essay something does or
Infinitives of purpose does not measure up
• Expressions of • Use the 5 Ws
quantity and subject-
verb agreement;
Expressions of
quantity: both, either,
neither
37
23
Unit Overview
1
Reading
Reading11 Reading
Reading22
From
From
Project
Project
Mulberry
Mulberry “Ecosystems:
“Ecosystems:The
TheSystems
Systems
The Big Question bybyLinda
Linda
Sue
Sue
Park
Park ofof
Nature”
Nature”
How does the natural Connection
Connection to the
to the
BigBig
Question
Question Connection
Connection to the
to the
BigBig
Question
Question
world affect us? There
There
are are
harsh
harsh
trade-offs
trade-offs
of raising
of raising
silkworms
silkworms
for for A science
A science
article
article
about
about
the the
relationship
relationship
between
between
living
living
their silk.
their silk. things
things
andand
theirtheir
environment.
environment.
CommonCore Teaching
TeachingStandards
StandardsL.7.1,L.7.1,
L.7.2,
L.7.2,
L.7.4.b,
L.7.4.b,
L.7.4.c,
L.7.4.c, Teaching
TeachingStandards
StandardsL.7.1,L.7.1,
L.7.2,
L.7.2,
L.7.4.c,
L.7.4.c,
L.7.4.d,
L.7.4.d,
StateStandards L.7.4.d,
L.7.4.d,
L.7.6,
L.7.6,
RL.7.1,
RL.7.1,
RL.7.2,
RL.7.2,
RL.7.3,
RL.7.3,
RL.7.4,
RL.7.4, L.7.6,
L.7.6,
RI.7.1,
RI.7.1,
RI.7.2,
RI.7.2,
RI.7.3,
RI.7.3,
RI.7.4,
RI.7.4,
RI.7.5,
RI.7.5,
RST.6-8.1,
RST.6-8.1,
RL.7.10,
RL.7.10,
SL.7.1,
SL.7.1,
SL.7.6,
SL.7.6,
W.7.2,
W.7.2,
W.7.2.d,
W.7.2.d,
W.7.4,
W.7.4, RST.6-8.4,
RST.6-8.4,RST.6-8.7,
RST.6-8.7,
RST.6-8.10,
RST.6-8.10, SL.7.1,
SL.7.1,
SL.7.1.a,
SL.7.1.a,
W.7.5,
W.7.5,
W.7.10
W.7.10 SL.7.6,
SL.7.6,
W.7.2,
W.7.2,
W.7.2.a,
W.7.2.a,
W.7.4,
W.7.4,
W.7.5,
W.7.5,
W.7.10
W.7.10
Practicing
PracticingStandards
StandardsL.7.4.a,
L.7.4.a,
RL.7.5,
RL.7.5,
RL.7.7,
RL.7.7, Practicing
PracticingStandards
StandardsL.7.4.a,
L.7.4.a,
RI.7.7,
RI.7.7,
RI.7.10,
RI.7.10,
RL.7.10,
RL.7.10,
SL.7.1.a,
SL.7.1.a,
SL.7.2
SL.7.2 RST.6-8.10,
RST.6-8.10, SL.7.1.a
SL.7.1.a
PrePare
PrePare
toto
read
read • The
• The
BigBig
Question
QuestionStudents
Studentsuseuse a graphic
a graphic
andand • The
• The
BigBig
Question
QuestionStudents
Studentsuseuse
a graphic
a graphic
discuss
discuss
howhow
thethe
natural
natural
world
worldaffects
affects
them.
them. organizer
organizer
andand
discuss
discuss
their
their
ownown
experiences
experiences
• Build
• Build
Background
BackgroundStudents
Students
learnlearn
whenwhen
andand withwith
nature.
nature.
where
where
caterpillar
caterpillar
threads
threads
were
were
firstfirst
made
made
intointo
silk.silk. • Build
• Build
Background
BackgroundStudents
Students learn
learn
what
what
an an
ecosystem
ecosystem
is and
is and
what
what
it comprises.
it comprises.
Vocabulary
Vocabulary •• Learn
•• Learn
KeyKey
Words
Wordsimagery,•sensory•details
imagery,•sensory•details •• Learn
•• Learn
KeyKey
Words
Wordsnonliving,•nutrients,•
• Learn
• Learn
Academic
Academic
Words
Wordscycle,•dramatic,•
cycle,•dramatic,• organism,•photosynthesis,•reproduce,•species
percent,•project
percent,•project •• Learn
•• Learn
Academic
AcademicWords
Wordsconsume,•
consume,•
• Word
• WordStudy
Studyprefixes
prefixes environment,•interact,•similar,•survive
• Reading
• ReadingStrategy
StrategyPredict
Predict •• Word
•• Word
Study
StudyDigraphs
Digraphs
•• Reading
•• Reading
Strategy
StrategyPreview
Preview
read
read SetSet
a Purpose
a Purpose for for
Reading
ReadingStudents
Students
read
read
to to SetSeta Purpose
a Purpose
for for
Reading
ReadingStudents
Students
read
read
to to
learn
learn
about
about
thethelifelife
cycle
cycleof silkworms
of silkworms
andand
howhow
to to findfind
outout
howhow
living
living
things
things
areare
dependant
dependant
on on
their
their
raise
raise
them
them
for for
theirtheir
silk.silk. environment.
environment.
reView
reView
and
and
Practice
Practice • Comprehension
• Comprehension • In • Your
In Your
OwnOwn
Words
Words • Comprehension
• Comprehension • In
• Your
In Your
Own Own
Words
Words
• Discussion
• Discussion • Response
• Responseto Literature
to Literature • Discussion
• Discussion • Read
• Read
for for
Fluency
Fluency
• Learning
• Learning
Strategy
Strategy • Extension
• Extension
Grammar
Grammar
and
and
writinG
writinG • Grammar
• GrammarAdjective
Adjective
Order
Order • Grammar
• GrammarAppositives
Appositives
andandComparatives
Comparatives
• Writing
• WritingDescription
Description
of an
of Object
an Object • Writing
• WritingDescription
Description
of aofPlace
a Place
Students
Students
useuse website,
thethe website,CD-ROM/e-book,
CD-ROM/e-book, andand Students
Students
useuse website,
thethe website,CD-ROM/e-book,
CD-ROM/e-book, andand
technoloGy
technoloGy iPad
iPad
apps
apps
to reinforce
to reinforce
skills
skills
in this
in this
reading.
reading. iPad
iPad
apps
apps
to reinforce
to reinforce
skills
skills
in this
in this
reading.
reading.
English Learning
Reading
Reading
11 Reading
Reading
22
SPIOP SIOP
SIOPin in
Practice
Practice
SHELTERED
SHELTERED
® ®
INSTRUCTION
INSTRUCTION
Lesson
Lesson
Preparation T5,T5,
Preparation Building
Building
Background T7,T7,
Background Lesson
Lesson
Preparation T19,
Preparation T19,
Building
Building
Background T21,
Background T21,
SIO
® ®
OBSERVATION
OBSERVATION
PROTOCOL
PROTOCOL
Professional
Professional DeveloPment Interaction
DeveloPment T9,T9,
Interaction Comprehensible
Comprehensible Input T11,
Input T11,
Review
Review Review
Review
andand
Assessment
AssessmentT29T29
andand
Assessment
AssessmentT13T13
® ®
A+RISE
A+RISEStrategies
® ®
Strategies Vocabulary
Vocabulary
Card
Card T7,T7,
V10V10 Writing
Writing
Card
Card
W10W10 Vocabulary
Vocabulary
Card
Card
V9,V9,
Phonics
Phonics
Card
Card T21,
P6 P6 T21,
Professional
Professional
DeveloPment
DeveloPment Fluency
Fluency
Card
Card T29,
F2 F2 T29,
Writing
Writing
Card
Card
W2W2T33T33
AIMSweb
AIMSweb
® ® OralOral
Reading
Reading
Checklist T9 T9
Checklist OralOral
Reading
Reading
Checklist T24,
Checklist T24,
Reading
Reading
Curriculum-
Curriculum-
Progress
Progress
monitoring
monitoring Based
Based
Measurement
MeasurementT26T26
SELP2
SELP2 Reading T11,
Reading T11,
Listening
Listening
andand
Speaking T13,
Speaking T13,
Writing
Writing Reading T21,
Reading T21,
Reading T29,
Reading T29,
Writing
Writing
N FO N FO
A AR R
T
D
S
ENGLISHENGLISH
LANGUAGE
LANGUAGE
PROFICIENCY
PROFICIENCY
TEST TEST
assessment
assessment Conventions T15,
Conventions T15,
Writing T17T17
Writing Conventions T31,
Conventions T31,
Writing T33T33
Writing
24
T2A
Reading 3 Reading 4
“Ali, Child of the Desert” “Blowing up a Storm”
by Jonathan London Connection to the Big Question
Connection to the Big Question Weather is one natural element that affects people.
People living in the desert face many challenges.
Teaching Standards L.7.1, L.7.2, L.7.4.c, L.7.4.d, 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, L.7.6, RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7.5, RST.6-8.1,
RL.7.10, SL.7.1, SL.7.6, W.7.2, W.7.2.a, W.7.4, RST.6-8.4, RST.6-8.7, RST.6-8.10, SL.7.1, SL.7.1.a,
W.7.5, W.7.10 SL.7.6, W.7.2, W.7.2.a, W.7.4, W.7.5, W.7.7, W.7.8,
Practicing Standards L.7.4.a, RL.7.3, RL.7.5, W.7.10, WHST.6-8.7, WHST.6-8.8
RL.7.6, RL.7.7, RL.7.10, SL.7.1.a, SL.7.2 Practicing 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
• The Big Question Students discuss how the • The Big Question Students discuss how the
natural world affects them. natural world affects them.
• Build Background Students learn about the • Build Background Students learn about
Kingdom of Morocco. hurricanes.
•• Learn Literary Words figurative•language,• •• Learn Key Words evacuate,•eye,•heed,•

•• Learn Academic Words adapt,•capable,• •• Learn Academic Words available,•consist,•
concluded,•rely,•route create,•process,•reverse,•source
•• Word Study Compound•Nouns •• Word Study Spelling•Long•a
•• Reading Strategy Visualize •• Reading Strategy Identify•Main•Idea•and•Details
Set a Purpose for Reading Students read to find Set a Purpose for Reading Students read to find
out how people living in the desert are affected by how hurricanes form and what happens when they
the natural world. reach land.
• Comprehension • In Your Own Words • Comprehension • In Your Own Words
• Discussion • Response to Literature • Discussion • Read for Fluency
• Extension
• Grammar Simple Sentences • Grammar Subject-Verb Agreement
• Writing Description of a Person • Writing Description of an Event
Students use the website, CD-ROM/e-book, and Students use the website, CD-ROM/e-book, and
iPad apps to reinforce skills in this reading. iPad apps to reinforce skills in this reading.
Reading 3 Reading 4
Lesson Preparation T35, Building Background T37, Lesson Preparation T53, Building Background T55,
Lesson Delivery T39, Strategies T43, Practice/ Practice/Application T57, Interaction T59, Review
Application T45, Review and Assessment T47 and Assessment T61
Vocabulary Card V10 T37, Writing Card W2 T51 Writing Card W10 T65
Reading Curriculum-Based Measurement T43, Oral Reading Checklist T58, Reading Curriculum-
Oral Reading Checklist T45 Based Measurement T63
Reading T41, Listening and Speaking T47, Writing Reading T58, Listening and Speaking T61, Writing
Conventions T49, Writing T51 Conventions T63, Writing T65
25
T2B
UNIT
Preview the Unit
Step 1: Introduce
1
Unit Content
Tell students that this unit includes a novel
excerpt, a short story, a poem, and articles.
How does
They will help students understand our
relationship to nature. Students will practice
reading and comprehension skills such as
the natural world
predicting, previewing, and visualizing. They will
also apply academic language strategies such
as word analysis.
affect us?
This unit is about nature. You will read literature and
the Big Question science texts about living things such as animals and plants.
Explain to students that the Big Question for You will also read about nonliving things such as water
this unit is, “How does the natural world affect
us?” Ask students to consider different parts of and sand. Finally, you will read about hurricanes and their
the natural world, such as the air, water, and impact on people. Learning about these topics will help you
living things that inhabit Earth, including plants
become a better student. It will also help you practice the
and animals. Ask questions such as:
• What parts of our natural world are essential language you will need to use in school.
for our survival? Explain.
Reading
• What parts of the natural world are essential
for our enjoyment? Explain.
1 Novel 2 Science 3 Short Story/Poem
Step 2: teach
Visual Literacy
Before students read the selections in this unit,
encourage them to preview visuals such as
photos, illustrations, diagrams, circle graphs,
and maps. SAY: Based on the preview, what From Project Mulberry “Ecosystems: The ti"MJ $IJMEPGUIF%FTFSUw
can you tell about the selections we’re going to by Linda Sue Park Systems of Nature” by Jonathan London
read? Can you predict whether a reading will ti%FTFSU8PNFOwCZ
be fiction or nonfiction? Pat Mora
Reading Strategy: Reading Strategy: Reading Strategy:
Predict Preview Visualize
2
Teaching Resources
• Resources, Unit 1 Lesson Plans, pp. 3–14
• Transparencies, Unit 1 Daily Language
Practice
ELL13_SE07_KS_U01_p002_003.indd 2 11/21/11 8:4
M01A_
• Video, Segment 1 EL Insights

• Resources, Letters Home, pp. 109–110 Check Out the School Library
• CD-ROM/e-book, Big Question
A good way to get students excited about reading is to teach them how to
For extra practice, use the DVD, CD-ROM, and properly use the school library and its resources. Work together with your
worksheets on the Companion Website. school librarian to schedule a formal visit. Students, especially Beginning
and Intermediate students, need to learn about the different sections of the
library and how to find books they enjoy. Help them learn how to search
for subjects, keywords, or favorite or recommended authors. It’s especially
important for them to understand the procedures for checking out and
returning books. Introduce students to library staff members who can help
them with these activities should they need it.
26
T
Step 3: practice
QuickWrite
Ask students to list experiences they have
had with the natural world. Encourage them
to think about experiences from their own
neighborhoods. Help them start their list by
mentioning types of living things (such as pets
and birds) and nonliving things (bodies of water,
parts of landscapes) they might have seen.
Step 4: extend
Invite students to look over the titles of each
of the four readings in this unit. Have students
Listening and Speaking— Descriptive consider how both fiction and nonfiction items
At the end of this unit, you will make a fit into this theme. SAY:
presentation about the steps in a process.
• What guesses can you make about how
nature may play a part in the novel excerpt
Writing— Descriptive Project Mulberry?
In this unit you will practice descriptive writing. • How would you describe the ecosystem you
This type of writing describes things, or tells live in? What kind of plants and animals live
what things look, sound, feel, smell, or taste like. in it?
After each reading you will learn a skill to help
4 Science
you write a descriptive paragraph. At the end
• How can the weather affect us? In what way
of the unit, you will use these skills to write a can we “manage” the natural world?
descriptive essay.
View and Respond
Quick Write For a warm-up activity, have students watch
and listen to the video for this unit. After the
Make a list of some living and nonliving things video, encourage students to orally answer the
you see in your neighborhood every day. questions at www.LongmanKeystone.com to
“Blowing Up a Storm” build concept and language attainment.
View and Respond

Watch the DVD for Unit 1 and answer the
Reading Strategy: questions at
Identify main idea and details www.LongmanKeystone.com.
_KS13_SB_L07NA_3491_PTR4_UO.indd 3
SIOP
®
SIOP in Practice
®
Lesson PreParation Feature 3: Content Concepts appropriate of age and

educational Background
SIOP® teachers must carefully consider the content concepts they wish to teach
and use district curriculum guidelines and grade-level content standards as
guides. When planning lessons around content concepts, consider students’
first language (L1) literacy, their second language (L2) proficiency, their reading
ability, and the difficulty of the material to be read.
27
T
Teach READING Prepare to Read
Step 1: Introduce
1
What You
Objectives Will Learn
THE BIG QUESTION LEARNING STRATEGY
Write the following content objective on the Reading
How does the natural world affect us? Use your prior knowledge.
board, and review it with students. ■ Vocabulary building: How do humans and animals relate to each Relating what you
other? Do humans learn from animals?
• Students will be able to identify a character’s Literary terms,
Do animals learn from humans? Work with a
already know to a new
topic will make it easier
word study
relationship with the natural world and how it to understand new
■ Reading strategy: partner. Use your prior knowledge to make
affects her. meanings in English.
Predict a list of the ways humans and animals relate
Then post the Language Objectives from the to each other in everyday life.
■ Text type: Literature
SIOP® in Practice note below, and review them (novel excerpt)
with students. BUILD BACKGROUND
Grammar
Adjectival phrases:
Adjective order; This reading is an excerpt from the novel Project Mulberry. An
the Big Question Adjectives after excerpt is a small part of a long text. The reading is about two
Remind students that the Big Question is “How indefinite pronouns students who are raising silkworms for a contest at a state fair.
does the natural world affect us?” Model an Writing Raising silkworms is easy to do at home. You need a lot of mulberry
Describe an object leaves—that is the only thing silkworms eat. You also need time
example of one way that animals have affected
to feed and take care of them. Silkworms produce a silk cocoon
your life. Examples could include pets you
for their protection. Learning about silkworms will teach you a lot
have owned or encounters you have had with
about nature and life cycles.
animals in the wild. Write each question on
the board. Explain any questions that students
have difficulty understanding and facilitate a
discussion using these questions as prompts.
Learning Strategy
Encourage students to share their prior
knowledge and experiences about the natural
world. Explain that by remembering what they
already know and by sharing their knowledge
with their peers, it will be easier to understand
new words and concepts they will read about.
Build Background
Read aloud the Build Background section. You
can tell students that caterpillar threads were
▲ A silkworm spinning a cocoon ▲ A silkworm inside a cocoon
first made into silk in China at least 3,000 years
ago.
4 Unit 1
Step 2: teach
Understanding the Genre:
Novel excerpt M01B_KS
M01B_KS_SB_L07TX_0899_PTR1.indd 4
For the full text of the 1/27/10
SAY: A novel is a fictional story. It is created by Common Core State Standards standards, see Appendix A.
the author to entertain the reader. Novels have
a setting, characters, and a plot. Novels are The following standards apply to pages 4–7.
long and complex stories. The selection you Teaching the standards: RL.7.4, L.7.4.b, L.7.4.c, L.7.4.d, L.7.6
will be reading is only a small part, or excerpt, Practicing the standards: L.7.4.a
of a novel called Project Mulberry. The topic of Go to www.LongmanKeystone.com for additional standards correlations for these pages.
Project Mulberry is silkworms. Mulberry leaves
are the food that they eat.
Leveled Support
Teaching Resources Beginning Demonstrate different sensory details by providing things for
students to see, hear, smell, and touch.
• Workbook, p. 2 Early Clarify meaning for imagery. Students who have learned image as
Intermediate/ a synonym for picture may need help understanding that imagery
• CD-ROM/e-book, Literary Words refers to word pictures that appeal to any or all of the senses.
Intermediate
worksheets on the Companion Website. Early Advanced/ Expand students’ vocabulary by having them work in groups to
Advanced list adjectives for smell, touch, and taste.
28
T
VOCABULARY

CD1 T2
Learn Literary Words
Literary Words
Vocabulary
Imagery is descriptive language that creates word pictures
for readers. Imagery can make you feel like you are really Learn Literary Words Read the Literary
imagery
experiencing what the writer is describing. A writer creates sensory details
Words aloud. SAY: These words are called
imagery by using sensory details. These are details of sight, Literary Words because in a discussion of
sound, smell, taste, or touch. Sensory details can help literature, they have a unique meaning. Read
you visualize, or imagine, a scene in a story or poem. the paragraph in your book that defines
The poem below includes sensory details that appeal imagery and sensory details. Write the following
to your senses of sight and touch. “A host of golden key elements of imagery and sensory details on
daffodils” appeals to your sense of sight. “Fluttering the board to reinforce learning.
and dancing in the breeze” appeals to your sense of • imagery: descriptive language that creates
touch and sight. word pictures for readers
• sensory details: the details of sight, sound,
When all at once I saw a crowd,
smell, touch, or taste, used to create imagery
A host, of golden daffodils;
Beside the lake, beneath the trees, Provide examples of imagery and sensory
Fluttering and dancing in the breeze. details. Ask students to use the words imagery
—William Wordsworth and sensory details in new sentences.
Encourage students to use the corresponding
The chart below gives an example of a sensory Workbook page for extra practice.
detail for each of the five senses. ▲ Daffodils
Sight Sound Smell Taste Touch Step 3: practice

a blue ribbon a squeaky sound a sweet smell a salty taste a silky scarf Ask students to create three more examples
of sensory descriptions and write them
Workbook on separate sheets of paper. Collect and
Practice Page 1
redistribute them. Have pairs read them aloud
Work with a partner. Take turns reading the sensory details below. and then place them on the Sensory Details
Which of the five senses does each description appeal to? Some could Chart.
appeal to a few senses.
baking bread fluffy fur sour lemons

ANSWERS
beating drums shiny buttons sparkling water baking bread: sight, smell
buttery popcorn silky hair whistling wind beating drums: sight, sound
buttery popcorn: sight, smell, touch, taste
fluffy fur: sight, touch
shiny buttons: sight, touch
silky hair: sight, touch
sour lemons: sight, taste, smell
Reading 1 sparkling water: sight, sound, touch
whistling wind: sound, touch
S13_SB_L07NA_3491_PTR1.ind5 5
English Learning 11/12/11 11:02:24 AM
SIOP
®
SIOP in Practice
®
Lesson PreParation Features 1 & 2: Content and Progress Monitoring Continue to monitor your students’
Language objectives progress in reading using the Reading Curriculum-
Incorporating Content and Language Objectives in all Based Measurement (R-CBM). Consult the AIMSweb ®
lessons is a hallmark of the SIOP® Model. Post and review the Training Workbook in your Teacher Resources to help you
following Language Objectives with students: analyze scores and set customized goals for each student.
Language Objectives:
• Students will be able to say one prediction.
• Students will be able to write five sentences using
indefinite pronouns and adjectives.
Make sure to post and review the Content Objective on
the top of page 4 with students. Teachers should create and
scaffold their own objectives based on the specific needs of
the students.
29
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Teach
Listening and Speaking: Academic Words
Study the red words and their meanings. These words are Academic Words
Step 1: teach used routinely in written classroom materials. You will find cycle
CD1 T3–T4 them useful when talking and writing about literature. Write dramatic
each word and its meaning in your notebook, then say the percent
Vocabulary words aloud with a partner. After you read the excerpt from project
Listening and Speaking: Academic Project Mulberry, try to use these words to respond to the text.
Words Play the CD. Have students listen and
repeat. If you are not using the CD, conduct the cycle = a set of events that happen again The life cycle of a moth is egg, worm,
Oral Vocabulary Routine. and again ® cocoon, and finally moth.
dramatic = sudden and noticeable In a few days the change to the caterpillars
Have students choral read the sentences in
® was dramatic. They were covered in layers
of silk.
the right column. After each sentence, read the percent = an amount out of every hundred I answered 100 percent of the questions
vocabulary routine. ® correctly on my science test!
Define: Students read aloud the definition for project = a plan to do something The class is working on a project to learn
cycle. ® about the life cycle of a frog.
Expand: A chicken is called a chick in the
second stage of its life cycle. Workbook
Ask: What is the first stage in the life cycle of a Practice Page 2
chicken? Work with a partner to answer these questions. Try to include the red
word in your answer. Write the sentences in your notebook.
Define: Students read aloud the definition for 1. Name one stage in the life cycle of a moth.
dramatic.
2. Why was the change to the caterpillars dramatic?
Expand: The change to the color of the sky from
day to night is dramatic. 3. Suppose you answered all the questions on a test correctly. What
Ask: Does the size of your clothes go through a percent of the answers did you get right?
dramatic change when you grow? 4. What was the last project that you worked on in class?
Define: Students read aloud the definition for

percent.
Expand: Twenty percent of the students ride
their bicycles to school every day.
Ask: If the rest of the students take the bus,
The life cycle of a frog
T
what percent of your classmates do you
think take the bus to school?
Define: Students read aloud the definition for
project.
Expand: The science project we completed will
be published in the newspaper.
Ask: Do you think a noise reduction project will Unit 1
help your community?
Step 2: practice
Direct students’ attention to the practice activity ELL13_SE07_KS_U01_p004_007.indd 6 12/5/11
M01B_K
on the Student Book page. Write the first Linguistic Note
practice item on the board. Model answering
the question. Then ask for volunteers to answer Prefixes
each question. When correcting student Many English words are made up of a base word (or root) and either a prefix or a
answers, focus your correction on the correct suffix, or even both. The meaning of most prefixes and suffixes originates in Latin
use of the academic word. Model correct English or Greek. The English word prefix itself consists of the base word fix, meaning
by restating a correct version of their answer. to attach, and the prefix pre, meaning before. The counterparts to prefixes are
suffixes, a group of letters that attach to the end of a word. The English word
uncomfortable, for example, consists of the base word comfort, the prefix un,
Teaching Resources meaning not, and the suffix able, meaning capable of being. Write several words
• Audio CD 1, tracks 3–4 with prefixes on the board. For the first word, circle the prefix and square the
base word. Ask for volunteers to help you identify the prefix and the base word of
• Workbook, pp. 2–4 the remaining words.
• CD-ROM/e-book, Academic Words,
Word Study
30
T
Word Study: Preﬁxes in-, re-, over-, un-
A prefix is a group of letters that is added to the front of a base word ANSWERS
and changes the meaning of that word. Some common prefixes are Possible responses:
in-, re-, over-, and un-. Knowing the meaning of these prefixes helps 1. One stage in the life cycle of a moth is the
you to understand the meaning of many words. Learning how to cocoon stage.
quickly identify and pronounce prefixes will help you as you sound 2. The change was dramatic because the
out words. caterpillar became a butterfly with beautiful
wings.
Prefix Meaning Base Word New Word Definition 3. If I answered all the answers on a test
in- not visible invisible not able to be seen
correctly, I would score 100 percent.
4. The last project I completed in class was an
re- again write rewrite to change a text
erupting volcano.
over- too much priced overpriced too expensive
un- not certain uncertain not yet known
Step 1: teach
Workbook
Practice Page 3 Word Study
Work with a partner. Take turns reading the words in the box. Look up Prefixes Tell students that each prefix has a
the definition of each word and use the word in a sentence. particular meaning, and we add that meaning
to the meaning of the original base word. Have
inaccurate reappear overactive unable students review the chart with a partner and
inactive recharge overdue uncomfortable think of other words that begin with each prefix.
incomplete reheat overload unpleasant
Have them add their examples to the chart.
Step 2: practice
READING STRATEGY PREDICT Pair students, and give each set of partners
You can expand your reading skills by learning to make predictions about a dictionary. Have them add each word, its
texts. Predicting helps you better focus on the text and enhances your definition, and an original sentence into their
comprehension of it. Before you read, predict (or guess) what the story notebooks.
will be about. To predict, follow these steps:
● Stop reading from time to time and ask yourself, “What will ANSWERS
happen next?” inaccurate: containing errors
● Look for clues in the story and illustrations. inactive: lacking energy or will, passive
● Think about what you already know. Make a prediction. incomplete: not yet finished, not total
reappear: to be present again
● As you read, check to see if your prediction is correct.
recharge: to refresh or restore, revitalize
Read the first two paragraphs of Project Mulberry. What do you predict Workbook reheat: to make hot again
the students are so excited about? Page 4
overactive: excessively active
Reading 1 7 overdue: too long awaited
overload: an excessive burden
unable: lacking the necessary ability
uncomfortable: causing distress, painful
unpleasant: disagreeable, displeasing
KS_SB_L07TX_0899_PTR1.indd 7 English Learning 1/27/10 2:54:27 PM
Step 3: teach
SIOP Reading Strategy

®
SIOP ® in Practice OBSERVATION PROTOCOL
Predict SAY: The Reading Strategy is
Building Background Feature 9: key Vocabulary Emphasized Predict. When we predict, we guess what
Providing activities in which students manipulate words is important for will happen next. When you are trying to
vocabulary growth. Create a WORD WALL by writing the vocabulary words predict, use what the characters say and think,
a large piece of paper and displaying them on a wall in the classroom. information from the author, and even your own
Throughout the lesson, as words are revisited, add definitions and pictures to experience as clues.
the word wall to reinforce meaning.
Vocabulary card V10 (p. T6) Step 1: teach
31
T
READING
Read
1 LITERATURE
Set a purpose for reading What does Julia learn
about the natural world? How does it make her feel?
NOVEL
Step 1: Introduce
from
Reading Summary
This excerpt includes a detailed description
of the life cycle of silkworms. It also touches
on some complicated issues including a Linda Sue Park
character’s feelings about her heritage and
the harsh trade-offs of raising silkworms for
their silk.
the Big Question

Remind students that the Big Question is “How
does the natural world affect us?” Discuss
Julia’s relationship to the caterpillar in this
story, and what it says about her relationship to
the natural world. SAY: What are some of the
ways that people get food, clothing, and other
necessities from animals?
Step 2: teach
Set a purpose for Reading
Tell students to copy the purpose for reading
into their notebooks and to keep it in mind as Julia Song and her friend Patrick want to win first prize at the state fair.
they read. Explain that they will have to present Julia’s mother suggests raising silkworms, something she did when she was a
details that support their answer to the question young girl in Korea. Julia is not happy about the idea at first—it seems too
and to explain how the reading relates to the Korean, and she wants to do an American project.
Big Question.
I opened the cardboard window one last time, took out the same
preteaching Boldfaced caterpillar, and put it into a little glass jar. We’d poked air holes in the
metal lid. We kept the jar in the aquarium alongside the egg cartons, and
Words I put a cup upside down over it so it would be dark most of the time. But
In pairs, have students read aloud the whenever Patrick wanted to film, we took the jar out for a few minutes.
boldfaced words and their definitions. Answer
any questions students have about the use of a caterpillar, young form of a moth or butterfly, which looks like a worm with many legs
word or its meaning before reading the spread. aquarium, large glass container for fish
Unit 1
CD1 T5
Scaffolding:
Listen and Read
Have students read along to the text as you
play the Audio CD recording of the reading.
Pause the recording at the end of Student M01C_KS13_SB_L07NA_3491_R1.indd 8 11/12/11 11
Book page 9. Point out the expression Get it? For the full text of the
M01C_KS
near the bottom of the page. Explain that an standards, see Appendix A.
expression is a phrase that has a particular The following standards apply to pages 8–11.
meaning. SAY: Julia explains her project to
Teaching the standards: RL.7.1, RL.7.3, RL.7.4
Patrick. Afterward, she asks, “Get it?” Based Practicing the standards: RL.7.10
on the context, what do you think this means?
(Answer: “Do you understand?”) Have students
listen for this expression again as you continue
to play the CD.
Teaching Resources
• Resources, Summaries, pp. 123–124
32
T
It was so cool. My parents came out to see, and Patrick’s parents brought
Hugh-Ben-Nicky over that evening to have a look. The porch was very
crowded; I worried that all those people would upset the caterpillar. But it
didn’t seem to care, not even when both the twins started jumping up and Study Skills: Internet
down and screeching with excitement. Searching the Internet for additional information
The caterpillar moved its head constantly. Sometimes fast, sometimes a on raising silkworms is an excellent way for
little slower, but never stopping—it looked like really hard work. The silk
students to learn more about these creatures.
came out of its mouth just as Patrick had said.
Have students work in pairs to look for a
At first the silk was almost invisible. You could see the strands only if
photograph, a diagram, and a video of the life
you looked really hard.
By the next morning, though, the caterpillar had already wrapped itself ✔ Literary Check
cycle of the silkworm. Show students how to
in a layer of silk. It looked like it was living inside a cloud. We could see its reference their citations of websites.
How does the
black mouth moving, moving, moving, busy, busy, busy. Patrick wanted author use imagery
to stay up all night to film it, but both our moms vetoed that idea. The to describe the ✔ Literary Check
following morning he was at our house in his pajamas again. The silk was caterpillar? The author uses colorful descriptions and
almost solid; now we could barely see the black mouth moving inside.
I was glad Patrick was taping it; I’d be able to watch it again as many similes such as, It looked like it was living inside
times as I wanted. But I knew it would never be as special on tape as it was Reading Skill a cloud as part of her use of imagery. Invite
now, happening right in front of me, those wispy threads at first barely To understand the students to create their own similes, using the
more than air, and then like a cloud, the caterpillar spinning layer after words in bold, read word like to connect ideas.
layer after layer, each layer made of one hundred percent real silk thread. the definitions at the
I stood with a piece of paper held behind my back. “I am a genius,” I said bottom of the page.
to Patrick. Later, use the words in
your own sentences.
Reading Skill
It was the afternoon of the third day of the spinning, a Sunday. Patrick Direct students’ attention to the boldfaced
was sitting on the couch in our living room. I’d told him to sit there while words and their definitions at the bottom of the
I went and got the paper from my room. He raised his eyebrows at me but page. Make sure they understand the meanings
didn’t say anything.
of the words. After they have read the selection,
“I’ve decided what I’m going to embroider. I’m going to do”—I
have students make new sentences using the
paused dramatically, then whipped out the paper—“the Life Cycle of the
words.
Silkworm.”
I held up the sketch I’d drawn.
“Egg. Worm. Cocoon. Moth.” I pointed to the drawings one by one. BEFORE YOU GO ON
“And wait till you hear the best part. I’m going to use regular embroidery Step 3: Monitor progress
1 Where did the silk
floss to do the egg and the worm. And the moth, too. But for the cocoon, come out of the
I’m going to use the thread we make. The cocoon is made of silk in real life, Ask students to check what they have
caterpillar?
and it will be made of silk in the picture too, get it?” understood in the reading. If you are using the
2 What kind of thread Audio CD, pause the recording.
Patrick grinned, a really huge grin. does Julia plan to
He got it, all right. I almost felt like hugging him. He put his hands up in use to embroider the
the air and bent forward a few times like he was bowing to me. cocoon? Before You Go On
On Your Own Ask students to read the Before You Go On
How are silkworms questions. Put students in pairs to answer
vetoed, refused to allow and mulberry leaves the questions. Explain that the On Your Own
wispy, soft and thin connected to the question asks for an opinion. Any thoughtful
embroider, sew pictures onto cloth using thread natural world?
answer is correct.
Reading 1 9
ANSWERS
1. The silk came out of the caterpillar’s mouth.
2. Julia plans to use the caterpillar’s silk to
embroider the cocoon.
S_SB_L07TX_0899_R1.indd 9 English Learning 12/14/10 1:21:32 PM
On Your Own Ask students to take out a
separate sheet of paper and write an answer
SIOP to the On Your Own question. Place students
®
SIOP ® in Practice OBSERVATION PROTOCOL in small groups to discuss their responses, and
encourage volunteers to share their responses
InteractIon Feature 18: Sufficient Wait time for Student responses
with the class. Collect student responses to
English Learners need ample time to respond to teacher questions. It can be monitor student comprehension, writing skills,
challenging to know how much time to allow while still moving the class along and fluency.
at a comfortable pace for all children in the class. When asking a question to a
student who is having difficulty responding, have children who think they know
the answer to a question write their response down while waiting for the original
student to answer. Those children can check their written responses against
the “final” answer.
33
T
Read “Julia Song, you are a genius. We are absolutely, positively, going to win a
prize at the fair.”
I made a silly curtsy back at him. “Thank you, thank you.” I’d thought
of doing the life cycle a while back. But it was the caterpillar that had given
Step 4: teach me the idea for the cocoon part. I’d watched it spin for a while right before
I went to bed, and I’d woken up that morning with my genius plan.
preteaching Boldfaced I had known right away that it was perfect. There was just something so
Words completely right about it. It wasn’t American, like the flag—but it wasn’t
In pairs, have students read aloud the Korean, either.
boldfaced words and their definitions. Answer Or maybe it was both?
any questions students have about the use of a Patrick took the sketch from me and studied it for a second. Then he
word or its meaning before reading the spread. looked up. “It’s almost like an exact picture of the whole project, right?”
I nodded. “That’s what I was thinking.”
“Okay, so if it’s supposed to be just like the project, you should leave out
Across the Curriculum: the moth at the end.”
Social Studies “Why would I leave out the moth? That’s the final stage, right?”
Explain to students that Korea has been divided “The final stage of the silkworm life cycle, yeah. But not the final stage
into two separate countries since the Korean of our project.”
War in 1950–1953. The capital of North Korea “What are you talking about?”
is Pyongyang, and the capital of South Korea “We’re not going to have any moths.”
is Seoul. The first language of both countries “Of course we’re going to have moths,” I said. “Look how great they’re
is Hangul, and it is written in its own special doing—they’re almost done spinning their cocoons.”
alphabet. “But we want thread. So you can sew with it.”
“Yeah, so?” What was Patrick’s problem?
Patrick rolled his eyes at me. “Oh, I get it. You never read the book,
Model the did you.”
“I did so. I mean, I didn’t read every word, but I looked through it. I
Reading StRategy studied the pictures a lot—I traced one for the caterpillar sketch.”
“Jules. If you’d read the book you’d know.”
Predict “Patrick, what are you talking about?”
After students have read the text on this He shook his head. “If you want to get silk from the cocoons, you have to
page, ask them what they predict will happen kill the—the creatures inside. Before they come out as moths.”
next. What?
I stared at him. I could feel the blood going out of my face. “You have to
kill them?”
Patrick nodded. “You have to boil the cocoons. For about five minutes,
Challenge Words and terms to dissolve all the sticky stuff that keeps them together. Then you can
Some words and terms may be difficult for unwind the silk. But the boiling kills them—the pupae.”
English Language Learners. Pre-expose
students to the following words and terms curtsy, act of respect done by putting one foot forward and bending the knees
before having them read the passage: final stage, last period in a process
• spinning dissolve, break up or melt
pupae, the resting stage before the adult insects emerge
• unwind
10 Unit 1
M01C_KS_SB_L07TX_0899_R1.indd 10 Leveled Support M01C_K

10/29/10
Beginning Write the word cycle and read it aloud with students. Use the
frog life cycle picture to explain the meaning of “going around
to the beginning.” Use a recycle symbol to further clarify
meaning. Ask students in which content area they will most
often use cycle. (science)
Early Ask students to talk about any word or words they have heard
Intermediate or seen in their content area studies. Clarify pronunciation and
meaning as needed before students work on the questions.
Intermediate Help students find examples of imagery or descriptions with
sensory details they have encountered in the text so far. Have
volunteers read examples to the group.
Early Advanced/ Show students how figurative language can strengthen
Advanced imagery. Call attention to the sentence “It looked like it was
living inside a cloud.” Ask students what qualities they imagine
in the cocoon based on this comparison.
34
T10
Life Cycle of a Silkworm
Egg Worm Cocoon Moth
Study Skills: Encyclopedia
Have students use encyclopedias to research
the life and accomplishments of Newbery-
Award–winning author Linda Sue Park. Have
students create index cards to note facts
about different areas of her life, such as her
family background, her education, and her
accomplishments.
For once, there was no jostling in my head because there was only one ✔ Literary Check
thought, with nothing else for it to bump into. How does the ✔ Literary Check
Kill them. author use sensory
We’d have to kill them. details to describe Review the meaning of sensory details. Read
My hands were freezing cold. I closed them into fists—open, shut, open, Julia’s feelings? aloud the Literary Check and remind students
shut—while I tried to get my brain to work. that sensory details appeal to their five senses.
“Patrick, wait. Why can’t we unwind the cocoons after the moths come
out?”
Have students reread the page in pairs, and list
“Jules. It’s all in the book.” sensory details and descriptions. For example,
“Okay, okay. I didn’t read the stupid book! Tell me!” I almost screamed. My hands were freezing cold. (sense of touch)
Patrick spoke slowly, like he was trying to calm me down. “The moth
gets out by making a hole in the cocoon, right? To make a hole it has
to chew through the silk—well, it doesn’t actually chew, it spits out this
chemical that dissolves the silk and makes a hole. And the hole goes StEp 5: Monitor progress
through all the layers of silk, see? So instead of one nice long thread, you’d
end up with a million tiny short pieces that you couldn’t sew with. Silk Ask students to check what they have
farmers never let the moths come out—it would ruin everything. Get it?” understood in the reading.
I got it, all right. I closed my eyes because I felt dizzy.
I hadn’t known that I didn’t know. Before You Go On
Ask students to read the Before You Go
jostling, pushing or knocking around On questions. Remind students that these
BEFORE YOU GO ON
questions will help them monitor their progress.
ABOUT THE AUTHOR 1 How are the Put students in pairs to answer the questions.
caterpillars killed?
Linda Sue Park was born in Illinois to Korean
immigrant parents. At a very young age she
2 Why is Julia
confused? Explain
ANSWERS
developed a love for writing poetry and stories. the problem.
1. Caterpillars are killed by boiling them in
She earned her degree in English from Stanford water for five minutes.
On Your Own
University while also competing on the school’s
Did you ever find out
2. Julia is confused because she thought that
gymnastics team. Her first children’s book, something surprising they could take the silk after the worms left
Seesaw, was published in 1999. A Single Shard was a when you were the cocoons, but they couldn’t.
2002 Newbery Medal winner. She lives with her family in western doing a project?
New York. Reading 1 11 On Your Own Ask students to take out a
separate sheet of paper and write an answer
to the On Your Own question. Place students
in small groups to discuss their responses, and
encourage volunteers to share their responses
with the class. Then collect student responses
KS_SB_L07TX_0899_R1.indd 11 English Learning 12/14/10 1:21:34 PM to monitor student comprehension, writing
skills, and fluency.
Review the purpose for

SIOP
®
SIOP ® in Practice OBSERVATION PROTOCOL
Reading
Comprehensible input Feature 12: techniques used to make Content Concepts Clear Elicit responses to the Set a Purpose for
Use sentence strips to review events in the story. Write six to ten events from Reading questions at the beginning of this
Project Mulberry on strips of paper. Then, mix up the strips and have students reading. Remind students to relate their
put them in order according to the sequence of events in the story. responses to the Big Question.
N FO
A R
T

S
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.
35
T11
Teach & Apply READING Review and Practice
Step 1: Introduce
1
Listening Skill READER’S THEATER
Tell students that one technique that will help Act out the following scene between Julia and Patrick.
them listen carefully is to look directly at the
Julia: I have a really good idea. I’m going to make a picture of the SKILL
person who is speaking. That way, they can entire life cycle of the silkworm. I’ll show how it changes
see the person speaking the words and also from an egg to a worm, and finally to a moth. Listen carefully to the
monitor the expressions the person uses when other actor so you know
Patrick: That’s a great idea! There’s only one problem. Do you want when to say your lines.
saying them.
your picture to show exactly what we do in our project?
Reader’s theater Julia: That’s right.

Patrick: Well then, to be 100 percent accurate, you can’t have a
Performing by reading aloud is excellent picture of the moth at the end.
practice for students. It gives them a reason to
Julia: Why not?
rehearse their reading several times, to increase
fluency, and improve oral expression. Pair Patrick: Didn’t you read the book I gave you? If we’re going to get
students to practice and perform. SAY: This silk from the cocoons, we’ll have to kill the creatures inside.
short scene from Project Mulberry is written as Julia: Kill them?
a script. In what way is the script different from Patrick: Yes, or they’ll destroy the silk.
the reading selection? Decide who will play the Julia: Oh, no. But kill them? That’s terrible!
roles of Julia and Patrick. Practice with your
partner, pronouncing the dialogue clearly.
Workbook
Have students begin the Reader’s Theater. COMPREHENSION Page 5
Pair students, assign roles, and have them Did you understand the story? If not, reread it with a
find a quiet corner in which to rehearse. Ask partner. Then answer the questions below.
volunteers to perform before the class.
Recall
1. Why is Patrick videotaping the caterpillars?
Step 2: practice 2. What is the cocoon made of?
Comprehend
Comprehension ▲ Silkworm moths resting
3. Describe the project Julia wants to embroider.
Check that students have understood the story. on cocoons
4. Why aren’t there going to be any live moths at the end
Have them reread, if necessary. Students can
of Julia and Patrick’s project?
answer the questions independently or in pairs.
They can respond orally or in writing. Analyze
5. Does the author think Julia and Patrick work well together?
ANSWERS 6. How does Julia feel about killing the silkworms?
1. Patrick is videotaping the caterpillars to
preserve a record of the changes from stage 12 Unit 1
to stage.
2. The cocoon is made of silk.
3. Julia wants to embroider the stages of the
life cycle of the silkworm.
4. There will be no live moths at the end of the
project because the moths are killed when M01D_KS13_SB_L07NA_3491_RP1.indd12 12 11/12/11 11:0

M01D_K
the cocoons are boiled to take the silk. standards, see Appendix A.
5. Yes, the author thinks Patrick and Julia work
well together. The following standards apply to pages 12–17.
6. Julia feels horrible about killing the Teaching the standards: RL.7.2, RL.7.3, RL.7.10, W.7.2, W.7.2.d, W.7.4, W.7.5, W.7.10,
silkworms. SL.7.1, SL.7.6, L.7.1, L.7.2
7. Answers will vary. Practicing the standards: RL.7.5, RL.7.7, SL.7.1.a, SL.7.2
8. Answers will vary. Go to www.LongmanKeystone.com for additional standards correlations for these pages.
Teaching Resources Leveled Support

• Workbook, p. 5 Beginning Direct students to turn to the page with the diagram. Help
• CD-ROM/e-book, Reader’s Theater, students locate the label for each stage.
Comprehension, Response to Literature Early Help students recall a word from science they can use to talk
For extra practice, use the DVD, CD-ROM, and Intermediate/ about frogs, silkworms, or other living things. Help students
worksheets on the Companion Website. Intermediate complete a sentence frame.
Early Advanced/ Use the life cycle visuals to introduce and discuss the concept
36 Advanced of metamorphosis and its literal and non-literal meanings.
T12
Connect
7. What steps would you take to begin a research project?
Step 3: extend
8. Did you ever work with a partner on a project? Explain.
Speaking Skill
DISCUSSION Remind students that speaking slowly and
Discuss in pairs or small groups. clearly gives them a comfortable rhythm of
speech. That way, when they come across new,
1. What did Julia do well for her project? What did Julia do poorly? SKILL
awkward, or difficult-to-pronounce words, they
2. What do you think will happen next in Project Mulberry? can take their time getting them right instead of
Speak slowly and
3. Have you ever had any problems with an activity or project? What clearly. trying to rush past them.
was one of your problems? How did you solve it?
How does the natural world affect us? In your opinion, should LEARNING STRATEGY Discussion
people have a responsibility to animals? Why or why not?
Use a concept map to Congratulate students on successfully
acquire new vocabulary. completing the reading. Help organize students
Workbook
RESPONSE TO LITERATURE Page 5 Adding words or phrases into pairs or small groups. You may wish to
Utilize Have you ever done an activity or worked on a project that to a Venn diagram, a pair English learners with English proficient
timeline, or a chart will students.
taught you something about nature? Did you learn anything that
help you see the
surprised you? Did you have any problems? Did you get dramatic relationships between
results? Compare your activity or project to Julia’s project. Copy the How does the natural world affect us?
words and their meanings.
chart below into your notebook. Share your chart in a small group. Guide students in a discussion about our
responsibility to animals. Encourage them to
give examples of ways that we should protect
Julia’s Project My Project
and care for animals.
Project: Study the life cycle of a silkworm moth
Step 4: Assess
Facts learned: How silkworms spin silk
How people get silk thread from Response to Literature
cocoons Answers will vary. Evaluate student projects
How a silkworm turns into a moth based on how detailed their answers are in
Surprising People have to kill the pupae in order to each of the categories. Possible responses:
facts: get silk from the cocoons. I researched coniferous trees. I learned that
coniferous trees are mostly found in cooler
forest areas in the northern and southern
Problem: The picture of the project can’t show hemispheres. One surprising fact is that their
the entire life cycle. resin helps to keep them from getting fungal
infections. One problem is that it is difficult
to decide which coniferous trees to focus on
because there are so many.
Reading 1 13
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SIOP in Practice
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PROFICIENCY TEST
Review and assessment Feature 30: assessment of student Comprehension and
Learning of all Lesson Objectives The Listening and Speaking subtests
This page offers opportunities for students to demonstrate their understanding assess students’ proficiency in these areas.
of key lesson concepts. In addition to these activities, you may have students See the correlation for clusters that support
use this wrap-up technique. Have students take turns selecting and completing these skills in Appendix B in this Teacher’s
an outcome sentence orally or in a writing journal. Edition and in the Pearson English Learning
Teacher’s Guide.
I wonder . . .
I discovered . . .
I still want to know . . .
I learned . . .
I still don’t understand . . .
I still have a question about . . .
You may also want to have students confer with a partner. 37
T13
Teach & Apply Grammar
Step 1: Introduce Adjectival Phrases: Adjective Order

Adjectives describe nouns. More than one adjective to describe a
Tell students that in this lesson they will learn
noun is called an adjectival phrase. An adjective or adjectival phrase
about the different types of adjectives and where
usually comes before the noun it describes. There are different kinds
to place an adjectival phrase in a sentence.
of adjectives. Some adjectives tell opinions, some describe size, some
are colors, and some describe materials. When you use an adjectival
Step 2: teach phrase, place the adjectives in the order shown in the chart below.
Adjectival phrases: Adjective Adjectival Phrase Noun

Order Opinion Size Color Material
Read aloud and discuss. SAY: Read the first I put it into an interesting little glass jar.
part of the sentence with me: I put it into an . I’ll use a narrow blue silk ribbon.
Look at the first adjective interesting. Some
people might not find the jar interesting, but you Workbook
do. So the adjective interesting is an opinion. Practice Page 6 Strengthen Your
Social language
Repeat this procedure with the adjectives little Work with a partner. Copy the dialogue below into your
and glass. Explain that glass can be a noun notebook, putting the adjectives in parentheses in the correct Describing an object
in some sentences, but in this sentence it order. Then take turns role-playing the following conversation. means communicating
describes the word jar. well. Go to www.
Example: Julia has a white cotton (cotton, white) cloth. LongmanKeystone.com
Z✔ Grammar Check Patrick: What are you doing with that (white, large) and do the activity for
cloth? this unit. This activity
Point out the Grammar Check box and read will help you use specific
the question aloud. SAY: Before a noun, what Julia: I’m going to embroider an egg and worm with learning strategies to
is the correct order for adjectives describing (cotton, regular) thread, and use (beautiful, silk) acquire basic vocabulary
color, material, size, and opinion? Answer: thread for the cocoon. words necessary for
opinion, order, size, color, material Patrick: Great. Maybe I can bring my mom’s describing people,
places, and objects.
(silk, red, fancy) scarf, too.
Strengthen Your Social Julia: Nice idea. Silk is amazing. It’s hard to believe it comes from
Language these (white, little, odd) cocoons.
Help students find the activity for this unit at ✔ Grammar Check
Apply
www.LongmanKeystone.com. Guide them to Before a noun,
Write five sentences using adjectival phrases about objects you see in
complete each section of the worksheet, and what is the correct
your classroom. Then read your sentences to a partner.
be available to answer any questions they may order for adjectives
have. Then encourage students to share their Example: There is a large black bookcase in the corner.
describing color,
answers with the class. material, size, and
opinion?
Step 3: practice
Read aloud the directions for this practice 14 Unit 1
exercise. Model how to complete the sentences.
ANSWERS
Patrick: large, white
Julia: regular, cotton, beautiful, silk
Patrick: fancy, red, silk M01D_KS13_SB_L07NA_3491_RP1.indd14 14 11/12/11 11
Julia: o dd, little, white M01D_KS
Accelerate Language Development

Step 4: Apply Order of Adjectives
Read the directions with students. Have them Advanced students have a grasp of more complex grammar features and
work independently and then read their sentences sentence patterns. For Beginning and Intermediate students, write some
to their partners. Make sure they are using sentences on strips of paper, leaving blank spaces for indefinite pronouns and
adjectival phrases correctly. Have students listen adjectives. Put the adjectives and indefinite pronouns on sticky notes. Have
carefully and correct each other’s mistakes. students use the sticky notes to put the words in order and read the sentences
aloud.
Teaching Resources
• Workbook, p. 6–7
• Transparencies, Graphic Organizer x
• CD-ROM/e-book, Grammar, Writing
38
T14
Adjectives after Indefinite Pronouns
Indefinite pronouns, such as something, anyone, and nowhere, refer
to something that is not specific. Adjectives can come after many
Step 1: Introduce
indefinite pronouns. Tell students that in this lesson they will learn
Indefinite about adjectives after indefinite pronouns.
Adjective
Pronoun
There was just something right about it.
Step 2: teach
The chart below shows common indefinite pronouns. Adjectives can
follow these pronouns. Adjectives after Indefinite
Indefinite Pronouns
pronouns
Now read about indefinite pronouns. Explain to
something someone somebody somewhere someplace
students how adjectives come after indefinite
anything anyone anybody anywhere anyplace pronouns. If students have questions, write
sentences giving examples of this rule.
nothing no one nobody nowhere no place
✔ Grammar Check
Workbook
Practice Page 7 Point out the Grammar Check box and read the
Work with a partner. Copy the sentences below into your notebook. question aloud. SAY: Name some indefinite
Modify the indefinite pronouns with the adjectives in parentheses. pronouns. Answer: Students can name any of
Example: Let’s do something for our science project. (dramatic) the indefinite pronouns in the second chart.
Let’s do something dramatic for our science project.
1. Did you meet anyone at the party? (nice)
2. Is there anything you’re looking for? (special) Step 3: practice
3. There was nobody that we could ask for directions. (knowledgeable) Read aloud the directions for this practice
4. Do you know anywhere we could get something to eat? (good) exercise. On the board, model how to complete
5. There’s something about a silkworm’s life cycle. (very interesting) the sentences by modifying the indefinite
pronoun with the adjective in parentheses.
Apply ✔ Grammar Check
Write five sentences using indefinite pronouns and adjectives. Be sure Name some ANSWERS
that the adjective follows the pronoun. Then read your sentences to a indefinite pronouns.
partner. 1. Did you meet anyone nice at the party?
2. Is there anything special you’re looking for?
Example: I read something unusual in the newspaper. 3. There was nobody knowledgeable that we
could ask for directions.
4. Do you know anywhere we could get
something good to eat?
5. There’s something very interesting about a
Reading 1 15 silkworm’s life cycle.
Step 4: Apply
Read the directions with students. After students
S_SB_L07TX_0899_RP1.indd 15 English Learning 1/27/10 2:54:36 PM complete the activity, have them read their
sentences to their partners. Ask students to
A
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circle the pronoun and underline the adjective
that follows it. Have students listen carefully and
T

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ENGLISH LANGUAGE
PROFICIENCY TEST
correct each other’s mistakes as they take turns.
The Writing Conventions 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.
39
T15
Teach & Apply Writing oing
Ong ing
Writ ls
Skil ice
t
Prac
Step 1: Introduce Write a Description of an Object
Tell students that at the end of this lesson At the end of this unit, you will write a descriptive essay. To do this, you
they will write a descriptive essay. Explain that will need to learn some of the skills used in descriptive writing. When
they will learn how to use their five senses to you describe something, you use sensory details that appeal to the
become good observers. They will also learn to reader’s five senses. Sensory details help readers see, hear, smell, taste,
use sensory words in their descriptions. or feel what you are describing. For example, the word dark appeals to
the sense of sight, and sticky to the sense of touch.
Step 2: teach Writing Prompt

Write a Description of an Write a paragraph describing a living thing you have observed in
nature, such as a beautiful flower, bird, or tree. Choose sensory
Object details to help the reader see or experience this object or creature.
Read the first paragraph. Model how you would Use content-based words and other newly acquired vocabulary
use your senses to describe something in that fit your topic. Place adjectives in the correct order.
nature. If possible, use a picture of a flower,
bird, or tree. SAY: Look at the picture. How
would you describe what you see? Make a list 1 PREWRITE Begin by choosing a topic.
on the board of the students’ responses. After
a point, SAY: Let’s use some of these words in a • Think about a living thing you can describe clearly.
sentence. Remember how we write adjectives in • Ask yourself which sensory details best describe it.
order.
• List your ideas in a graphic organizer. Workbook
Page 8
Prewrite Have students read the bulleted
Here’s a word web created by a student named Andrew:
points to help them generate details to use
in their writing. Remind students to use as
many senses as possible for their descriptions. Detail: white Detail:
Have students use the graphic organizer to and orange skinny
record their information. Tell them to write the pattern on black legs
information in their notebooks. wings
Topic:
butterfly
Teaching Resources
• Workbook, p. 8 Detail: feels like Detail: very
• Transparencies, Writing Model 21 fluttering cotton quiet
balls
• Assessment, Reading 1 Test
• CD-ROM/e-book, Writing 16 Unit 1

M01D_KS_SB_L07TX_0899_RP1.indd 16 1/27/10
M01D_
Accelerate Language Development

Adjectives
Beginning students lack the English necessary to develop or demonstrate
elements of grade-appropriate writing such as focus and coherence, conventions,
organization, voice, and development of ideas in English. Their writing is often
weak in description. Play the game I Spy to encourage use of adjectives when
speaking or writing.
40
T16
2 DRAFT Use your graphic organizer to help you write a first Draft Remind students to use their graphic
draft. Writing organizers during the draft stage. Read the
Checklist
• Keep in mind your purpose—to describe a living thing.
bulleted items. Remind students to refer to their
WORD CHOICE: organizers frequently during this stage of the
• Include details that will appeal to the reader’s five senses. I chose words writing process.
• Choose vivid, interesting words that fit your topic. carefully to create
sensory details. Revise Tell students that revising is an
3 REVISE Read over your draft. Look for places where the writing CONVENTIONS: important part of the writing process. Encourage
is unclear or needs improvement. Use the Writing Checklist to I placed adjectives them to read their drafts at least six times,
in the correct answering each one of the questions in the
help you identify problems. Then revise your draft, using the
order. checklist. SAY: Revising gives you a chance
editing and proofreading marks listed on page 452.
to look at your descriptive paragraph. Read
4 EDIT Check your work for errors in grammar, usage, mechanics, it slowly. Think about what you have written.
and spelling. Trade papers with a partner to obtain feedback. Use Does it describe the object? Have you used as
the Peer Review Checklist on Workbook page 8. Edit your final many of your senses as possible to describe
draft in response to feedback from your partner and your teacher. the object? Does your description contain
adjectives? Is your writing clear? Can you think
5 PUBLISH Prepare a clean copy of your final draft. Share your of other things to add?
descriptive paragraph with your class. Save your work. You’ll need
to refer to it in the Writing Workshop at the end of the unit.
Here is Andrew’s description of a butterfly. Notice his choice of sensory

Step 3: Assess
details and his accurate use of the word dramatic.
Writing Checklist Notes
Have students use the Writing Checklist to
Andrew Tilley evaluate their final draft.
The Butterfly
The butterfly is a beautiful and delicate insect. It often sits Word Choice Check that students chose
on gorgeous, tall, red flowers. It has delicate black wings with accurate and vivid words to create sensory
a beautiful white and orange pattern. If you were to hold it details. What senses were covered?
in your hand, it would feel like you were holding fluttering Conventions Check that students placed
cotton balls. It has soft silky wings and six long, skinny, black adjectives in the correct order in sentences.
legs. The insect’s abdomen has polka-dots between two solid
lines that create a pattern. The butterfly’s two thin antennae
are attached to a head with white lines and two big red eyes. Step 4: teach
Some insects make dramatic noises. They buzz or chirp, but
the butterfly comes and goes very quietly. It seems so peaceful Edit Tell students that good editors often
and mellow. I’m sure you’ll agree that the butterfly is a put their writing away for a while. They can
beautiful and delicate creature. then return to it with “fresh eyes.” Encourage
students to use the dictionary and thesaurus
and to check spelling and usage. Then have
Reading 1 17 them trade papers with a partner and use the
Peer Review Checklist on Workbook page 8 to
evaluate each other’s work.
Publish Have students revise their descriptive

paragraphs and then have a partner read them.
_KS_SB_L07TX_0899_RP1.indd 17 English Learning 1/27/10 2:54:39 PM Remind students to save their work.
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ENGLISH LANGUAGE
PROFICIENCY TEST
The Writing 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.
Writing Card W10 (pp. 16–17)

StepS 2 and 4: teach
41
T17
Unit Wrap-Up
Link the Readings
Step 1: Connect Critical Thinking
Look back at the readings in this unit. Think about what they have in
Link the Readings common. They all tell about nature. Yet they do not all have the same
Critical Thinking With students, brainstorm purpose. The purpose of one reading might be to inform, while the
some of the possible purposes of stories and purpose of another might be to entertain or persuade. In addition, the
articles. Instruct students to complete the chart content of each reading relates to nature differently. Now copy the
and prepare to discuss their answers. chart below into your notebook and complete it.
Title of Reading Purpose Big Question Link

ANSWERS From Project Mulberry to entertain
From Project to entertain It teaches the
Mulberry natural life “Ecosystems: The Systems of Nature”
cycle of the
silkworm. “Ali, Child of the Desert” The setting is a desert, which
“Ecosystems: to inform It describes the “Desert Women” is part of the natural world.
The Systems food chain and
“Blowing Up a Storm”
of Nature” how things are
related.
“Ali, Child of to entertain The setting is a Discussion
the Desert” desert, which Discuss in pairs or small groups.
“Desert is part of the How does the natural world affect us? Think about the readings.
Women” natural world. How did learning about silkworms affect Julia? What parts of the
natural world affect your life? How are the living and nonliving
“Blowing Up to inform It describes
things in the desert affected by the desert environment?
a Storm” the hurricane
that struck
Galveston in
1900.
Discussion
Preview the discussion questions and assign
pairs or small groups to work together.
• The article is factual and its purpose is
to inform. The short story is designed to
entertain. The story includes dialogue and
the thoughts and feelings of the characters.
The article does not have characters. 66 Unit 1
How does the natural world affect us? All

three of the readings describe some interrelated
cycles in nature.
M01M_KS_SB_L07TX_0899_LTR.indd 66 1/27/10
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Teaching Resources
• Assessment, Unit 1 Test
42
T66
Media Literacy & Projects
Work in pairs or small groups. Choose one of these projects:
Step 2: extend
1 Write a poem about a living or nonliving thing. Use
personification. Then read your poem to the class.
Home-School Connection
The projects provide all students with several
2 List the living and nonliving things around you. Take photos or ways to practice and apply what they have
draw pictures. Make a poster to show how things interact. Then learned in this unit. Read aloud and discuss
share your poster with the class. each of the options. The projects can be
completed independently, with partners, or in
3 Do you think Julia and Patrick will win the contest at the state fair? small groups.
Write a detailed plan and make a drawing for a different project.
Research ideas on the Internet. Then share your ideas with a Further Reading
classmate.
Each book listed on this page pertains to the
Big Question. Encourage students to peruse
4 Write a diary excerpt from Ali’s perspective about his journey in
them in their free time or read them for extra-
the desert. Include details about the desert and the people that
credit book reports. The first book on the list is
he met. Then read it aloud to the class.
easily accessible, the second is accessible, and
the third is challenging.
Further Reading
Choose from these reading suggestions. Practice reading silently with Websites
increased ease for longer and longer periods. Log onto www.LongmanKeystone.com for links
White Fang, Jack London to other interesting websites about the natural
In this Penguin Reader ® adaptation of the classic story, White Fang is world and how it affects us.
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 Rawlings

Jody 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 Marx

Follow a group of friends from Homestead, Florida, as they explore the
natural history and environment of the Everglades National Park and
nearby Miccosukee Reservation.
Unit 1 67
KS_SB_L07TX_0899_LTR.indd 67 English Learning 1/27/10 2:52:41 PM
SIOP
®
SIOP in Practice
®
Comprehensible input Feature 11: Clear explanation of Academic tasks

Ensure students understand expectations by providing step-by-step directions
for completion of classroom learning tasks. Oral directions should always be
accompanied by written ones so ELs can refer back to them at a later point in time.
43
T67
Listening &
Speaking Workshop Put It All Together
Step 1: Introduce
Begin by modeling a brief presentation
LISTENING & SPEAKING WORKSHOP
using the drawing of the silkworm cycle Presentation
of life on page 11. Remind students that visuals
can add interest to a presentation. Consider You will give a presentation that explains a process.
recording the presentation so students can
listen to it again. SAY: Work with a partner and 1 THINK ABOUT IT Look back over the readings in this unit. Talk in small
take turns reading the workshop directions groups about the natural world. Think of natural processes and nature-related
aloud, then summarize the activity in your own activites that take time to complete. Write down your ideas.
words. Remember to review the Listening & Work together to develop a list of processes you know something about,
Speaking Checklist on page 61. for example:
● how to make a birdhouse
Think About It Help students brainstorm ● how a seed becomes a flower
suitable topics for their presentations. ● how caves are formed
Encourage them to select topics that are of
personal interest to them. Explain that the more 2 GATHER AND ORGANIZE INFORMATION Choose a process
genuinely interested they are in a topic, the from your group’s list. Write down the steps in the process. Also write any
more compelling their presentations will be. 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.
Step 2: teach Order Your Notes Make a numbered list of simple steps to explain the
process you have researched.
Gather and Organize Information Once Use Visuals Make a poster of drawings and
students have chosen the process that they diagrams that illustrate the steps in your
would like to present, have them break down process. Use numbers or arrows to show
the process into discrete steps. Remind them the order of your pictures.
to make sure that the steps are clear and in
order. Suggest that students practice explaining
the process to a friend or family member
beforehand to see whether their listener(s) can
understand the process clearly.
A birdhouse
▲
Teaching Resources
• CD-ROM/e-book, Gather and Organize
Information
68 Unit 1
M01N_KS_SB_L07TX_0899_PIAT.indd 68
For the full text of the M01N_KS
1/27/10

Teaching the standards: W.7.2, W.7.2.a, W.7.2.b, W.7.2.d, W.7.2.f, W.7.4, W.7.5, W.7.7,
W.7.8, W.7.10, SL.7.3, SL.7.4, SL.7.5, SL.7.6, L.7.1, L.7.2
Practicing the standards: W.7.2.c, L.7.1.b
44
T68
Step 3: practice
3 PRACTICE AND PRESENT Use your list of SKILLS
steps as the written outline for your presentation. Practice and Present Tell students to
Keep your outline nearby, but practice explaining Learning Strategy: Request
keep in mind that the number one fear of
the steps in your process without reading them assistance. Ask a friend or
classmate to listen and give many people is public speaking. An excellent
word-for-word. You may want to look in a mirror way for students to learn to speak in front of
feedback as your team practices.
as you talk. Then request assistance from a friend Or tape-record your rehearsal, if an audience is to become a great listener
or family member. Ask him or her to listen to your possible. Listen to the tape together, and observer. Review the Speaking Skills
presentation and give feedback. Ask if any steps and find places where you can and Listening Skills on page 69. After each
are unclear. Change your outline and visuals as improve your presentation.
one, ask students why they think each tip is
needed to clarify your process. Keep practicing You may want to use words like important. You can also help students improve
until you know your presentation well. first, next, then, and last to help
your listeners follow the steps in
their speaking by explaining that a quotation is
Deliver Your Presentation Look at your often used in a speech to illustrate an important
the process.
audience as you speak. Emphasize key ideas by point to set the theme for the speech. These
pointing to a graphic. Slow down when you come
can be serious to make us think or humorous to
to the most important steps, or restate them at SKILLS make us laugh.
the end of your talk. If you explained how to make
something, like a birdhouse, show an example of it Take notes or make drawings as
to the class if possible. you listen. Strengthen Your Social
Think about what you are hearing. Language
4 EVALUATE THE PRESENTATION Does it make sense? If not, seek
Help students find the activity for this unit at
You will improve your skills as a speaker and a clarification. Ask questions at the
end of the presentation. When www.LongmanKeystone.com. Guide them to
listener by evaluating each presentation you give complete each section of the worksheet and
responding give clear, thoughtful
and hear. Use this checklist to help you judge answers to show that you were encourage students to share their answers with
your presentation and the presentations of listening carefully. the class.
your classmates.
Did the speaker clearly identify the steps in STRENGTHEN YOUR

the process? SOCIAL LANGUAGE Step 4: Assess
Were the steps in the process well explained Describing a process means
communicating well. Go to
Evaluate the Presentation Many students
and illustrated?
www.LongmanKeystone.com are reluctant to perform and present in front
Could you understand the speaker’s words? and do the activity for this of their peers, so building confidence is very
Did the speaker know the process well? unit. This activity will help you important. Begin by giving verbal feedback,
What suggestions do you have for improving expand your vocabulary using modeling phrases like I really liked when
the presentation? high-frequency English words you talked about . Your description of
necessary for identifying and
describing people, places, and
made me picture what that was like.
objects. Point out that just saying it was good does not
help the speaker know what to keep, improve,
Unit 1 69
or eliminate. Remind students about audience
etiquette and that all speakers appreciate a
receptive, empathetic audience.
S_SB_L07TX_0899_PIAT.indd 69 English Learning 1/27/10 2:51:39 PM
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SIOP SELP2 • Stanford English

T
®
SIOP in Practice
D
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® ENGLISH LANGUAGE
PROFICIENCY TEST
Review and assessment Feature 29: Regular Feedback Provided to students on
their Output The Listening and Speaking subtests
Periodic review of language, vocabulary, and content enables teachers to assess students’ proficiency in these areas.
provide specific academic feedback to students that clarifies and corrects See the correlation for clusters that support
misconceptions and misunderstandings. Feedback also helps develop students’ these skills in Appendix B in this Teacher’s
proficiency in English when it is supportive and validating. Edition and in the Pearson English Learning
Teacher’s Guide.
45
T69
Writing Workshop
WRITING WORKSHOP
Step 1: Introduce
Write a Descriptive Essay
In this workshop, students learn the steps of the
writing process. They will apply each step while
In this workshop, you will write a descriptive essay. An essay is a piece of writing
learning the characteristics of a descriptive that develops a single idea. Most essays begin with an introduction, include several
essay. body paragraphs, and end with a conclusion. In a descriptive essay, you use specific
details to convey a vivid impression of a person, place, thing, event, or experience.
Step 2: teach Writing Prompt

Writing Prompt Have students read the Write a descriptive essay about a place that is special to you.
writing prompt. Ask questions to check if they Include an introduction, two or more body paragraphs, and a
have understood the task. conclusion. Choose precise words and sensory details to describe
this place. Be sure to spell words correctly, using English spelling
SAY: What kind of essay will you write? What rules and patterns. Use a dictionary to check the spelling of a word
will it be about? How many paragraphs will it if you are uncertain about it.
have? What kind of details will you include?
Prewrite Review the topics from the writing 1 PREWRITE Review your previous work in this unit. Now brainstorm ideas
lessons of this unit and ask what was described for a topic. In your notebook, answer these questions: oing
Ong ing
Writ ls
in each of them. Write the words descriptive Skil ice
• What place is special to me? Why is it special? Prac
t
essay on the board.
• Which sensory details best describe this special place?
SAY: An essay is a group of paragraphs about
• List your ideas in a graphic organizer. Workbook
one topic. All the information in an essay Page 33
supports one main idea. In a descriptive essay, Here’s a word web created by a student named Lukas.
descriptive details are used to help the reader
visualize what a person, place, or thing is like.
Before you start writing, it’s a good idea to list Detail: warm,
out the details in a word web like this one. Detail: playful,
breezy air
barking dogs
Have students look at the word web created by
Topic: visit
Lukas. Ask them to identify the main topic and to Texas
which senses are used in each of the details.
Then model choosing a topic, such as the

beach. List the five senses and ask students to Detail: light blue Detail: stars
think of descriptive details for each, and then morning sky twinkling
create a word web on the board.
70 Unit 1
Teaching Resources
• Transparencies, Writing Model 25,
Proofreader’s Marks 51 M01N_KS_SB_L07TX_0899_PIAT.indd 70 M01N_K
2/1/10
• Workbook, pp. 33–34

• CD-ROM/e-book, Writing Workshop
46
T70
Have students read the prewrite instructions
and answer the questions in their notebooks.
Brainstorm topics and list possible topics on the
board. Once they have chosen a topic, have
them complete the word web in the Workbook
2 DRAFT Use your graphic organizer and the model on page 74 to help you
on page 33.
write a first draft.
• Remember to include an introduction and conclusion.

SAY: The main topic goes in the center. The
sensory details go in each of these bubbles.
• Describe your special place with specificity and detail. Try to include one detail for each of the senses.
• Be sure that subjects and verbs agree in number.
Draft Explain that a draft is a work in
3 REVISE Read over your draft. Think about how well you have addressed progress, and that it does not have to be
questions of purpose, audience, and form. Your purpose is to describe a perfect. Students can make further changes
special place. Have you chosen a place that you care about and that will later on. Review the parts of a descriptive
interest your readers? Do you include an introduction, body paragraphs, and essay (introduction, body paragraphs, and
a conclusion? Does your writing include sensory details and vibrant adjectives? conclusion). Tell students to use their graphic
Keep these questions in mind as you revise your draft. Use the Writing organizer to help them write their first draft.
Checklist below to help you identify additional issues that may need revision. They can also look at the final draft of Lukas’s
Mark your changes on your draft using the editing and proofreading marks essay on page 74 if they need help.
listed on page 452.
Have students start writing their first draft.
Remind them to think carefully about the
best way to organize their ideas so that it is
SIX TRAITS OF WRITING CHECKLIST LEARNING STRATEGY interesting and vivid for the reader.
IDEAS: Did I clearly and effectively introduce my topic? Monitor your written
language production. Revise Point out that revising focuses on
ORGANIZATION: Did I present sensory details in an order that makes
Using a writing checklist improving the content and wording of a draft.
sense?
will help you assess It is not the same thing as editing. This step of
VOICE: Does my writing have energy and personality? your work. Evaluate your the writing process is the time to make sure that
WORD CHOICE: Did I use precise words and newly acquired vocabulary essay to make sure that
your message is clear
their essay is clearly organized, includes vivid
that fit my topic? details, and that ideas are presented logically.
and easy to understand.
SENTENCE FLUENCY: Did my sentences flow smoothly?
CONVENTIONS: Did I spell words correctly, using English spelling rules
and patterns?
Unit 1 71
KS_SB_L07TX_0899_PIAT.indd 71 1/27/10 2:51:54 PM
47
T71
Writing Workshop
Have students read Lukas’s first draft. Ask

students to identify the introductory paragraph,
the three body paragraphs, and the concluding Here are the revisions Lucas plans to make to his first draft.
paragraph. Then ask students to list some of
the descriptive details Lukas uses to tell us
about Texas. My Favorite Place
Every day, I wish I could wake up in Texas, Yes, my favorite place

Ask students to review the changes Lukas
made in his draft. (He corrected errors in is Texas. We go there every spring break, for a week. Sometimes we
grammar and spelling, added details, and
improved word choice.) also go for Thanksgiving break, for just a few days. The main reason
SAY: Let’s compare the student’s outline to the we go to Texas is to visit my grandma. Grandma, and some dogs.
draft descriptive essay. What differences do Daisy, Ernie, and Bear are the dogs’ names, and what is really
you see? Did the draft contain all his original from
ideas from the outline? great is that they live right down the road to my grandma’s house.
similar in some ways. For one thing, they’re both
Daisy and Ernie are Labradors, while Bear is a cross between a Husky Revised to correct an
nearby error in grammar,
Step 3: Assess and a Golden Retriever. The advantage of having the dogs there is that improve word choice,
and add details.
Six Traits of Writing Checklist Refer I always have someone to play with. They’re a big black and white
back to the Six Traits of Writing Checklist on hair, brains, bones, play, and a whole lot of
bundle of love.
page 71 and explain that students should
answer each of these questions about their Texas is also my favorite place because the scenery is truly
own writing. Using the checklist will help them as softly as a cozy blanket Revised to add
to step back from their writer’s role and look at something to behold. The warm yet breezy air wraps around you. The details and correct
their work through the eyes of a reader. Read rays errors in spelling and
sun shines its raies hazily over the green dark grass and into your
aloud the Six Traits of Writing Checklist with grammar.
students, and go over each entry with additional heart. The sky in the morning is a light, calm blue.
questions. s
In my opinion, the scenery become even more beautiful in the
SAY: Revised to correct
on
Ideas: Is the main topic clearly introduced in evening. At twilight, a haze of orange and red at the horizon dances errors in grammar
the first paragraph? and add sensory
in the distance and over your head. As the haze vanishes, out comes details.
Organization: Are the sensory details bright,
presented in an order that makes sense? the twinkling stars in the night sky.
Voice: Does your writing sound energetic and
lively?
Word Choice: Do you include words hat
accurately describe the sensory details and
72 Unit 1
make them vivid?
Sentence Fluency: Do your sentences sound
natural and follow on logically from each other?
Conventions: Did you use your dictionary to
check the spelling of any difficult words?
M01N_KS_SB_L07TX_0899_PIAT.indd 72 M01N_K
10/29/10
48
T72
Step 4: teach
I’m not sure what else to say to help you understand why Texas is Ask students to look at their own drafts and
make changes in organization, content, or
my favorite place. A visit there is basically a trip to paradise for five wording. Remind students to use the editing
and proofreading marks on page 452.
days—no work, no stress, just a chance to relax with a dark orange Revised to improve
sentence fluency. Edit If possible, pair English Learners with
sun with a couple of dogs with a playful attitude. What more could you
English proficient students. Review with
ask for? The only way it could be better would be if it lasted longer. students the kinds of edits Lukas made on
his final draft. (He added a period, changed
verb conjugation, changed a preposition, and
4 EDIT Check your work for errors in grammar, usage, mechanics,
Workbook
Page 33
removed a conjunction.) Discuss why you think
and spelling. Then trade essays with a partner and use the Peer each edit was made. Have students look at
Review Checklist below to give each other constructive feedback. their own first draft and discuss the edits they
Edit your final draft in response to feedback from your partner and should make.
your teacher.
Tip: Mention that professional editors
PEER REVIEW CHECKLIST sometimes read over a draft by starting at
the bottom right hand side of a paper and
Does the essay sustain my interest? checking each word from right to left. In this
Does it have an introduction and conclusion? way, the editor does not get distracted by the
Do the words and details appeal to my senses? content of the story. Students may also use this
Do the sentences vary in length and pattern?
technique in order to perfect their writing. Keep
dictionaries nearby to check spelling.
Do subjects and verbs agree in number?
What changes could be made to improve the essay? For additional practice in editing and
proofreading, have students complete the
exercise on page 243 of their Workbooks.
Peer Review Checklist Remind students

that making changes to their own work can
sometimes be difficult, and that having a peer
also review their essay will help make their
writing stronger. The checklist will help them
to give constructive feedback to each other.
Remind them to give positive comments as well
as suggestions for improvement.
Ask students to exchange essays with a

Unit 1 73 partner. Allow a few minutes for students to
read their partner’s essay. Have students
complete the peer review checklist in their
Workbook on page 33 and give feedback to
their partner. Then have students go over their
final draft and make improvements based on
KS_SB_L07TX_0899_PIAT.indd 73 English Learning 2/1/10 9:21:02 AM
their partner’s feedback. Keep dictionaries
nearby to check spelling.
SIOP
®
SIOP in Practice
®
InteractIon Feature 19: ample opportunity for Students to clarify Key
concepts in L1
Some students benefit from the opportunity to clarify concepts in their first
language (L1). With the help of a bilingual aid or translating web site, identify
troublesome content concepts for students and invite them to interact with
the content in their native language. Also allow students proficient in both
languages to assist.
49
T73
Writing Workshop
Step 5: evaluate
Publish SAY: To publish means to make Here are the changes Lukas decided to make to his final draft as a
public. Both words share the same root. When result of his peer review.
you share your writing, you make it public.
Before you copy your final changes, plan out Lukas Arbogast
how you will show your writing. Consider the My Favorite Place .
style of writing. Is it funny? Is it a nonfiction, Revised to correct an
Every day, I wish I could wake up in Texas, Yes, my favorite place
fact-filled report? Think about how best to error in mechanics.
is Texas. We go there every spring break, for a week. Sometimes we
publish your piece of writing. Does it need also go for Thanksgiving break, for just a few days. The main reason
illustration? Will it work best as a book? In a we go to Texas is to visit my grandma. Grandma, and some dogs.
brochure? Or on a class website or blog? Daisy, Ernie, and Bear are the dogs’ names, and what is really
great is that they live right down the road from my grandma’s house.
Have students look at their own final draft and
Daisy and Ernie are similar in some ways. For one thing, they’re
discuss their options for publishing.
both Labradors, while Bear is a cross between a Husky and a Golden
SAY: Your descriptive essay might make a Retriever. The advantage of having the dogs nearby is that I always
good article for a magazine. We could design have someone to play with. They’re a big black and white bundle of Revised to add
They always greet me with happy, noisy barks. details.
a thematic bulletin board and put all your final hair, brains, bones, play, and a whole lot of love.
drafts on the board for readers to enjoy. Texas is also my favorite place because the scenery is truly
something to behold. The warm yet breezy air wraps around you as
Learning Log Have students complete the softly as a cozy blanket. The sun shines its rays hazily over the dark
Learning Log on page 34 in the Workbook. green grass and into your heart. The sky in the morning is a light,
Wrap up by asking students to name the three calm blue.
most useful things they learned in this unit. In my opinion, the scenery becomes even more beautiful in the
evening. At twilight, a haze of orange and red on the horizon dances
Career Connection in the distance and over your heads. As the drifting haze vanishes,
Environmental lawyers are able to affect out comes bright, twinkling, moonlit stars in the night sky.
change not only in the environment, but also I’m not sure what else to say to help you understand why Texas
in society’s interaction with the environment. is my favorite place. A visit there is basically a five-day trip to
under Revised to correct
They speak out on behalf of the natural world paradise—no work, no stress, just a chance to relax with a dark errors in grammar.
and can help preserve our natural resources. orange sun with a couple of dogs with a playful attitude. What more
Environmental lawyers provide a connection could you ask for? The only way it could be better would be if it
between society and the natural world lasted longer.
around us.
5 PUBLISH Prepare a clean copy of your final draft. Share your

descriptive essay with the class.
Workbook
Page 34
74 Unit 1
M01N_K
M01N_KS_SB_L07TX_0899_PIAT.indd 74 10/29/1
Leveled Support
Beginning Review the chart on page 75 with students. Have them
identify what the chart conveys. This can be done with words,
illustrations, or pantomime.
Early Have students read the text to a partner after the class’s choral
Intermediate reading.
Intermediate Ask students to describe the information to a partner. Then
reverse roles.
Early Advanced/ Have students take turns summarizing the chart and text.
Advanced Students should describe the picture and text in their own
words.
50
T74
Test Preparation
Test Preparation
Step 1: Introduce
PracTice
Taking Tests taking tests
3FBEUIFGPMMPXJOHUFTUTBNQMF4UVEZUIFUJQTJOUIFCPYFT You will often take Ask the class to think about the different kinds
8PSLXJUIBQBSUOFSUPBOTXFSUIFRVFTUJPOT tests that help
of tests they take. Remind students that every
show what you
Mr. Yee’s class is studying hurricanes. Gina finds this chart in test has its own format and purpose. Explain
know. Study the
a book from the library. Mr. Yee wants her to share the information tips below to help that in this lesson, they will explore strategies
with the class. Jason tells the class that he had traveled to Florida when you improve your and tips for how to answer questions about
Hurricane Charley hit. He and his family were caught in the storm. test-taking skills. reading selections.
Sometimes reading passages will contain
4JY.PTU%BNBHJOH)VSSJDBOFT charts that support or extend the reading
UP)JUUIF6OJUFE4UBUFT m
content. There is often a very close correlation
between the text and the chart. Students should
Hurricane Wind Speed answer the questions based on both what they
Name Year Location Wind Scale (miles per hour) see and what they read, using both visual and
1. Katrina 2007 Louisiana,
Category 4 140
contextual support to enhance and confirm their
Mississippi understanding of the passage.
2. Andrew 1992 Florida, Louisiana Category 5 165
3. Charley 2004 Florida Category 4 145
4. Ivan 2004 Alabama, Florida Category 3 108
Tip Step 2: teach
Read the questions
5. Frances 2004 Florida Category 2 94 before you read teaching the tips
6. Hugo 1989 South Carolina Category 4 140 the passage. This 1. Tell students that reading the questions
will help you look
before reading the passage will help them
for the information
1 Where was the most damaging storm? you need. remember what they need to pay attention
A Alabama to. It will help them recognize important
B Florida information when they read or see it.
C Mississippi Tip 2. Have students look at the answer choices.
D South Carolina Read all of the Remind students to refer back to the chart to
answer choices see which answers are wrong. Discuss what
2 From the passage, what can you infer about where Jason is least before choosing answers can be eliminated, and talk about
likely to live? one. What answers why they are incorrect. Look at the answers
F Alabama can you eliminate?
that remain and have students explain how
G Florida they know which answer is right.
H Louisiana
J South Carolina Workbook
Pages 35–38
Step 3: practice
Test Preparation 75 Have students complete this test, and the other
sample tests for this unit, in their Workbooks.
Teaching Resources
KS13_SB_L07NA_3491_PIAT.ind75 75
For extra practice, use the DVD,
CD-ROM, and worksheets on the
Companion Website.
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:
• Identify students at risk
• Help individualize instruction
• Evaluate student progress
• Demonstrate Adequate Yearly Progress
• Generate and print professional reports at the student, classroom, grade,
building, and district level
• Enable evidence-based evaluation and data-driven decision making
• Monitor progress, demonstrate improvement, and document achievement
for ensured accountability 51
T75
Visual Literacy
Step 1: Introduce Smithsonian American Art Museum
Remind students that the Big Question
is How does the natural world affect us?
SAY: The natural world has inspired artists
since prehistoric times. In the days before
the average person could easily travel long
distances, before television, and before
photographs were widely available, landscape
painters provided glimpses into the natural
world that people had never seen before.
Step 2: teach
Visual Literacy B efore television, movies, and photographs, if someone had never seen
a bear, they could only imagine what it looked like. In the 1800s, many
Albert Bierstadt Explain that Bierstadt went
American painters wanted to change this. They wanted to show people what
to California in 1859, after the first big gold
animals like bears and mountain lions looked like. They also wanted to
rush. However, when he painted Among the show people the natural world—lakes, rivers, and trees. So artists like Albert
Sierra Nevada, California, in 1868, he wasn’t Bierstadt painted these kinds of scenes. He and other painters used bright
in California. He deliberately exaggerated the colors. They put many details in their paintings. For the first time, a person
scale of the mountain peaks and made other who lived in a city could see what a bear looked like!
changes to project his idea of the American
wilderness—larger than life in its magnificence. Albert Bierstadt, Among the Sierra Nevada, California (1868)
Download the Smithsonian Center for Albert Bierstadt liked to put on a show. When he finished one of his
Education and Museum Studies website paintings, he would put it in a fancy frame. Then he would hide the
Lesson Plan, “Landscape Painting: Artists Who painting behind curtains in a dark room. Bierstadt would have someone
Love the Land” (www.LongmanKeystone.com). pull the curtains back. Then he would turn on the lights. People would
Using “Space Trick 3” as a guide, provide a gasp when they saw the painting. Most of them had never seen mountains
brief history to students about how and where out West. They had never seen huge open spaces. They had never seen
Bierstadt completed this painting. Then ask animals such as deer. It made them feel as though a wonderland was
them to choose a natural place they have beyond the Mississippi River.
visited that they enjoyed. Relying on memory, It was very difficult to travel anywhere in the United States in the early
have them draw that place using the same 1800s. Bierstadt was the first serious artist to travel west of the Mississippi
exaggerated approach that Bierstadt used. River. He painted some of the nation’s most famous natural wonders.
These include the Sierra Nevada Mountains and the Rocky Mountains.
Bierstadt knew most people in the East had a
But Bierstadt also realized he was putting on a show in his paintings.
limited knowledge of the Western landscape.
They might have seen small sketches or
photographs, but certainly nothing on a 76 Unit 1
grand scale to capture the true majesty of
the mountains or the expanse of the plains.
Ask students to create a map of the primary
mountain ranges in the continental United States.
First, they should sketch a basic outline of the
United States, then, with upside-down triangles, M01O_KS13_SB_L07NA_3491_SS.indd 76 11/12/11
M01O_K
mark the Sierra Nevada Mountains, the Rocky Common Core State Standards standards, see Appendix A.
Mountains, and the Appalachian Mountains.
Next, go to the Smithsonian National Museum of The following standards apply to pages 76–77.
American History website feature “Gold Nugget” Teaching the standards: SL.7.2
(www.LongmanKeystone.com) and show the Go to www.LongmanKeystone.com for additional standards correlations for these pages.
Teaching Resources
• CD-ROM/e-book, Smithsonian
• Success Tracker
Refer students to Success Tracker for
remediation and additional practice.
52
T76
class the image of the first official gold nugget
from 1848 that symbolized the beginning of the
gold rush. It was found in Coloma, California. Ask
students to identify where Coloma is and to put it
on their maps. Discuss the rigorous journey that
people from the East had to take over the various
mountain ranges to get to a place like Coloma.
Download the Smithsonian Center for Education
and Museum Studies website Lesson Plan,
“Landscape Painting: Artists Who Love the Land,”
(www.LongmanKeystone.com). Using “Space
Trick 1” as a guide, do an exercise with Among
the Sierra Nevada, California, that shows students
various ways that landscape artists create a sense
of foreground, middle ground, and background in
a painting. Point out the deer in the foreground,
the trees on a small spit of land pushing into
▲ Albert Bierstadt, Among the Sierra Nevada, California, 1868, oil, 72 x 120⅛ in., the middle of the lake, and the waterfall in the
Smithsonian American Art Museum background. Ask students to measure the deer
closest to the water’s edge. Have them place
In this painting, Bierstadt made the Sierra Nevada a deer of the same size on the land spit in the
Mountains a little higher than they really are. He actually middle of the picture and then by the waterfall in
painted the mountains while he was living in London, the background by the mountains. ASK: What
England! Bierstadt used sketches he had made during visits to happens to the deer as it is placed further into the
Discuss What You Learned
the American West. He also used memories he had of the Alps background of the painting? (It gets smaller.)
in Switzerland.
Until photography became more popular, paintings like this 1 Why did so few artists travel
one were often the only way many Americans could see what west to paint the mountains
the wilderness looked like. If viewers get up close, they can see and other landmarks in the STEP 3: Apply
a trout jumping in the left corner of the painting, deer moving nineteenth century?
toward the lake in the bottom center, and ducks feeding on the 2 Do you think Bierstadt’s Apply What You Learned
water. Even today, with all of our movies and television shows, paintings might have Have volunteers read the questions aloud,
influenced more people and be sure students understand the meaning
we think of the American West the way artists like Bierstadt
to move west? Why or
wanted us to see it. It is wild and filled with animals. There are why not?
of difficult words and concepts. Encourage
very few people. Of course this is hardly the case today, even in students to carefully study the artwork, and if
the biggest national parks. But sometimes an idea can be more Big Question necessary, reread the text to help them. Explain
powerful than what is real. How did the natural world that there are often no right or wrong answers
influence the painter
when responding to art.
Albert Bierstadt?
Workbook
Pages 39–40 77
ANSWERS
1. Few artists traveled west in the mid-
nineteenth century because it was a difficult
journey. There were few transportation
options (the transcontinental railroad was not
completed until 1869), unsanitary conditions,
KS13_SB_L07NA_3491_SS.indd 77 11/12/11 1:16:17 PM and challenging encounters with Native
Americans, outlaws, and others.
2. Possible response: Yes, I think the paintings
influenced people to move west because
they showed Americans the natural wonders
of their new country.
Possible response: Bierstadt wanted

viewers to see the beauty of the natural world in
the U.S. He painted highly detailed views of the
American West during a time when there were
few photographs and no movies or television.
53
T77
Pearson Longman
KEYstone
Program Components
Keys to Learning Building Bridges Level A Level B Level C Level D Level E Level F
LEVEL 10-digit 13-digit Price LEVEL 10-digit 13-digit Price LEVEL 10-digit 13-digit Price
Level A Penguin Reader Library C Teacher Edition eText 6-Yr License 0-32-875436-6 978-0-32-875436-6 $ 69.97
Assessment 0-32-873315-6 978-0-32-873315-6 $ 86.65 Inventions That Changed the World 1-405-88223-9 978-1-405-88223-1 $ 8.25 Student Edition eText CD-ROM 0-32-876613-5 978-0-32-876613-0 $ 42.97
Audio CD 0-32-873318-0 978-0-32-873318-7 $ 128.40 Extreme Sports 1-405-88159-3 978-1-405-88159-3 $ 8.25 Teacher Edition eText CD-ROM 0-32-876582-1 978-0-32-876582-9 $ 69.97
Readers Companion 0-32-873314-8 978-0-32-873314-9 $ 12.35 The Scarlet Letter 1-405-85534-7 978-1-405-85534-1 $ 8.25 Level F
Grey Owl 1-405-88185-2 978-1-405-88185-2 $ 8.25 Assessment 0-32-873306-7 978-0-32-873306-4 $ 86.65
Student Edition 1-4284-3490-9 978-1-4284-3490-5 $ 60.97
The Last of the Mohicans 1-405-84287-3 978-1-405-84287-7 $ 8.25 Audio CD 0-32-873330-X 978-0-32-873330-9 $ 128.40
Teacher Edition 1-4284-3497-6 978-1-4284-3497-4 $ 99.97 War of the Worlds 1-405-86524-5 978-1-405-86524-1 $ 8.25
Teacher’s Resource Book 0-32-873313-X 978-0-32-873313-2 $ 40.95 Readers Companion 0-32-873300-8 978-0-32-873300-2 $ 12.35
Transparencies 0-32-873316-4 978-0-32-873316-3 $ 103.70 Pearson eText C Student Edition 1-4284-34968 978-1-4284-3496-7 $ 60.97
Video DVD 0-13-241182-2 978-0-13-241182-0 $ 122.85 Student Edition eText 1-Yr License 0-32-875406-4 978-0-32-875406-9 $ 9.47 Teacher Edition 1-4284-35034 978-1-4284-3503-2 $ 99.97
Workbook 1-4284-3504-2 978-1-4284-3504-9 $ 12.97 Student Edition eText 6-Yr License 0-32-875417-X 978-0-32-875417-5 $ 42.97 Teacher’s Resource Book 0-32-873294X 978-0-32-873294-4 $ 40.95
Teacher Edition eText 1-Yr License 0-32-875426-9 978-0-32-875426-7 $ 14.97 Transparencies 0-32-8733121 978-0-32-873312-5 $ 103.70
Penguin Reader Library A Teacher Edition eText 6-Yr License 0-32-875433-1 978-0-32-875433-5 $ 69.97
Stranger than Fiction Urban Myths 1-405-86977-1 978-1-405-86977-5 $ 8.25 Video DVD 0-13-2447258 978-0-13-244725-6 $ 122.85
Student Edition eText CD-ROM 0-32-876611-9 978-0-32-876611-6 $ 42.97 Workbook 1-4284-35107 978-1-4284-3510-0 $ 12.97
Rip Van Winkle and The Legend 1-405-84280-6 978-1-405-84280-8 $ 8.25
of Sleepy Hollow Teacher Edition eText CD-ROM 0-32-876580-5 978-0-32-876580-5 $ 69.97
Penguin Reader Library F
Gandhi 1-405-87693-X 978-1-405-87693-3 $ 8.25 Level D The Fall of the House of Usher 1-405-86235-1 978-1-405-86235-6 $ 8.25
Moby Dick 1-405-88166-6 978-1-405-88166-1 $ 8.25 Assessment 0-32-873304-0 978-0-32-873304-0 $ 86.65 and Other Stories
The Gift of the Magi and 1-405-87804-5 978-1-405-87804-3 $ 8.25 Audio CD 0-32-873325-3 978-0-32-873325-5 $ 128.40 Cinderella Man 1-405-88208-5 978-1-405-88208-8 $ 8.25
Other Stories Readers Companion 0-32-873298-2 978-0-32-873298-2 $ 12.35 World Folk Tales 1-405-86252-1 978-1-405-86252-3 $ 8.25
The Time Machine 1-405-88234-4 978-1-405-88234-7 $ 8.25 Student Edition 1-4284-3494-1 978-1-4284-3494-3 $ 60.97 Pirates of the Caribbean 1-405-88170-4 978-1-405-88170-8 $ 8.25
Pearson eText A Teacher Edition 1-4284-3501-8 978-1-4284-3501-8 $ 99.97 The Mosquito Coast 1-405-87664-6 978-1-405-87664-3 $ 8.25
Student Edition eText 1-Yr License 0-32-875404-8 978-0-32-875404-5 $ 9.47 Teacher’s Resource Book 0-32-873292-3 978-0-32-873292-0 $ 40.95 Les Miserables 1-405-86527-X 978-1-405-86527-2 $ 8.25
Student Edition eText 6-Yr License 0-32-875415-3 978-0-32-875415-1 $ 42.97 Transparencies 0-32-873310-5 978-0-32-873310-1 $ 103.70 Pearson eText F
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Level B Martin Luther King 1-405-88194-1 978-1-405-88194-4 $ 8.25 Student Edition eText CD-ROM 0-32-876614-3 978-0-32-876614-7 $ 42.97
Assessment 0-32-873301-6 978-0-32-873301-9 $ 86.65 The Interpreter 1-405-88189-5 978-1-405-88189-0 $ 8.25 Teacher Edition eText CD-ROM 0-32-876583-X 978-0-32-876583-6 $ 69.97
Audio CD 0-32-873320-2 978-0-32-873320-0 $ 128.40 The Hunchback of Notre-Dame 1-405-85550-9 978-1-405-85550-1 $ 8.25 Keys to Learning
Readers Companion 0-32-873295-8 978-0-32-873295-1 $ 12.35 A Tale of Two Cities 1-405-86256-4 978-1-405-86256-1 $ 8.25 Assessment 0-32-873276-1 978-0-32-873276-0 $ 75.90
Jim Smiley and His Jumping 1-405-86239-4 978-1-405-86239-4 $ 8.25
Student Edition 1-4284-3491-7 978-1-4284-3491-2 $ 60.97 Audio CD 0-13-208380-9 978-0-13-208380-5 $ 128.40
Frog and Other Stories
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Video DVD 0-13-613630-3 978-0-13-613630-9 $ 122.85 Student Edition eText 6-Yr License 0-32-875423-4 978-0-32-875423-6 $ 42.97 Teacher’s Resource Book 0-32-873280-X 978-0-32-873280-7 $ 40.95
Workbook 1-4284-3505-0 978-1-4284-3505-6 $ 12.97 Teacher Edition eText 1-Yr License 0-32-875428-5 978-0-32-875428-1 $ 14.97 Transparencies 0-13-208344-2 978-0-13-208344-7 $ 92.95
Teacher Edition eText 6-Yr License 0-32-875435-8 978-0-32-875435-9 $ 69.97 Workbook 0-13-208373-6 978-0-13-208373-7 $ 12.97
Penguin Reader Library B
Student Edition eText CD-ROM 0-32-876612-7 978-0-32-876612-3 $ 42.97
White Fang 1-405-85538-X 978-1-405-85538-9 $ 8.25 Pearson eText Keys to Learning
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New York 1-405-88197-6 978-1-405-88197-5 $ 8.25 Level E Student Edition eText 6-Yr License 0-32-875642-3 978-0-32-875642-1 $ 34.97
The Amazon Rainforest 1-405-88154-2 978-1-405-88154-8 $ 8.25 Assessment 0-32-873305-9 978-0-32-873305-7 $ 86.65 Teacher Edition eText 1-Yr License 0-32-875644-X 978-0-32-875644-5 $ 13.47
The Road Ahead 1-405-87690-5 978-1-405-87690-2 $ 8.25 Audio CD 0-32-873327-X 978-0-32-873327-9 $ 128.40 Teacher Edition eText 6-Yr License 0-32-875643-1 978-0-32-875643-8 $ 62.47
Stargate 1-405-88204-2 978-1-405-88204-0 $ 8.25 Readers Companion 0-32-873299-0 978-0-32-873299-9 $ 12.35 Student Edition eText CD-ROM 0-32-876615-1 978-0-32-876615-4 $ 34.97
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Teacher’s Resource Book 0-32-873293-1 978-0-32-873293-7 $ 40.95
Building Bridges
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Teacher Edition eText 1-Yr License 0-32-875425-0 978-0-32-875425-0 $ 14.97 Transparencies 0-32-873311-3 978-0-32-873311-8 $ 103.70
Audio CD 0-32-873324-5 978-0-32-873324-8 $ 128.40
Teacher Edition eText 6-Yr License 0-32-875432-3 978-0-32-875432-8 $ 69.97 Video DVD 0-13-244722-3 978-0-13-244722-5 $ 122.85
Student Edition 1-4284-3493-3 978-1-4284-3493-6 $ 49.97
Student Edition eText CD-ROM 0-32-876610-0 978-0-32-876610-9 $ 42.97 Workbook 1-4284-3509-3 978-1-4284-3509-4 $ 12.97
Teacher Edition 1-4284-3500-X 978-1-4284-3500-1 $ 88.97
Teacher Edition eText CD-ROM 0-32-876579-1 978-0-32-876579-9 $ 69.97 Penguin Reader Library E Teacher’s Resource Book 0-32-873291-5 978-0-32-873291-3 $ 40.95
Level C Teacher Man 1-405-88233-6 978-1-405-88233-0 $ 8.25 Video DVDs 0-13-207696-9 978-0-13-207696-8 $ 122.85
Assessment 0-32-873302-4 978-0-32-873302-6 $ 86.65 Gladiator 1-405-88218-2 978-1-405-88218-7 $ 8.25 Workbook 1-4284-3507-7 978-1-4284-3507-0 $ 12.97
Audio CD 0-32-873322-9 978-0-32-873322-4 $ 128.40 North and South 1-405-86781-7 978-1-405-86781-8 $ 8.25 Transparencies 0-32-873309-1 978-0-32-873309-5 $ 92.95
Readers Companion 0-32-873296-6 978-0-32-873296-8 $ 12.35 Saving Private Ryan 1-405-88271-9 978-1-405-88271-2 $ 8.25
Ripley’s Game 1-405-88250-6 978-1-405-88250-7 $ 8.25 Pearson eText Building Bridges
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American Life 1-405-88155-0 978-1-405-88155-5 $ 8.25
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Longman Pearson Keystone Level B Teacher's Edition Sample

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Longman Pearson Keystone Level B Teacher's Edition Sample

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(Grades 6–12)

Core ESL Instruction

KEYstone proficiency and academic knowledge.

Pearson English Learning System

John De Mado has been an energetic force in the field of Language

Sharroky Hollie is an assistant professor in teacher education at

Pearson Longman Keystone:

Develops transferable cross-curricular academic skills

Provides an easy-to-use roadmap to academic success

Inside this Sampler*

*From Level B, Unit 1

For more information, contact Pearson customer service at 1-800-848-9500

E ach of the six units in a Preview the Unit

level focuses on a theme and Step 1: Introduce

is organized around aBig

Question. The readings in each

unit balance both informational

• Video, Segment 1 EL Insights

• CD-ROM/e-book, Big Question SIOP ® in Practice

At the end of each unit, Linkthe

Readings provides assessment

and a fluency check.

gives students opportunities

Everglades Forever: Restoring America’s Great Wetland, Trish Marx

• Assessment, Unit 1 Test SIOP ® in Practice OBSERVATION PROTOCOL

For extra practice, use the DVD, CD-ROM, and

PutItAllTogether provides Listening & BDDPNQBOJFECZXSJUUFOPOFTTP&-TDBOSFGFSCBDLUPUIFNBUBMBUFSQPJOUJOUJNF

Speaking Workshop Put It All Together

For the full text of the English Learning

The following standards apply to pages 68–75.

SIOP SELP2 • Stanford English

W.7.8, W.7.10, SL.7.3, SL.7.4, SL.7.5, SL.7.6, L.7.1, L.7.2

Prepare to Read lessons precede Step 1: teach

each reading. They include Key

Words, Academic Words, and Word

Common Core State Standards

• Workbook, pp. 2–4 SIOP

Before You Go On questions check

Listen and Read ANSWERS

POUIFDPOUFYU XIBUEPZPVUIJOLUIJTNFBOT FODPVSBHFWPMVOUFFSTUPTIBSFUIFJSSFTQPOTFT

Review and Practice pages let 1

you monitor student progress in

comprehension and fluency.

Grammar and Writing pages teach

specific skills and then practice those

skills in a structured assignment.

SELP2 • Stanford English Language Proficiency Test

• Student CD-ROM/e-book makes selections come • Audio CD models oral

ELL13_TE07_KS_U1.indd 14 2/11/12 2:56:45 AM ELL13_TE07_KS_U1.indd 15

A Unit Planner outlines the Unit

Learning System is SSIOP

Conventions T15, WritingT17

Evaluating Student Achievement

ENGLISH LANGUAGE • Resources, Summaries, pp. 125–126

e ELL13_TE07_KS_U1_OV.indd 2 11/02/12 3:17 AM

Built-In Differentiated Instruction

Leveled Support Teacher’s Edition

English Learning System. PrePare to

Implement the Sheltered Instruction read

validated framework for teaching reView and

A+RISE® provides high-yield, 233

success. AIMSweb®® Oral Reading

SELP2 T11, Listening

E ach of the six units in a Preview the Unit

is organized around aBig

At the end of each unit, Linkthe

PutItAllTogether provides Listening & BDDPNQBOJFECZXSJUUFOPOFTTP&-TDBOSFGFSCBDLUPUIFNBUBMBUFSQPJOUJOUJNF