A Supplement to Scholastic News

May LESSONS aNd StaNdardS

Creatures of the deep SeatESOL StaNdardS:• Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form.BuiLd vOCaBuLary:• Light MakersphONEMiC awarENESS:• Mix and MatchOraL LaNGuaGE:• Creature Features

Safety for Extreme Sports tESOL StaNdardS:• Students will use appropriate learning strategies to extend their sociolinguistic and sociocultural competence.BuiLd vOCaBuLary:• Advice LinephONEMiC awarENESS:• Oh Boy!OraL LaNGuaGE:• Taking Tips

English

Español

TM

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Vol. 4, No. 9 ISSN: 1930-742X

May 2010 Level 2

4This entire Teacher’s Edition

4Monthly black-and-white calendar skills pages

4Bonus reproducibles on timely topics. This issue, go online for:

Scholastic News English/Espanol

Now Online!

All of this and much morecan be found at:

BiG NEwS!!

your issues are Now Online

Go to www.scholastic

.com/snbilingual2 to see them.

Your issues are online and ready to use with a projector or on a whiteboard. This is just a sneak peek of what’s to come. Next year we will have a brand-new Web site, with digital issues, videos, vocabulary flash cards, and other extras—free to subscribers only.

See you Next year!What a year! We’ve had firefighters, pilgrims, a sleeping

squirrel, a huge snowman, and flowers shaped as hearts. We went to the White House to take a look at the President’s backyard, to Argentina to see its glacier, to Puerto Rico to discover the coqui frog in its egg, and to Japan to learn about snow monkeys.

And there’s more coming up for next year. We have a lot of plans and ideas to make your life easier in the classroom. We are also working on a new Web site, so you’ll have more options and materials every month. I hope you like our last issue of this school year, which features safety tips for summer and creatures of the deep sea. Enjoy your summer break, and see you next year!

Un cordial saludo,

Isabel Santos, Editor isantos@scholastic.com

tO rENEw, go to teacher.scholastic

.com/products/classmags

BridGiNG LaNGuaGES: translation tricks

2 ScholaStic NewS Bilingual edition level 2•MaY 2010

tEaCh thE iSSuE iN SpaNiSh Or ENGLiSh BEFOrE rEadiNG viSuaLizE

Visualize the concept of bioluminescence.Darken the classroom and ask students to pretend they are fish that live at the bottom of the ocean. It is always this dark. Ask, If you’re hungry, how will you find something to eat? Also, there are animals that want to eat you! How will you see them in time to get away? Then turn on a flashlight and let children pass it around. How does the flashlight help them?

duriNG rEadiNG SpECiFiC wOrd iNStruCtiON

Help children analyze science vocabulary.Read the key word bioluminescent on page 2 and write it on the board. Circle bio, and explain that this word part means life. (Example: Biology is the study of living things.) Then circle lumin, which means light. (Example: Illuminate means to fill with light.) Then circle the ending escent, which means reflecting, or giving off. (Example: Something that is fluorescent gives off bright light.) Put the word parts together, and you get life giving off light. That’s what bioluminescent means—the ability of living things to give off their own light!

aFtEr rEadiNG draMatizE

Have students take turns being deep-sea reporters.Put children in small groups. Have them take turns reading Ms. Frizzle’s dialogue on the cover. Let the rest of the group swim around the reader as if they were reporting from the ocean. One volunteer can hold a flashlight overhead to play the fish introduced in the last sentence.

the ConstitutionLa constitución OBJECTIVE: Read to learn the laws in the United States Constitution for Constitution Day.

STANDARDS: Social Studies (NCSS): Power, authority, and governance; Civic ideals and practices

dEvELOp ENGLiSh LaNGuaGE BuiLd vOCaBuLary LiGht MaKErS

New words: living and nonliving thingsRemind students that only living things can be bioluminescent. Explain that we can divide things into living and nonliving things. Bring pictures of living and nonliving things like a flashlight, a frog, a lighthouse, a plant, an insect, and a car. Have volunteers point to the things that can be bioluminescent. Then ask, Can a flashlight be bioluminescent? (No) Why? (It is a nonliving thing.) Repeat the question for the other nonliving things.

phONEMiC awarENESS Mix aNd MatCh

Focus: r BlendsWrite the following words on cards: creatures, Frizzle, trip, predators, trenches. Then cut off the initial r blends (cr-, fr-, tr-, pr-) so they’re on separate cards. Invite children to sit in a circle. Mix the cards up and put them facedown in the middle. Have children take turns flipping one r blend card and one word-ending card over. What word do the two cards form? Is it a real word or a nonsense word?

OraL LaNGuaGE CrEaturE FEaturES

Focus: AdjectivesAsk children if bioluminescent is a noun, a verb, or an adjective. (It’s an adjective because it describes what certain animals are like.) Together, make a list of adjectives that describe deep sea creatures. (e.g., amazing, tricky) Divide children into pairs, and ask them to take turns describing one of the creatures in the magazine using adjectives from the group list.

Creatures of the deep Sea Criaturas del mar profundoOBJECTIVE: Read to learn about bioluminescent sea creatures.

STANDARDS: Science: characteristics of organisms; organisms and environments

Ask children to search this month’s Spanish issue for three words they’d like to translate into English. Have them circle their words. Show them how to use context clues to find their words in the English issue (e.g., locating the page, paragraph, and sentence; using pictures; looking for cognates). Invite children to share their words.

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Nombre: __________________________________ English

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ComprensiónPunto de lectura: Criaturas del mar profundoUtiliza la revista Criaturas del mar profundo para contestar a las siguientes preguntas. Recuerda escribir oraciones completas.

3 ScholaStic NewS edición bilingüe Nivel 2•May 2010

1. ¿Qué significa la palabra bioluminiscente?

_____________________________________________________________________

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2. ¿Cómo es la luz del pejesapo?

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3. ¿Por qué las criaturas del mar profundo tienen que hacer su propia luz?

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4. ¿Cómo utiliza su luz el camarón patón?

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Let’s learn EngIish With Maya and Miguel

Name: __________________________________ English

Español®

Vocabulary

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Creatures of the Deep Sea CrosswordUse the words from the Word Bank to complete the sentences. Then fill in the crossword puzzle.

4 ScholaStic NewS Bilingual edition level 2•May 2010

DOWN4. Bioluminescent animals make their own __________________.

5. The deep-sea ____________________ confuses its predators by spitting liquid light.

6. The firefly _________________ has specks of light on its body.

ACROSS1. The deep-sea ____________________ has a pole with a light

on its head.2. The flashlight ____________________ has a light under each

of its eyes.3. A ____________________ is an animal that eats other animals.

lightfish

anglershrimpsquid

predator

Word Bank

5 ScholaStic NewS Bilingual edition level 2•May 2010

Name: _________________________________

Summarize

English

Español®

Let’s learn EngIish With Maya and Miguel

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Use Safety for Extreme Sports to fill out the Reader Report.

1. Article headline:

Reader Report

3. What is a new word you learned?

4. What does the word mean?

5. What is one new fact you learned?

2. What is this article about?TM & © 2004 Scholastic Entertainment Inc. Maya & Miguel CC-12

6 ScholaStic NewS edición bilingüe Nivel 2•Mayo 2010

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Nombre: __________________________________ English

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Los deportistas y yoEscoge tu deportista preferido y completa la tabla para compararlo contigo mismo y tu deporte favorito.

Relaciones personales

Nombre del deportista: Mi nombre:

Deporte: Mi deporte:

Equipo de seguridad: Mi equipo de seguridad:

Consejo de seguridad: Mi consejo de seguridad:

BridGiNG LaNGuaGES: tricky tr

7 ScholaStic NewS Bilingual edition level 2•MaY 2010

tEaCh thE iSSuE iN SpaNiSh Or ENGLiSh BEFOrE rEadiNG prE-tEaCh CONCEptS

Talk about how professional athletes stay safe. Ask, What sports stars do you know? What sports do they play? Next, ask, Do you think being a sports star might be a dangerous job? Why or why not? Explain that even the best athletes have to make sure they stay safe on the job. In this issue, children will see how they do it.

duriNG rEadiNG vOCaBuLary wOrdS/partS

Teach about compound words.Ask, What is a compound word? (two smaller words put together to make one larger word) Then challenge children to find a compound word in the first box on page 2. (lifeguard) Write the word on the board and ask, What words make up this compound word? (life, guard) Point out that separating the words gives a clue to the compound’s meaning: a lifeguard is a person who guards, or watches over, your life.

aFtEr rEadiNG uNdErStaNdiNG aNd

appLyiNG tExt StruCturESCreate your own safety Q&A.Extend the issue by asking more questions about summer activities. Then let children take turns providing answers. Write the tips on the board using the Q&A format, for example, Q: What do you do to stay safe at the beach? A: Always wear sunscreen. Q: What rules do you follow at the playground? A: Always go down the slide feetfirst.

the ConstitutionLa constitución OBJECTIVE: Read to learn the laws in the United States Constitution for Constitution Day.

STANDARDS: Social Studies (NCSS): Power, authority, and governance; Civic ideals and practices

dEvELOp ENGLiSh LaNGuaGE BuiLd vOCaBuLary adviCE LiNE

New word: adviceAsk children to think of a time when they didn’t know what to do (e.g., They had a fight with a friend; they lost something). Explain that these are times when people ask for advice. When someone gives advice, they share ideas about what someone should do. Divide children into pairs to play Advice Line. Using their hands as pretend phones, children can call each other up to ask for and give advice.

phONEMiC awarENESS Oh BOy!

Target sound: long and short oThe famous skateboarder in this month’s issue is named Tony. Say Tony aloud. What sound do children hear in the middle? It’s the long o sound! Do any children in the class have names with long o? Tell children you’re going to say more words —some with long o and some without. When they hear the long o, they should say, Oh boy! Try: both, elbow, on, know, home, lot, Jones, don’t, Sloan.

OraL LaNGuaGE taKiNG tipS

Key phrase: I’m going to take _____’s tip because____.Review the tips each sports star gives in this month’s issue. Ask children to think about which tip they can use in their own life. Invite them to sit in a circle and share the tip they chose using the phrase above. Encourage them to include why they will follow that tip.

Safety for Extreme Sports Seguridad para los deportes extremosOBJECTIVE: Read to learn summer safety tips from star athletes.

STANDARDS: Science: Personal health; Social Studies (NCSS); individual development and identity

Write the Spanish word truco and the English word trick on chart paper. Ask children what these words have in common. They mean the same thing, and they start with the consonant blend tr-! Challenge children to search the Spanish and English issues for other words with tr- (e.g., trates, otras, estrellas, tratar; extreme, try, trading, stretch).