Teacher Created Materials | www.tcmpub.com | 800-858-7339 135 ENGLISH LANGUAGE DEVELOPMENT Language Power, 2nd Edition Complete Kits $799.99 Each complete kit includes one text set, Digital Resources, Digital At-Home Tip Guides, and a single Student Guided Practice Book. Additional Student Collections and Student Guided Practice Books can be ordered. Grade Level Item # Student Collections & Books Grades K–2 Level A 128235 Pg. 136 Grades K–2 Level B 128236 Pg. 136 Grades K–2 Level C 128237 Pg. 136 Grades 3–5 Level A 128238 Pg. 137 Grades 3–5 Level B 128239 Pg. 137 Grades 3–5 Level C 128240 Pg. 137 Grades 6–8 Level A 131450 Pg. 138 Grades 6–8 Level B 131451 Pg. 138 Grades 6–8 Level C 131452 Pg. 138 LANGUAGE POWER 2ND EDITION Inside Every Kit • 30 thematically grouped high-interest readers and text cards • One full-color Student Guided Practice Book • Standards-based lesson plans • Management and Assessment Guides • Digital resources include read-along ebooks and fun student videos Language Proficiency Levels Level A Beginner Level B Intermediate Level C Advanced • Strong text-to-picture match supports comprehension. • Simple language structures allow participation. • Contextualized activities build vocabulary. • Variety of texts include vocabulary and complex language structures. • Visual support and think-alouds scaffold learning. • Spiraling content encourages discussion and participation. • Text and video complexity support high-level reading and listening skills. • Complex language structures build advanced speaking and writing skills. • Opportunities provided to debate and defend thinking. Leaves Background Information Scientists use plants’ leaves to put the plants into groups. This is called classification. Scientists look at the different features of the leaves to group them. Some of those features are size, shape, texture, and veins. Scientists look at the size of leaves to group them. Some leaves are not very long. The largest leaves are found on a fan palm. Scientists also look at the shape of leaves to group them. Some leaves are shaped like needles. Some are shaped like hearts, ovals, or fans. Scientists also look at the texture of leaves. Some leaves have sharp edges and others have smooth edges. They also look at the veins in leaves. Some veins run parallel to each other. Some veins branch out from the stem. There are other ways that scientists can classify plants using leaves. Can you think of any? Analyzing Science ● How are the leaves on the front of this card grouped? Is there another way to group them? ■ Choose three leaves from the front of the card. How are they the same? How are they different? ▲Why is it important to classify leaves? Nonfi ction Writing Prompt Look around your home. Find three different plants. Write about them, describing what is the same and what is different about the plants. How much light do they need? Do they stay green all year? Scientifi c Challenge Scientists are making new kinds of plants. These are called hybrids. Hybrids are a combination of two different kinds of plants. What kind of hybrid plant do you think would be helpful to people? Write a paragraph about it. Make a diagram of your hybrid plant. Then write about it. © Teacher Created Materials i7175—Language Power Red Level A—Text Card Set beggars explained neighbors peddler poor village They all ate it. It was the best soup they had ever tasted! They asked the poor peddler to stay in the village and make stone soup every day. He did, and he lived happily ever after. DAVID DEES What is in stone soup? Are stones an important part of the soup? Why or why not? How did the peddler solve his problem? m 1 m 2 m 3 1. Begin a story with “Once upon a time.” 2. End it with “They lived happily ever after.” 3. Fill in the middle with a story. Use fairy tale people in your story. Stone Soup © Teacher Created Materials i7176—Language Power Red Level B—Text Card Set Reader’s Response What is the total amount that Lester pays for the bike? Do you think that finding the money for the bike was hard for Lester? Show where the story helped you find the answer. Do you think the Wright brothers are disappointed that Lester seems more excited about the bicycle than their flying machine? Show where the story helped you find the answer. Writer’s Response How does the writer distinguish between the two Wright brothers to make them seem like individual people? The bicycle in the story is called a Fleetwing. What name would you choose for the bicycle? m 1 m 2 m 1 m 2 Be the Writer Think about a period in history you’d like to know more about. It could be when your grandparents were children or when the Wright brothers lived, for instance. Write three questions you would like answers to about life in that time. For example, you might want details about food people ate or the clothes they wore. Then research to find the answers. From the Writer You probably know that Wright brothers flew the first true airplane in 1903. But did you know about their career as bike mechanics? The story Two Bike Mechanics focuses on events in that time of the Wright brothers’ life. Writers of stories based on real events in the past have to get their facts right. Otherwise, readers won’t believe their stories. Two Bike Mechanics is a fictional story. But it seems quite real. That’s because the writer used lots of facts. He researched about the Wright brothers. He also researched facts about Dayton, Ohio, around 1900. Can you find some of these facts? They include the location of the bike shop on Third Street. They also include the trolley that ran down the street. The writer adds facts about what each Wright brother looked like. What facts about Wright bicycles did the writer include? Writers who set stories in the past need facts. They research facts about their time period and place. Most writers spend lots of time in libraries finding facts they can use. They use magazines, books, and newspapers. They search the Internet. Sometimes, most of the work has already been done by the time the writer sits down to do the writing! gleaming mechanics model slim trolley twinkled workroom Two Bike Mechanics © Teacher Created Materials i7177—Language Power Red Level C—Text Card Set Reader’s Response Whydoesthevulturewanttotakeaway Jabuti’ssongandbeauty? Thevultureisuglyontheoutsideandon theinside.Canacharacter’slookgive cluestowhat’sontheinside?Explainyour answer. Writer’s Response Doesthewritersticktofactsthatseem true?Supportyouranswerwithevidence fromthestory.Whatdoesyourevidence tellyouaboutfables? Thewritergivesthevulturespeakinglines butdoesnotgiveanytoJabuti?Whydo youthinkthewriterdidthis? Be the Writer Think of animals that you would like to see as a speaking character. Choose three. Write a funny conversation among the three animals. Be sure to use proper punctuation, including quotation marks. Try to show the character for each animal. Carefully choose words, phrases, and sentences to show each character. From the Writer Writers want to share a message with readers. Think about stories you have read. Did you get the idea that the writer wanted to "say something?" Sometimes the message is clear. The writer states it in words. Other times, the message is not clear. You must read carefully. Then you will get the writer's message. Another word for the writer's message is theme. Most stories have a theme. The story on this card is a fable. A fable always has a theme. Often, it is stated. Read the fable and find the theme. (Hint: In a fable, a moral tells the theme.) Would you know the theme if the writer had left out the last line? Think about this fable. How does the writer develop the theme? At the start, the turtle plays a lovely song. But the vulture cannot sing. Later, the writer says that the turtle is very “beautiful.” What about the vulture? He seems plain and ugly. The writer compares the ugly vulture to the beautiful turtle. This leads to the moral in the last line. Jabuti’s Shell m 1 m 2 m 1 m 2 beautiful fable jealous moral piece shrugged vulture © Teacher Created Materials i7178 Language Power Blue Level A—Text Card Set Reader’s Response Whatistheonlypartofthefungusthat canbeseenaboveground?Whendoesit appear? Doyouthinkthefungusandthetreeshelp eachotherandbothgainsomethingordo youthinkthatoneortheotherofthese livingthingswilltakeoverthehillandkill theother?Explainyouranswer. Writer’s Response Whatbesidesthefungusdoesthepoet personify?Giveanexamplefromthe poem. Howdoesthepoetusepronounstoaidin personification? Be the Writer • Think about a thing that you see or use every day. How could you personify the object to describe it to someone else? Write a paragraph to express your ideas. • Imagine what might happen to this king if the trees all die. What would the future be for this fungus? Write a new verse or two for the poem about the possible outcome. From the Writer When you personify something, you describe it and give it actions as if it were a person. People personify their pets and homes. They personify their cars and even their computers. Writers sometimes personify nonhuman things in their stories or poems. It helps us see things in a new light. We call this way of writing personification. Read the poem “King of the Hill.” What is it about? It is about a lowly fungus. Think about how the poem describes the fungus. We are told that “a giant” lies beneath the hill. The giant is the poet’s special word for the fungus. What image does the word giant bring to your mind? Most likely, it is a picture of a very large human being. The fungus is not at all like a human. But it is huge. That is personification at work. Find a powerful personification in the fourth line. Think about qualities that are usually human. Did you select “His fingers stretch” as the image? The picture is of a hand with long fingers slowly and silently reaching out for something. A fungus does not have fingers, as people do. However, a fungus does have threadlike parts that push outward. Thinking of them as stretching fingers creates a picture in our minds. It helps us understand and remember the poem. Look for other examples of personification in “King of the Hill.” Personification gives us a great picture to hang on to as we read. monarch spies King of the Hill m 1 m 2 m 1 m 2 © Teacher Created Materials i7179—Language Power Blue Level B—Text Card Set Analyzing Science ● What are the names of the three big galaxies in the Local Group? ■ Compare and contrast the three largest galaxies in the Local Group? ▲ What do you think causes galaxies to have different shapes? Nonfi ction Writing Prompt Select one of the three main galaxies in the Local Group. Research that galaxy on the Internet or at your school library. Create a multimedia presentation about the galaxy using a presentation program on a computer. Fiction Writing Prompt Pretend a group of friendly aliens from the Andromeda Galaxy are planning to visit Earth. They have chosen you as their travel agent. Include the stops they would make in our solar system and what they would see along the way. The Local Group of Galaxies Background Information Did you know that there are billions of galaxies in our universe? Many of them are in groups. We live in the Milky Way Galaxy. It is part of a group of galaxies called the Local Group. Some of the galaxies in the Local Group are big. Some of them are small. The Andromeda Galaxy and the Triangulum Galaxy are part of the Local Group. They are examples of big galaxies. How large is the Local Group? Think of it this way. One hundred galaxies the size of the Milky Way could fit inside the Local Group. The Andromeda Galaxy is the biggest in the Local Group. It is almost twice as big as the Milky Way. There are about a trillion stars in it. Is it hard to imagine so many stars? You would not be able to count that many stars in your lifetime! The Milky Way is the second-largest galaxy in the Local Group. It might have as many as 400 billion stars. The Triangulum Galaxy is the third-largest galaxy in the Local Group. Sometimes, it is called the Pinwheel Galaxy. It has about 40 billion stars in it. These galaxies have something in common. They are all called spiral galaxies because of their shapes. There are smaller galaxies in the Local Group. Canis Major Dwarf is one of the small galaxies. It is the closest galaxy to the Milky Way and has about one billion stars. It is an irregular galaxy. Irregular galaxies do not have a defined shape. The Local Group of Galaxies Scientifi c Challenge Research the Andromeda Galaxy, the Triangulum Galaxy, and the Milky Way on the Internet or at your school library. Find four new facts about each galaxy. Write a small paragraph about each of the galaxies, including your findings. Include images or pictures with your report. © Teacher Created Materials i7180—Language Power Blue Level C—Text Card Set Three leveled kits per grade band give Language Power optimum flexibility to support individualized, differentiated instruction for your English learners. GRADES K–2 GRADES 3–5 GRADES 6–8 Each kit includes a 30-piece themed, leveled text set in print and digital formats. Text sets include several genres, subjects, and high-interest topics. Kits also include essential questions, videos, and visuals to build academic language, content knowledge, and critical thinking.
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