Ranches of the American West by Carmelo Campos ELL Reader 6.1 Expository Nonfiction INTRODUCE THE BOOK RESPOND Activate Prior Knowledge/Build Answers to the Reader’s Inside Back Cover: Background Read the title, and show the cover photo. Invite students to share what they know Talk About It about the American West. They must keep cattle from freezing; make sure they have enough to eat and drink; brand, Preview/Use Text Features Preview the tag, and immunize calves; cut wood; grow hay reader by talking about the illustrations together, and other crops; fix machinery; take care of naming the labeled items, and reading the captions. Point out the map on page 2 and the other animals.
(Main Idea and Details) Extend Language feature on page 3. Answers will vary. Students may say that riding horses, taking care of animals, and riding Preteach Vocabulary Review the tested on tractors would be different experiences for vocabulary words that appear in this book: them. (Compare and Contrast) romping and rowdy.
Introduce these key words from the book: mission (p. 4), Write About It freeze (p. Cattle: keep cattle warm; make sure they words and add them to a Word Wall. have enough to eat and drink; brand, tag, and immunize calves; Ranch: grow vegetables and fruits, preserve food, cut wood, make clothes, READ THE BOOK grow hay, fix machinery (Categorize) Choose among these options for reading to Support writers at various English proficiency support students at all English proficiency levels.
Beginning Let students dictate their ideas for Read Aloud Read the book aloud as students someone else to record. Pause to verify comprehension and Intermediate Have students brainstorm a to explain unfamiliar concepts. list of words they can use when writing about Monitored Reading Have students silently ranching. read a few pages at a time.
Use the following Advanced Have students include at least four questions to support comprehension: items on each side of their graphic organizers. • Pages 2–3 Who first brought cattle and Extend Language dancer; Invite students to horses to the American West? (Spanish give other examples of words that end in -er. explorers) • Pages 4–7 How did ranchers get their cattle Answers to page 2: to cities to be sold and transported? (They Drawings and captions will vary but should be hired cowboys to drive the cattle to cities that consistent with description of spring roundup on had trains.) page 11 of the reader. • Pages 8–10 How is ranching today different from the 1800s? (Ranchers now have Family Link Read aloud the Family Link activity machines to help with the work; they don’t on page 2 before sending copies of the Study depend on wild grasses and plants to feed Guide home with students.
Later, invite students the animals because they grow hay and other to share what their families say about ranches foods themselves.) and about the advantages and disadvantages of ranching as a way of life. • Pages 11–12 What important jobs are done during spring roundup? (Calves are branded, tagged, and immunized.) © Scott Foresman 6 Reread Have students reread the book with a partner, in small groups, or independently. Have them complete the Study Guide on page 2. ELL Readers Teaching Guide Unit 1, Week 1 Ranches of the American West 1 Study Guide Name Ranches of the American West • Read Ranches of the American West again.
• Draw two pictures illustrating the spring roundup. In the first box, show ranchers doing their work. In the second box, show ranchers and their families celebrating after the work is done. • Write a sentence below each picture telling what your drawing shows.
Family Link © Scott Foresman 6 Ask family members whether they have ever worked on or visited a ranch. Find out what they think would be the best and the worst parts of being a rancher. 2 Ranches of the American West Unit 1, Week 1 ELL Readers Teaching Guide Birds of a Feather by Linda Lara Puente ELL Reader 6.2 Realistic Fiction INTRODUCE THE BOOK RESPOND Activate Prior Knowledge/Build Answers to the Reader’s Inside Back Cover: Background Read the title, and discuss what it means. Ask students if they have ever had a Talk About It friend from a place other than their home country 1.
Possible response: Helen is 75 years old, or the United States. wears braids on top of her head, is strong looking, does not seem very friendly. (Character) Preview/Use Text Features Preview the 2. Helen is lonely.
She realizes they all like birds. reader by talking about the illustrations together and naming the labeled items. Point out the (Draw Conclusions) Extend Language feature on page 12. Write About It Preteach Vocabulary Review the tested 3.
Helen: Ukrainian, retired, not friendly to vocabulary words that appear in this book: strangers, lives alone apparently and survive. Introduce these Mami: Guatemalan, friendly, lives with her key words from the book: moved (p. Both: immigrants, widows, like birds, work(ed) Discuss these words and add them to a Word cleaning offices, live in Chicago Wall. Support writers at various English proficiency levels.
READ THE BOOK Beginning Provide a copy of the Venn diagram for students to fill in. Review how a Choose among these options for reading to Venn diagram works. support students at all English proficiency levels. Intermediate Have students look through the reader to find the information they need to Read Aloud Read the book aloud as students complete their Venn diagrams.
Pause to verify comprehension and Advanced Tell students to include at least to explain unfamiliar concepts. three points in each section of their Venn Monitored Reading Have students silently diagrams. read a few pages at a time. Use the following questions to support comprehension: Extend Language mother • Pages 2–4 Who is Helen? (a new neighbor Answers to page 4: who seems angry and unfriendly) Pages 2–5: Adriana and Mami meet their new • Pages 5–8 What is Mami like? (She is neighbor, Helen.
She is unfriendly to them and to friendly; she gets along well with people.) others in the neighborhood. • Pages 9–11 Why did Helen invite Adriana Pages 6–8: Adriana hangs a bird feeder and her mom to come to her house? (to see her because she is studying birds in school. She parakeet, Sammy) hopes to see monk parakeets. Reread Have students reread the book with a Pages 9–11: Helen invites Adriana and her partner, in small groups, or independently.
Have mother over to see her parakeet. They become them complete the Study Guide on page 4. Family Link Read aloud the Family Link activity on page 4 before sending copies of the Study Guide home with students. Later, have students share what family members said about their © Scott Foresman 6 friendships with people from other countries.
ELL Readers Teaching Guide Unit 1, Week 2 Birds of a Feather 3 Study Guide Name Birds of a Feather • Read Birds of a Feather again. • Use the graphic organizer below. Write the events that happen in the story, in order. Use as many sentences as you need to describe the events in each part of the story.
Beginning (pages 2–5) Middle (pages 6–8) End (pages 9–11) Family Link Has anyone in your family made friends with someone from © Scott Foresman 6 a different country? Ask family members to share their experiences. 4 Birds of a Feather Unit 1, Week 2 ELL Readers Teaching Guide American Immigrants by Slava Petrovsky ELL Reader 6.3 Expository Nonfiction INTRODUCE THE BOOK RESPOND Activate Prior Knowledge/Build Answers to the Reader’s Inside Back Cover: Background Read the title, and explain that immigrants are people who leave their homeland Talk About It to live in a new country. Ask students if they 1. for better lives; to live in a free country; for know of any famous Americans who were born good education for their children; to practice in other countries.
their religion without fear; to escape wars and Preview/Use Text Features Preview famines; in search of jobs; to take advantage of the reader by talking about the photographs the opportunities the United States offers (Main together, naming the labeled items, and reading Idea and Details) the captions. Point out the map on pages 2 and 2. Today we have planes, phones, and e-mail. 3 and the Extend Language feature on page 4.
Write About It Preteach Vocabulary Review the tested 3. Answers will vary. vocabulary words that appear in this book: Support writers at various English proficiency destination and menacing. Introduce these levels.
key words from the book: immigrants (p. 1), Beginning Have less-proficient speakers recognize (p. Discuss these words and add them to a Word Wall. dictate their ideas to more-proficient speakers.
Then have them read their ideas aloud. Intermediate Have students tell partners READ THE BOOK what they want to say before writing it down. Advanced Have more-proficient speakers Choose among these options for reading to support students at all English proficiency levels. write down the ideas dictated to them by less- proficient speakers.
Read Aloud Read the book aloud as students follow along. Pause to verify comprehension and Extend Language to become part of a culture to explain unfamiliar concepts. Answers to page 6: Monitored Reading Have students take Albert Einstein: physicist; born in Germany; turns reading a page aloud. Use the following immigrated in 1933; won Nobel Prize in physics questions to support comprehension: Irving Berlin: songwriter; born in Russia; • Pages 2–3 Why is the United States immigrated in 1893; wrote “God Bless America” considered a land of immigrants? (Millions of Madeleine Albright: former secretary of state; people from all over the world have come to born in Czechoslovakia; immigrated in 1950 live in the United States; even the ancestors of the Native Americans may have originally come Family Link Read aloud the Family Link activity from Asia.) on page 6 before sending copies of the Study • Pages 4–5 How did the early immigrants Guide home with students.
Later, have students reach the United States? (by sea) share what they learned from their families, • Pages 6–8 Who are some immigrants to friends, or neighbors about customs, foods, and holidays in other countries. the United States who became famous for their accomplishments? (Albert Einstein, Irving Berlin, Madeline Albright) • Pages 9–12 How do immigrant groups show pride in their cultures? (traditional holiday © Scott Foresman 6 celebrations; parades) Reread Have students reread the book with a partner, in small groups, or independently. Have them complete the Study Guide on page 6. ELL Readers Teaching Guide Unit 1, Week 3 American Immigrants 5 Study Guide Name American Immigrants • Read American Immigrants again.
• Look through the book to find examples of famous Americans who were immigrants. In each Supporting Detail box, write the person’s name and as many details about the person as you can. Main Idea: Many famous Americans were immigrants. Supporting Detail Supporting Detail Supporting Detail Family Link Ask family members, friends, or neighbors who have come to the © Scott Foresman 6 United States from other countries to tell you about their favorite customs.
Ask them to describe their favorite foods and to tell you about their favorite holidays. 6 American Immigrants Unit 1, Week 3 ELL Readers Teaching Guide A Visit to El Yunque by Hugo Acevedo ELL Reader 6.4 Expository Nonfiction INTRODUCE THE BOOK RESPOND Activate Prior Knowledge/Build Answers to the Reader’s Inside Back Cover: Background Read the title, and show the cover photo. Explain that El Yunque is a rain forest in Talk About It Puerto Rico. Invite a volunteer to show where 1.
Tabonuco, Palo Colorado, Sierra Palm, and Puerto Rico is on a map. It is an opinion. (Fact and Opinion) Preview/Use Text Features Preview the reader by talking about the illustrations together Write About It and reading the captions. Point out the Extend 3.
Answers will vary but should include as much Language feature on page 4, the map on page detail as possible.
