Upload
others
View
11
Download
0
Embed Size (px)
Citation preview
Newcomer BookTeaching Guide
Essential Vocabulary and LanguageInstruction for Newcomers
• Understanding School Language
• Understanding Instructions
• Making Requests
Copyright © 2009 by Houghton Mifflin Harcourt Publishing Company
All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless
such copying is expressly permitted by federal copyright law.
Permission is hereby granted to individuals using the corresponding student's textbook or kit as the major vehicle for regular classroom instruction to photocopy recording forms and copying masters from this publication in classroom quantities for instructional use and not for
resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Intellectual Property Licensing, 9400 Southpark Center Loop, Orlando, Florida 32819-8647.
ISBN 978-0-545-13052-3
Resource Links
SAM Keyword: Newcomer Teaching Guide
Table of Contents
Resource Links
SAM Keyword: Newcomer Teaching Guide
ii
Effective Instruction for Newcomers ........................................2Using the READ 180 Newcomer Book ........................................4Answer Key ................................................................................6English/Spanish Cognates .......................................................14
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
omp
any
2 READ 180 Newcomer Book Teaching Guide
Resource Links
SAM Keyword: Newcomer Teaching Guide
Effective Instruction for Newcomers Set up newcomers for success by providing instruction in essential
foundational skills, vocabulary, and basic school language.
Who Are Newcomers?Newcomers are students who are recent arrivals to the United States and have
been determined to lack enough proficiency in English to participate in mainstream classrooms (Francis et al., 2006). These are students who have been enrolled in U.S. schools for a period of three years or less. Newcomers may arrive at a school at any time during the school year and will need to fit into academic learning as quickly as possible (Calderón, 2006).
Adolescent NewcomersAmong newcomers, there are significant differences in terms of the amount and
degree of formal schooling, level of literacy in the native language, age of arrival in the United States, and age of enrollment in school (Francis et al., 2006). The term “adolescent newcomers” refers to English language learners who are currently enrolled in grades 6 or above, and who have attended an English-speaking school for fewer than three years.
Instructional FocusConcept and Vocabulary Development Effective vocabulary instruction includes
explaining word meanings, using familiar language, using meaningful examples, and providing ample practice (Feldman & Kinsella, 2004). Using a variety of visuals is an effective strategy to make concepts and vocabulary accessible to newcomers.
Language and Literacy Development While simultaneously developing conversational ability and basic reading skills, newcomers must quickly begin to develop oral and written academic language skills for success in content-area classrooms (Francis et al., 2006). Teachers need to provide explicit instruction in language and literacy skills (e.g., vocabulary instruction) within the context of meaningful purposes for reading and writing.
Partner Reading As a first step, a newcomer can sit with two English-proficient partners and listen during partner reading (Calderón, 2007). Once the newcomer understands the protocol, the second step is to shadow read (the newcomer reads after each partner in a soft voice). The third step in the process allows the newcomer to read on his own, with the help of the two partners. This three-step scaffolding process helps newcomers pick up English more quickly and stay connected to the content covered in the classroom.
Monitoring Progress Effective assessment of newcomers focuses on multiple skills and includes different sources of information, such as the Unit Reviews provided in the Newcomer Book. Data should serve to identify students’ difficulties as well as strengths. Within the classroom, teachers may need to use multiple measures and instruments to serve these purposes (Francis et al., 2006).
Who Are They?
Newcomers are English
language learners who
have recently enrolled in
U.S. schools.
Among newcomers,
there are significant
differences in terms of
the amount and degree
of formal schooling, level
of literacy in the native
language, and school
readiness.
What Research Says
Students learn new
vocabulary when it is
taught using a consistent
instructional sequence
(Feldman & Kinsella,
2004).
Newcomers who lack
the ability to decode
words require targeted,
systematic intervention
in phonics (Francis
et al., 2006).
•
•
•
•
RESEARCH FOUNDATION:
Newcomers
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
omp
any
3READ 180: From Theory to Practice
Resource Links
SAM Keyword: Newcomer Teaching Guide
READ 180: From Theory to Practice The READ 180 Newcomer Book and System 44 software combine
to systematically meet the needs of newcomers.
Newcomer BookThe READ 180 Newcomer Book provides instruction in:
Concept and vocabulary development essential for newcomers.
Oral practice to develop listening and speaking skills.
Language development that focuses on essential grammar skills.
Survival vocabulary and language.
Language for obtaining necessities, making requests, and understanding instructions.
•
•
•
•
•
PROFESSIONAL DEVELOPMENT FOR TEACHERS
Further ReadingLook up these professional resources to learn more about addressing the educational needs of newcomers.
August, D., & Shanahan, T. (Eds.). (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates.
Calderón, M. (2007). Teaching Reading to English Language Learners, Grades 6–12. Thousand Oaks, CA: Corwin Press.
Feldman, K., & Kinsella, K. (2004). “Narrowing the Language Gap: The Case for Explicit Vocabulary Instruction.” New York: Scholastic.
Francis, D.J., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Serving Adolescent Newcomers. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Gersten, R., & Baker, S.K. (2000). “What We Know About Effective Instructional Practices for English Language Learners,” Exceptional Children, Vol. 66, No. 4 (Summer), pp. 545–71.
Kim, H.S., & Kamil, M.L. (2004). “Adolescents, Computer Technology, and Literacy.” In T.L. Jetton and J.A. Dole (Eds.), Adolescent Literacy Research and Practice, pp. 351–368. New York: The Guilford Press.
•
•
•
•
•
•
Pho
to c
red
its: (left
) ©
Ro
ger
Wyan
; (r
ight)
© D
ennie
Co
dy.
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
omp
any
9Unit 1, Lesson 4: The Classroom
2. Read and Speak Take turns reading with a partner.
Julio: Are you my teacher?
Ms. Jackson: Yes, I’m your teacher. My name is Ms. Jackson.
Julio: My name is Julio.
Ms. Jackson: It’s nice to meet you, Julio.
Julio: It’s nice to meet you, Ms. Jackson.
Ms. Jackson: This is your textbook, Julio. This is your desk.
Complete the following sentences. Use vocabulary words.
1. I sit at my desk during class.
2. I use a to read stories.
3. I use to write on.
4. I can use a to read and write.
5. My teacher writes on the .
3. Read and Write Learn to use question words.
who what
when where
why how
Complete these sentences. Use question words.
1. When does class start?
2. is the cafeteria?
3. is your teacher?
4. is the restroom?
5. is your favorite class?
Now write four more sentences. Use question words.Example: Where is your classroom?
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
textbook paper computer board
WhereWho
WhereWhat
8 READ 180 Newcomer Book
Unit 1, Lesson 4
The Classroom
1. Learn New Words Read about your classroom.
There are many things in your classroom.
You sit at a desk during class.
You read a textbook to learn.
You also read on a computer to learn.
You write on paper.
Your teacher writes on the board.
More things in the classroom
bookshelf chalk
chairs posters
windows map
CONCEPTS AND VOCABULARYCONCEPTS AND VOCABULARY
board
computer
desk
paper
textbook
Vocabulary
poster
desk
book
screen
chair
COMPUTER
monitor or screen
keyboard
headsetmouse
microphone
Pho
to c
red
its: (left
) ©
Ro
ger
Wyan; (r
ight)
© D
ennie
Co
dy.
4 READ 180 Newcomer Book Teaching Guide
Resource Links
SAM Keyword: Newcomer Teaching Guide
Concepts and
Vocabulary routine
teaches newcomers
essential words and
concepts.
Oral Practice routine
develops listening
and speaking skills.
Language Development
routine teaches
newcomers basic
language and
grammar skills.
•
•
•
Using the READ 180 Newcomer BookThese routines can be used with all lessons of the Newcomer Book
to help newcomers acquire new vocabulary and develop listening,
speaking, reading, and writing skills.
Concepts and Vocabulary
Teach new concepts and vocabulary by using the photographs and labels in the Newcomer Book. Direct students’ attention to a photograph. SAY: Th is is a lesson about the objects in the classroom. Point to objects in the photograph and read each label. SAY: Th is is a desk. Have students repeat the names of the objects. Point to objects in the classroom, such as computer, bookshelf, chairs, and windows, and say what they are. Write labels on the board. SAY: Th is is a computer. Teach the vocabulary words using the same technique. Use the glossary on pages 58–61 of the Newcomer Book to provide defi nitions for each word.
Model answering yes/no questions as you point to objects in the classroom or the photograph. SAY: Is this a desk? Yes, this is a desk. Nod your head and point your thumb up to signal “yes” to students. Point to another object and ask again. SAY: Is this a desk? No, this is not a desk. Th is is a computer. Shake your head and point your thumb down to signal “no” to students.
Guided Practice Read the sentences aloud while students listen. Read each sentence again and have students repeat after you several times. Th en read each sentence and omit the last word. SAY: Th ere are many things in your ____. Have students say the missing word (classroom).
Oral Practice
Teach students to read and speak English by using the chant or dialogue. Read aloud the chant or dialogue for them. SAY: My name is ______. Th is is your ____ (desk, chair). Read each sentence of the chant or dialogue again and have students repeat after you.
Model how to partner read with a student. Read one line of the chant or dialogue, then have a student read the next line. Divide students in pairs and have them partner read while you listen.
Guided Practice Read the instructions aloud. Show students how to complete the fi rst sentence. Write the fi rst sentence on the board with a blank: I sit at my ____ during class. Fill in the blank with the word desk. Have students complete the rest of the sentences on their own. After they have fi nished, help them to read the completed sentences chorally.
Language Development
Teach students language and grammar. Read the instructions and the words given in the chart. Read all the question words aloud and provide examples for each question word in a sentence and an answer. SAY: What? What is this? Th is is a desk. SAY: Who? Who am I? I am Ms. (Mr.) ___________.
•
•
•
•
•
•
•
11
22
33
Further ReadingLook up these professional resources to learn more about addressing the educational needs of newcomers.
August, D., & Shanahan, T. (Eds.). (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates.
Calderón, M. (2007). Teaching Reading to English Language Learners, Grades 6–12. Thousand Oaks, CA: Corwin Press.
Feldman, K., & Kinsella, K. (2004). “Narrowing the Language Gap: The Case for Explicit Vocabulary Instruction.” New York: Scholastic.
Francis, D.J., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Serving Adolescent Newcomers. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Gersten, R., & Baker, S.K. (2000). “What We Know About Effective Instructional Practices for English Language Learners,” Exceptional Children, Vol. 66, No. 4 (Summer), pp. 545–71.
Kim, H.S., & Kamil, M.L. (2004). “Adolescents, Computer Technology, and Literacy.” In T.L. Jetton and J.A. Dole (Eds.), Adolescent Literacy Research and Practice, pp. 351–368. New York: The Guilford Press.
•
•
•
•
•
•
ROUTINES:Using the READ 180
Newcomer Book
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
omp
any
5Using the READ 180 Newcomer Book
Resource Links
SAM Keyword: Newcomer Teaching Guide
The READ 180 Newcomer Book in ActionStrategies to support newcomers are integrated throughout.
PROFESSIONAL DEVELOPMENT FOR TEACHERS
Pho
to c
red
its: (left
) ©
Ro
ger
Wyan; (r
ight)
© D
ennie
Co
dy.
8 READ 180 Newcomer Book
Unit 1, Lesson 4
The Classroom
1. Learn New Words Read about your classroom.
There are many things in your classroom.
You sit at a desk during class.
You read a textbook to learn.
You also read on a computer to learn.
You write on paper.
Your teacher writes on the board.
More things in the classroom
bookshelf chalk
chairs posters
windows map
CONCEPTS AND VOCABULARYCONCEPTS AND VOCABULARY
board
computer
desk
paper
textbook
Vocabulary
poster
desk
book
screen
chair
COMPUTER
monitor or screen
keyboard
headsetmouse
microphone
Ph
oto
cre
dits: (left
) ©
Ro
ger
Wyan
; (r
igh
t) ©
Den
nie
Co
dy.
9Unit 1, Lesson 4: The Classroom
2. Read and Speak Take turns reading with a partner.
Julio: Are you my teacher?
Ms. Jackson: Yes, I’m your teacher. My name is Ms. Jackson.
Julio: My name is Julio.
Ms. Jackson: It’s nice to meet you, Julio.
Julio: It’s nice to meet you, Ms. Jackson.
Ms. Jackson: This is your textbook, Julio. This is your desk.
Complete the following sentences. Use vocabulary words.
1. I sit at my desk during class.
2. I use a to read stories.
3. I use to write on.
4. I can use a to read and write.
5. My teacher writes on the .
3. Read and Write Learn to use question words.
who what
when where
why how
Complete these sentences. Use question words.
1. When does class start?
2. is the cafeteria?
3. is your teacher?
4. is the restroom?
5. is your favorite class?
Now write four more sentences. Use question words.Example: Where is your classroom?
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
textbook paper computer board
WhereWho
WhereWhat
Concepts and Vocabulary routine
teaches essential words and concepts.
Language Development routine focuses
on basic language and grammar skills.
Photographs provide realistic visual support to
facilitate introduction of new vocabulary to students.
Model how to complete the fi rst sentence. Write the sentence on the board with a blank: ____ does class start? Fill in the blank with the word When. Have students complete the rest of the sentences on their own. After they have fi nished, ask them to read the completed sentences chorally.
• Guided Practice Show students how to write a complete sentence using the patterns learned in this lesson. Write: Where is your classroom? Write other sentences using this same pattern. Ask students to write four more sentences on their own, on a separate piece of paper, using question words. Have students read their sentences aloud.
•
Implementation Tips for Using the Newcomer RoutinesSystematically encourage students to talk.
Provide corrective feedback. Mirror intended message in correct English.
Systematically assess performance and adjust instruction.
✓
✓
✓
Make instruction concrete, connecting to visuals, physical movements, and texts.
Provide daily opportunities for practice.
Tell students what you are doing, observing, and thinking.
✓
✓
✓
3 Language Development (continued)
Oral Practice routine develops listening and speaking
skills, based on teacher modeling and partner work.
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
omp
any
Answer Key
6 READ 180 Newcomer Book Teaching Guide
Resource Links
SAM Keyword: Newcomer Teaching Guide
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
omp
any
Unit 1, Lesson 1 Unit 1, Lesson 2
Unit 1, Lesson 4Unit 1, Lesson 3
3Unit 1, Lesson 1: Alphabet and Numbers
How to Write Letters and Numbers
\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\
1 2 12
31
2 1 212
11
1
2
12
1
12
34
12
1
32
1 21 2
31
2
1
2
1 1 1 2
3 12
31
2
3
1
1
1
2 3 1
2 3
1
2 1
2
12 1 2
12
1
3
1
2
3
12
31
31
2
1
2
3
1
2
3
2
3
1
1 2
1
2 3
12
1
21 2
3
1
2 3 4
12
1 2
12
1
2
12
1
2
1
1
1 3
1
2
2
2
13
2
1 12
1 12
1 2
3
1
2
22
2
Read and Speak Take turns reading with a partner.
My name is Kim, K-I-M. My phone number is 555-1468.
My name is Luis, L-U-I-S. My phone number is 555-9372.
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENT
5Unit 1, Lesson 2: What’s Your Name?
2. Read and Speak Take turns reading with a partner.
Lin: Hello, my name is Lin. What’s your name?
Lucas: My name is Lucas. It is nice to meet you, Lin.
Lin: It is nice to meet you, Lucas. How are you?
Lucas: I am fine, thank you. How are you?
Lin: Very well, thank you.
Lucas: It is nice to meet a new friend.
Complete the following sentences. Use vocabulary words.
1. Hello, my name is Lin.
2. It is nice to you.
3. , my name is Lucas.
4. It is nice to meet a new .
5. . It is nice to meet you, too.
3. Read and Write Learn to use am, are, and is.
I am
you are
he, she, it is
Complete these sentences. Use am, are, and is. 1. What is your name?
2. My name Lin.
3. How you?
4. I fine, thanks.
5. It nice to meet you.
Now write four more sentences. Use am, are, and is. Example: Hello, my name is Ming.
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
meet Hello friend Thank you
is are am is
7Unit 1, Lesson 3: People and Places at School
2. Read and Speak Take turns reading with a partner.
Luis: Hello, Susana. Where is the teacher?
Susana: Hi, Luis. The teacher is in the classroom.
Luis: And where is the principal?
Susana: The principal is in the main office.
Luis: Where is the nurse?
Susana: The nurse is in the health office.
Complete the following sentences. Use vocabulary words.
1. The teacher is in the classroom.
2. The is in the main office.
3. The is in the library.
4. The is in the health office.
5. The is in the gym.
3. Read and Write Learn to use nouns.
Nouns name people, places, and things.
teacher, librarian, nurse, principal, student, classroom, gym, office
Complete these sentences. Use nouns.
1. Where is the coach? The coach is in the gym .
2. Where is the principal? The principal is in the main .
3. Where is the librarian? The librarian is in the .
4. Where is the teacher? The teacher is in the .
5. Where are you? I am in the .
Now write four more sentences. Use nouns.Example: The student is in the classroom.
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
principallibrariannursecoach
office library classroom
answers will vary
9Unit 1, Lesson 4: The Classroom
2. Read and Speak Take turns reading with a partner.
Julio: Are you my teacher?
Ms. Jackson: Yes, I’m your teacher. My name is Ms. Jackson.
Julio: My name is Julio.
Ms. Jackson: It’s nice to meet you, Julio.
Julio: It’s nice to meet you, Ms. Jackson.
Ms. Jackson: This is your textbook, Julio. This is your desk.
Complete the following sentences. Use vocabulary words.
1. I sit at my desk during class.
2. I use a to read stories.
3. I use to write on.
4. I can use a to read and write.
5. My teacher writes on the .
3. Read and Write Learn to use question words.
who what
when where
why how
Complete these sentences. Use question words.
1. When does class start?
2. is the cafeteria?
3. is your teacher?
4. is the restroom?
5. is your favorite class?
Now write four more sentences. Use question words.Example: Where is your classroom?
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
textbook paper computer board
WhereWho
WhereWhat
Answer Key (continued)
7Answer Key
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
omp
any
Resource Links
SAM Keyword: Newcomer Teaching Guide
11Unit 1, Lesson 5: What We Do in Class
2. Read and Speak Take turns reading with a partner.
This is what we do in school.
We read our books.
We raise our hands.
We take out our pencils.
We put away our books.
We line up at the door.
Complete the following sentences. Use vocabulary words.
1. If you have a question, please raise your hand.
2. Please your book.
3. Please for your turn.
4. Please at the door.
5. Please your pencil.
3. Read and Write Learn to use verbs.
Open your books. Raise your hand.
Write the answer. Listen to me.
Stop talking. Show your work.
Complete these sentences. Use verbs.
1. Please show me your homework.
2. Please talking during class.
3. Always your hand in class.
4. your notebooks.
5. to your teacher.
Now write four more sentences. Use verbs. Example: Listen to your classmates.
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
put awaywait
line uptake out
stop raise Open Listen
13Unit 1, Lesson 6: What Time Is It?
2. Read and Speak Take turns reading with a partner.
Julio: What time is it?
Ana: Look at the clock. It’s eleven thirty.
Julio: It’s 11:30 a.m. It’s almost noon.
Ana: What time does class start?
Julio: Class starts at one fifteen.
Ana: After 1:15 p.m., we’ll be in class.
Look at each clock. Write a sentence telling the time.
1. It is 8 a.m.
2. It is p.m., or .
3. It is a.m.
4. It is p.m.
5. It is a.m.
3. Read and Write Learn to use at, before, and after.
at nine a.m. at midnight
before eight thirty before six p.m.
after two forty-five after noon
Complete these sentences. Use at, before, and after. 1. I wake up at six thirty a.m.
2. I usually go to sleep ten p.m.
3. Class will start eleven thirty.
4. I will call you noon.
5. She was home four p.m.
Now write four more sentences. Use at, before, and after. Example: I am always hungry before noon.
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
1.
2.
3.
4.
5.
before OR after at before OR after before OR after
1210:302:154:45
noon
Unit 1, Lesson 5 Unit 1, Lesson 6
Unit 1 Review
15Unit 1 Review: Welcome to School!
Read and Speak Complete the blanks with computer, time, and teacher. Then read the paragraph out loud.
My English is very nice. Today she
helped us learn to tell in English. After
that, she helped me use a to do my work.
I really like my English class.
Language DevelopmentCircle the word that best completes each sentence.
1. ________ were you late to class?
Why What
2. My teacher is in his ________.
classroom librarian
3. ________ your textbook to page 20.
Open Write
4. He ________ a new student.
are is
5. I will wait for you ________ school is over.
at after
Writing On a separate sheet of paper, write five sentences about school. Use classroom, library, principal, textbook, and line up.
teacher time computer
14 READ 180 Newcomer Book
Unit 1 Review: Welcome to School!
Vocabulary
Fill in the circle next to the correct definition of the underlined word.
1. Please raise your hand if you have a question.
put up put away
open shake
2. We use the alphabet to write words.
numbers paper
letters board
3. I put my books in my desk.
computer classroom
where you sit office
4. Shake hands when you meet a new friend.
say “Thank you” to say “Hello” to
very well ask
5. The librarian works in the library.
nurse person who takes care of books
teacher person who works in an office
6. I go to sleep before midnight.
12 p.m. noon
12 a.m. clock
A B
C D
A B
C D
A B
C D
A B
C D
A B
C D
A B
C D
B
C
A
C
B
C
Answer Key (continued)
8 READ 180 Newcomer Book Teaching Guide
Resource Links
SAM Keyword: Newcomer Teaching Guide
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
omp
any
21Unit 2, Lesson 3: What Is a Family?
2. Read and Speak Take turns reading with a partner.
This is Julio’s family.
María is Julio’s mother.
Roberto is Julio’s father.
Elena is Julio’s big sister.
Carlos is Julio’s little brother.
This is Julio’s family.
Complete the following sentences. Use vocabulary words.
1. These are the people in Julio’s family .
2. Elena is Julio’s big .
3. Carlos is Julio’s little .
4. María is Julio’s .
5. Roberto is Julio’s .
3. Read and Write Learn to use adjectives.
Adjectives tell what kind or how many.
big, little, many, ten
Complete these sentences. Use adjectives.
1. There are ten people in Julio’s family.
2. Carlos is Julio’s brother.
3. Elena is Julio’s sister.
4. Julio is Elena’s brother.
5. Julio has relatives.
Now write four more sentences. Use adjectives. Example: This is my little cousin.
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
sister brother mother father
little big littlemany
23Unit 2, Lesson 4: How Do You Feel?
2. Read and Speak Take turns reading with a partner.
Today, I feel happy.
I want to smile.
Yesterday, I felt sad.
I did not want to smile.
I feel happier today.
It’s good to have different emotions.
Complete the following sentences. Use vocabulary words.
1. Happy and sad are emotions .
2. Are you feeling or ?
3. How do you today?
4. I feel happy. I want to .
5. I feel . I do not want to smile.
3. Read and Write Learn to use comparatives.
Comparative adjectives compare two or more things.
good, better, best
sad, sadder, saddest
happy, happier, happiest
Complete these sentences. Use comparatives.
1. I hope you feel better than you did yesterday.
2. She felt after losing the race.
3. I feel today than yesterday.
4. Being happy is the feeling I know.
5. It’s to understand your emotions.
Now write four more sentences. Use comparatives.Example: I felt happier after I saw my friend.
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
happy sad feel smilesad
sad better bestgood
Unit 2, Lesson 3 Unit 2, Lesson 4
19Unit 2, Lesson 2: What Are the Parts of Your Body?
2. Read and Speak Take turns reading with a partner.
I see with my eyes.
I smell with my nose.
I taste with my mouth.
I hear with my ears.
I touch with my hands.
I see, hear, smell, taste, and touch.
Complete the following sentences. Use vocabulary words.
1. I smell with my nose.
2. I with my eyes.
3. I with my ears.
4. I with my mouth.
5. I with my hands.
3. Read and Write Learn to use verbs.
Present/Past Present/Past
use/used smell/smelled
taste/tasted hear/heard
see/saw touch/touched
Complete these sentences. Use verbs.
1. I saw that movie last year.
2. I a good song last week.
3. I with my ears.
4. I use my hands to .
5. I my mouth to taste.
Now write four more sentences. Use verbs. Example: I saw with my eyes.
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
seeheartastetouch
heard hear touch use
17Unit 2, Lesson 1: What Do I Wear?
2. Read and Speak Take turns reading with a partner.
Lucas: It’s a cold day.
Susana: I will wear warm pants.
Lucas: I will wear a warm shirt.
Susana: I will wear warm shoes.
Lucas: I will wear my sweater.
Susana: I will wear clothes that keep me warm.
Complete the following sentences. Use vocabulary words.
1. These new shoes hurt my feet.
2. I wear a when it is cold.
3. I wear a light when it is warm.
4. I wear or a skirt every day.
5. I like to wear nice .
3. Read and Write Learn to use articles.
Indefinite Articles Definite Article
a (used before consonants: a book, a hat) the
an (used before vowels: an apple, an event)
Complete these sentences. Use articles.
1. On a warm day, I don’t wear a coat.
2. I am wearing shirt she gave me.
3. I like clothes she wears.
4. I am wearing old pair of pants.
5. I’m looking for new pair of shoes.
Now write four more sentences. Use articles. Example: I read the book he gave me.
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
thethe an a
sweater shirtpants clothes
Unit 2, Lesson 2Unit 2, Lesson 1
Answer Key (continued)
9Answer Key
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
omp
any
Resource Links
SAM Keyword: Newcomer Teaching Guide
27Unit 2, Lesson 6: Days and Months
2. Read and Speak Take turns reading with a partner.
Ms. Jackson: How many days are there in a week?
Luis: There are seven days in a week.
Ms. Jackson: How many weeks are there in a year?
Luis: There are 52 weeks in a year.
Ms. Jackson: How many months are there in a year?
Luis: There are twelve months in a year.
Complete the following sentences. Use vocabulary words.
1. I look at the calendar to see what day it is.
2. There are seven in a week.
3. Every has twelve months.
4. There are 52 in a year.
5. The calendar shows all the of the year.
3. Read and Write Learn to use in and on.
on Monday in December
on May 3rd in the spring
Complete these sentences. Use in and on. 1. My birthday is in January.
2. The party is February 10th.
3. School starts again Tuesday.
4. I will see you the summer.
5. She will visit June.
Now write four more sentences. Use in and on. Example: We will see you on Thursday.
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
days year weeks months
on on in in
Unit 2, Lesson 6Unit 2, Lesson 5
Unit 2 Review
29Unit 2 Review: You and Your Family
Read and Speak Complete the blanks with sad, brother, and shirt. Then read the paragraph out loud.
Soon my big will go away to college.
This makes me feel , because I will miss
him. I will get him a present. I will hide it in the pocket of his
, so that he finds it later!
Practice Grammar Circle the word that best completes each sentence.
1. ________ is my big brother.
He She
2. I need to buy ________ new coat.
a an
3. I like my English class ________ than my Math class.
better best
4. My friend has ________ relatives.
many how
5. Yesterday, I ________ something good cooking.
smelled smell
6. I will see you ________ two weeks.
in on
Writing On a separate sheet of paper, write five sentences about things you like to eat and drink. Use thirsty, hungry, fruit, vegetables, and food.
brother sad
shirt
28 READ 180 Newcomer Book
Vocabulary
Fill in the circle next to the correct definition of the underlined word.
1. I wear shoes to keep my feet warm and dry.
pants things you wear on your feet
open things you wear on your hands
2. Juice is good when you feel thirsty.
want to drink food
hungry happy
3. There are twelve months in a year.
seven days 52 weeks
31 days calendar
4. There are four people in my family.
mother mother’s brother
father a group of related people
5. When I feel happy, I want to smile.
look happy feel
emotions sad
6. I use my ears to hear.
touch sense sound with your ears
emotions feel
A B
C D
A B
C D
A B
C D
A B
C D
A B
C D
A B
C D
Unit 2 Review: You and Your Family
A
B
D
A
B
B
25Unit 2, Lesson 5: Are You Hungry or Thirsty?
2. Read and SpeakLuis: Are you thirsty?
Susana: Yes. I am very thirsty. I need some water, please.
Luis: Yes, of course. Are you hungry, too?
Susana: I am a little hungry. Can I have an apple?
Luis: Yes. I will bring you an apple and water.
Susana: Thank you very much. That would be nice.
Complete the following sentences. Say them.
1. I am hungry. May I have some food ?
2. What sort of food do you like to ?
3. May I have a big sandwich? I am very .
4. What do you like to when you are thirsty?
5. May I have some water? I am very .
3. Read and Write Learn to use pronouns.
Singular Pronouns Plural Pronouns
I eat, drink, need, like we eat, drink, need, like
you eat, drink, need, like you eat, drink, need, like
he, she, it eats, drinks, needs, likes they eat, drink, need, like
Complete these sentences. Use pronouns.
1. My sister likes fruit. She eats apples.
2. My brother likes milk. drinks milk all the time.
3. My friends and I are hungry. want to eat.
4. My cousins like apples and oranges. like fruit.
5. You and I need to eat. are hungry.
Now write four more sentences. Use pronouns.Example: He likes to eat sandwiches.
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
eat hungrydrink thirsty
He We TheyWe
Answer Key (continued)
10 READ 180 Newcomer Book Teaching Guide
Resource Links
SAM Keyword: Newcomer Teaching Guide
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
omp
any
33Unit 3, Lesson 2: Where Do You Live?
2. Read and Speak Take turns reading with a partner.
Susana: I’ll meet you at the library. Where do you live?
Luis: I live at 325 East First Street.
Susana: What’s the address for the library?
Luis: The library is at 97 West Second Street.
Susana: Can you draw a map or give me directions to get there?
Luis: Just walk three blocks down, then turn right. You’ll find it.
Complete the following sentences. Use vocabulary words.
1. I don’t know the address for the library.
2. Can you give me to get there?
3. Where do you ?
4. I live on Park .
5. Here is a to my house.
3. Read and Write Learn to use negatives.
don’t do not
isn’t is not
can’t cannot
Complete the following sentences. Use negatives.
1. No, that isn’t my address. (is not)
2. No, I know where you live. (do not)
3. No, I walk to your house. (cannot)
4. No, I live near the school. (do not)
5. No, I draw you a map. (cannot)
Now write four more sentences. Use negatives.Example: I don’t know your address.
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
don’tcan’tdon’tcan’t
directions live Streetmap
Unit 3, Lesson 1 Unit 3, Lesson 2
37Unit 3, Lesson 4: What Do You Need?
2. Read and Speak Take turns reading with a partner.
Luis: I’m going to the store today.
Susana: I’m going shopping today, too.
Luis: What are you going to buy?
Susana: I need a new notebook.
Luis: My sister needs a new school bag.
Susana: Don’t spend a lot of money!
Complete the following sentences. Use vocabulary words.
1. I will spend money on a new notebook.
2. I a new school bag.
3. We are going today.
4. What will you at the store?
5. What is the best place to buy school supplies?
3. Read and Write Learn about subject-verb agreement.
I need
he, she needs
I spend
he, she spends
Complete the following sentences. Use need, needs, spend, and spends. 1. She needs a new notebook.
2. I a new shirt.
3. She a lot of money.
4. I less money.
5. He money to buy books.
Now write four more sentences. Use need, needs, spend, and spends. Example: I need to buy food.
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
need shopping buy store
need spendsspend needs
35Unit 3, Lesson 3: City or Town?
2. Read and Speak Take turns reading with a partner.
Do you live in a town, a city, or a suburb?
Many people live in big cities.
Many people live in towns, and others live in suburbs.
Is your city big and noisy? Does it have tall buildings?
Is your town small and quiet?
Do you like living in a city or suburb?
Do you like living in a town?
Complete the following sentences. Use vocabulary words.
1. My town is small and quiet.
2. Are there tall in your city?
3. Many live in this city.
4. Is your big and fun?
5. My aunt lives in a outside of the city.
3. Read and Write Learn to use correct word order.
Say: My city is big.My town is small.
Ask: Is your city big?Is your town small?
Complete the following sentences. Use correct word order.
1. My city is big.
2. your city big?
3. town is small.
4. My suburb nice.
5. My town fun.
Now write four more sentences. Use correct word order. Example: Is your city nice?
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
buildingspeople city suburb
IsMy is is
Unit 3, Lesson 4Unit 3, Lesson 3
31Unit 3, Lesson 1: What’s Your Favorite Class?
2. Read and Speak Take turns reading with a partner.
Susan: What’s your favorite class?
Luis: Math is my favorite class. I’m good with math problems. Is math your favorite class, too?
Susan: No, it’s not. My favorite class is science.
Luis: Why is that?
Susan: I’m good at doing experiments.
Complete the following sentences. Say them.
1. There is a map of the U.S. in my social studies book.
2. Susan is good at doing in her science class.
3. We used rulers to our desks in math class.
4. You learn about the , plants, and animals in science class.
5. We use numbers to problems in math class.
3. Read and Write Learn to use contractions.
I am I’myou are you’rehe is, she is, it is he’s, she’s, it’s
Complete these sentences. Use contractions.
1. He is good with problems. He’s good with problems.
2. She is good at doing experiments. good at doing experiments.
3. I am good with maps. good with maps.
4. We are good in reading and writing. good in reading and writing.
5. They are good with numbers. good with numbers.
Now write four more sentences. Use contractions. Example: I’m good in math.
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
She’s
I’m We’re
They’re
experiments measure Earth
solve
Answer Key (continued)
11Answer Key
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
omp
any
Resource Links
SAM Keyword: Newcomer Teaching Guide
39Unit 3, Lesson 5: How Much Is It?
2. Read and Speak Take turns reading with a partner.
Luis: What’s the price of that bag?
Susana: It costs twelve dollars.
Luis: How much does that book cost?
Susana: It costs five dollars and fifty cents.
Luis: I don’t think I will buy anything today. I want to save my money.
Complete the following sentences. Use vocabulary words.
1. How much does that bag cost ?
2. What is the of that notebook?
3. I have enough to buy a bike.
4. The price is thirty .
5. I have one dollar and 25 , so I can buy a drink.
3. Read and Write Learn about sentences and fragments.
Fragments Sentences
ten dollars It costs ten dollars.
buying that I am buying that.
how much How much does it cost?
Rewrite these fragments as complete sentences.
1. costs five dollars It costs five dollars.2. have enough money
3. the price is
4. that book
5. to save money
Now write four more sentences. Do not write fragments. Example: That book costs ten dollars.
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
price money dollars cents
I have enough money. The price is five dollars.That book costs three dollars. I want to save money today.
Unit 3, Lesson 5 Unit 3, Lesson 6
Unit 3 Review
43Unit 3 Review: Your School and Community
Read and Speak Complete the blanks with people, address, and town. Then read the paragraph out loud.
Where do you live? Do you live in a or a
city? Do many live on your street? If you tell
me your , I will come visit you.
Language Development Circle the word that best completes each sentence.
1. They ________ live here any more.
don’t isn’t
2. How ________ does that shirt cost?
many much
3. ________ your town a fun place to live?
Has Is
4. She really likes ________ new job.
her she’s
5. Susan likes science class. ________ good at it.
You’re She’s
6. We ________ to visit our grandparents.
want wants
Writing On a separate sheet of paper, write five sentences about your city, town, or suburb. Use street, buildings, people, shopping, and city, town, or suburb.
town peopleaddress
Unit 3 Review: Your School and Community
42 READ 180 Newcomer Book
Vocabulary
Fill in the circle next to the correct definition of the underlined word.
1. I live in a city with many parks and tall buildings.
map large place with many people
give directions find
2. I want to buy a new notebook at the store.
save money place where you buy things
spend money expensive
3. My uncle has a job selling cars.
in the city worker
shopping what you do to earn money
4. Luis likes to solve math problems.
measure find the right answer
class experiment
5. Can you give me directions to your house?
way to get to a place drawing of an area
address find
6. How much money will that cost?
buy something what you use to pay for things
need price
A B
C D
A B
C D
A B
C D
A B
C D
A B
C D
A B
C D
D
A
B
B
B
B
41Unit 3, Lesson 6: Workers in Your Community
2. Read and Speak Take turns reading with a partner.
Luis: My cousin works in a restaurant. He’s a waiter.
Susana: My brother is a doctor. He works in an office.
Luis: My father is a construction worker. He builds houses.
Susana: What sort of job would you like to do?
Luis: I would like to be a firefighter.
Susana: I would like to be a doctor.
Complete the following sentences. Use vocabulary words.
1. A police officer helps direct traffic.
2. A construction helps build houses.
3. Workers in stores people the things they need.
4. A job is what someone does to money.
5. Workers in your community do many .
3. Read and Write Learn to use possessive pronouns.
my community her house
your school our restaurant
his job their doctor
Complete the following sentences. Use possessive pronouns.
1. There are many workers in community.
2. favorite teacher is Ms. Chen.
3. job sounds interesting.
4. store is a good place to work.
5. mother likes being a police officer.
Now write four more sentences. Use possessive pronouns. Example: My uncle is a waiter.
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
worker sell earn jobs
Answers may varyAnswers may varyAnswers may varyAnswers may vary
Answer Key (continued)
12 READ 180 Newcomer Book Teaching Guide
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
omp
any
45Unit 4, Lesson 1: What Season Is It?
2. Read and Speak Take turns reading with a partner.
In fall, the weather is cool. We can see the leaves change color.
In winter, the weather is cold. It snows in some places.
In spring, the weather is windy. We can fly a kite.
In summer, the weather is hot. We can go to the beach.
Fall, winter, spring, and summer.
These are the seasons of the year.
Complete the following sentences. Use vocabulary words.
1. In spring , the weather is windy.
2. In , the school year starts.
3. In , the weather is hot.
4. In , the weather is cold.
5. The year has four .
3. Read and Write Learn to use indefinite pronouns.
anyone anything
everyone nobody
nothing someone
Complete the following sentences. Use indefinite pronouns.
1. Can someone please help me?
2. wants to be inside today.
3. Do you know about swimming?
4. There is to do today.
5. Does like winter?
Now write four more sentences. Use indefinite pronouns. Example: Nobody likes the hot summer weather.
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
Nobody anything
nothing anyone
fallsummer winter seasons
47Unit 4, Lesson 2: How Do You Get Around?
2. Read and Speak Take turns reading with a partner.
Lin: How do you get around?
Lucas: I ride my bike.
Lin: How does she get around?
Lucas: She drives a car.
Lin: How do they get around?
Lucas: They take the bus. How do you get around?
Complete the following sentences. Use vocabulary words.
1. They take the bus to school.
2. There are many kinds of .
3. I ride my to work.
4. She drives a every day.
5. I take a to visit my cousins.
3. Read and Write Learn to use adverbs.
carefully quietly
easily slowly
Complete the following sentences. Use adverbs.
1. Please drive carefully .
2. I can give you a ride.
3. She opened the door .
4. They ride their bikes to school. 5. He often talks too .
Now write four more sentences. Use adverbs. Example: The bus goes slowly down the busy street.
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
easily slowlyfrequently quietly
transportation bike carplane
Unit 4, Lesson 1 Unit 4, Lesson 2
49Unit 4, Lesson 3: What Region Do You Live In?
2. Read and Speak Take turns reading with a partner.
Julio: There are five regions in the United States.
Lin: I live in the Midwest. I live in the state of Illinois.
Julio: My cousin lives in the Southeast. She lives in the state of Florida.
Lin: My friend lives in the Northeast. He lives in New York.
Julio: I have friends in the Midwest and the Southwest.
Lin: I have friends in many places, too!
Complete the following sentences. Use vocabulary words.
1. What region do you live in?
2. I live in the .
3. The five regions are the West, the Midwest, the Southwest, the Southeast, and the .
4. Florida is in the .
5. California is in the .
3. Read and Write Learn to use prepositional phrases.
at at the airport
in in this region
through through the Midwest
Complete the following sentences. Use prepositional phrases.
1. I saw him at the airport.
2. I like living this region.
3. The plane flew the air.
4. We met her the bus stop.
5. You live another state.
Now write four more sentences. Use prepositional phrases.Example: I traveled through the South.
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
West
Northeast Southeast
West
in through atin
51Unit 4, Lesson 4: Important Americans
2. Read and Speak Take turns reading with a partner.
Ms. Jackson: What important Americans do you know about?
Lin: I know about George Washington. He helped lead the country to independence.
Susana: I know about Susan B. Anthony. She helped women vote.
Luis: I know about César Chávez. He worked for the rights of farmworkers.
Julio: I know about Martin Luther King, Jr. He worked for equal rights.
Complete the following sentences. Use vocabulary words.
1. We celebrate the birthdays of American presidents .
2. We remember who helped the United States.
3. George Washington is an important part of American .
4. César Chávez worked for civil for farmworkers.
5. Paintings and statues are .
3. Read and Write Learn to use proper nouns.
People Susan B. Anthony, Jane Addams
Places United States of America, Washington, D.C.
Things Declaration of Independence, Civil Rights Movement
Classify and categorize. Find four proper nouns and four common nouns on this page. Write them below.
Proper Nouns Common Nouns
Ms. Jackson presidents
Now write four sentences. Use proper nouns. Example: George Washington was our first president.
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
individuals history rights
symbols
Lin womenCésar Chávez farmworkersUnited States rights
Answers will vary. Sample answers given.
Unit 4, Lesson 3 Unit 4, Lesson 4
Resource Links
SAM Keyword: Newcomer Teaching Guide
Answer Key (continued)
13Answer Key
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
omp
any
Resource Links
SAM Keyword: Newcomer Teaching Guide
Unit 4 Review
53Unit 4, Lesson 5: How Does Our Government Work?
2. Read and Speak Take turns reading with a partner.
Ms. Jackson: What are the three branches of government?
Lucas: They are the legislative, the executive, and the judicial branches.
Lin: The legislative branch makes the laws.
Susana: The executive branch makes sure that people follow the laws.
Luis: The judicial branch explains the laws.
Complete the following sentences. Use vocabulary words.
1. The President is the head of the executive branch.
2. The legislative branch makes the .
3. The Supreme Court is in the branch.
4. The branch is also called Congress.
5. The U.S. has three branches, or parts.
3. Read and Write Learn to use conjunctions.
and state and national government
or executive or judicial branch
but Congress but not the President
Complete the following sentences. Write them.
1. I want to see the White House, but I don’t have time.
2. The President the Vice President are part of the executive branch.
3. Is the Supreme Court in the judicial branch the legislative branch?
4. The three branches are judicial, legislative, executive.
5. Is Congress in the legislative judicial branch?
Now write four sentences. Use conjunctions in them. Example: I want to visit the White House and the Capitol.
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
laws judicial legislative government
and
or
and or
55Unit 4, Lesson 6: Our World
2. Read and Speak Take turns reading with a partner.
Ms. Jackson: Has anyone ever been to Australia?
Luis: I haven’t. Has anyone ever been to Africa?
Susana: I used to live in South America. Now I live in North America.
Lin: I lived in Asia. Asia is a large continent. Europe is a smaller continent.
Lucas: Antarctica is a continent too. It is very far south on the globe.
Complete the following sentences. Use vocabulary words.
1. There are seven continents on Earth.
2. A continent is a large area of .
3. The continents are the largest of land on Earth.
4. The continents are found in both of the Earth.
5. We live in the Hemisphere.
3. Read and Write Learn to combine sentences.
Asia is large. Asia has many people. Asia is large and has many people.
Europe is small. Europe is a continent.
Europe is a small continent.
On a separate piece of paper, combine these sentences.
1. Asia is big. Africa is big.
2. Europe is in the north. Asia is in the north.
3. South America is a continent. Australia is a continent.
4. There are seven continents. There are many countries.
5. She lived in South America. She lived in Asia.
Now write four sentences. Combine two sentences to make one.Example: I want to visit Mexico.
I want to visit Guatemala. I want to visit Mexico and Guatemala.
ORAL PRACTICEORAL PRACTICE
LANGUAGE DEVELOPMENTLANGUAGE DEVELOPMENT
Asia and Africa are big.
land areas hemispheres Western
Europe and Asia are in the north. South America and Australia are continents.
There are seven continents and many countries.She lived in South America and in Asia.
Unit 4, Lesson 6Unit 4, Lesson 5
57Unit 4 Review: Your World
Read and Speak Complete the blanks with government, continents, and history. Then read the paragraph out loud.
In school, we are learning about many things. We learned the
names of the seven in English. We are studying
important events in the of the United States. We
also learned about the three branches of . I like
learning things in school!
Practice Grammar Circle the word that best completes the sentence.
1. He was late to class because he walked too .
slowly quietly
2. The executive judicial branches are two of the branches of government.
and but
3. Her teacher’s name is .
ms. Ramos Ms. Ramos
4. I met my cousin the airport.
through at
5. Can name the four seasons?
anyone nothing
Writing On a separate sheet of paper, combine these sentences.
The world is big. It has lots of land.
Then write four more sentences about the world. Use land, area, hemisphere, and continents.
continents history government
The world is big and has lots of land.
Unit 4 Review: Your World
56 READ 180 Newcomer Book
VocabularyFill in the circle next to the correct definition of the underlined word.
1. César Chávez is an important part of American history.
president large town
branch of government the story of the past
2. My sister drives a car to get to work.
truck something you use to ride on the street
bike pay money for
3. Everyone in the U.S. must obey its laws.
government legislative branch
rules judicial branch
4. Which region of the United States do you live in?
globe large area
hemisphere one of the seasons
5. A continent is a large piece of land.
area that is not water South America
North America part of a year
6. In fall, we go back to school.
summer month
calendar season after summer
A B
C D
A B
C D
A B
C D
A B
C D
A B
C D
A B
C D
D
D
A
B
C
B
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
omp
any
14 READ 180 Newcomer Book Teaching Guide
Unit and Lesson English Spanish Cognates
Unit 1, Lesson 1: Alphabet and Numbers
alphabet, letter, number, zero
alfabeto, letra, número, cero
Unit 1, Lesson 2: What’s Your Name?
complete, concept, example, language, oral, practice, turn, vocabulary
completar, concepto, ejemplo, lenguaje, oral, práctica, turno, vocabulario
Unit 1, Lesson 3: People and Places at School
cafeteria, office, school, student, use
False cognate:library (biblioteca)
cafetería, oficina, escuela, estudiante, usar
librería (bookstore)
Unit 1, Lesson 4:The Classroom
class, computer, paper clase, computadora, papel
Unit 1, Lesson 5:What We Do in Class
action, example, verb acción, ejemplo, verbo
Unit 1, Lesson 6:What Time Is It?
class, letter, usually clase, letra, usualmente
English/Spanish Cognates
English/Spanish cognates are words that have similar form, meaning, and function in both languages. Explicit instruction of English/Spanish cognates will help your Spanish-speaking students learn English more quickly. Use cognates to show Spanish speakers the many words in English they can easily understand.
False cognates are words that look and sound alike in both languages but have very different meanings, such as librería, which is Spanish for bookstore, and library, for which the translation is biblioteca. False cognates should be taught explicitly in order to avoid misunderstandings when teaching English to Spanish speakers.
Resource Links
SAM Keyword: Newcomer Teaching Guide
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
omp
any
English/Spanish Cognates (continued)
15English/Spanish Cognates
Unit and Lesson English Spanish Cognates
Unit 2, Lesson 1:What Do I Wear?
article, pants, sweater artículo, pantalones, suéter
Unit 2, Lesson 2:What Are the Parts of Your Body?
use, used usar, usado
Unit 2, Lesson 3:What Is a Family?
adjective, family adjetivo, familia
Unit 2, Lesson 4:How Do You Feel?
compare, different, emotion, surprised
comparar, diferente, emoción, sorprendido
Unit 2, Lesson 5:Are You Hungry or Thirsty?
cereal, chocolate, hamburger, pizza, sandwich
cereal, chocolate, hamburgesa, pizza, sándwich
Unit 2, Lesson 6:Days and Months
calendar, day, month
January, February, March, April, May, June, July, August, September, October, November, December
Note: Spanish speakers will need to learn that months are capitalized in English.
calendario, día, mes
enero, febrero, marzo, abril, mayo, junio, julio, agosto, septiembre, octubre, noviembre, diciembre
Unit 3, Lesson 1:What’s Your Favorite Class?
animal, drama, experiment, favorite, map, math, music, plant, problem, science
animal, drama, experimento, favorito, mapa, matemáticas, música, planta, problema, ciencia
Unit 3, Lesson 2:Where Do You Live?
negative
False cognate: directions (instrucciones)
negativo
direcciones (addresses)
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
omp
any
Resource Links
SAM Keyword: Newcomer Teaching Guide
English/Spanish Cognates (continued)
16 READ 180 Newcomer Book Teaching Guide
Unit and Lesson English Spanish Cognates
Unit 3, Lesson 3:City or Town?
city, suburbs ciudad, suburbios
Unit 3, Lesson 4:What Do You Need?
correct, order, subject, verb
correcto, orden, sujeto, verbo
Unit 3, Lesson 5:How Much Is It?
cent, cost, credit, dollar, fragment, price
centavo, costo, crédito, dólar, fragmento, precio
Unit 3, Lesson 6:Workers in Your Community
community, construction, doctor, musician, police,possessive pronoun
comunidad, construcción, doctor, músico, policía,pronombre posesivo
Unit 4, Lesson 1:What Season Is It?
color, different, indefinite pronoun
color, diferente, pronombre indefinido
Unit 4, Lesson 2: How Do You Get Around?
adverb, bus, car, motorcycle, train, transportation
adverbio, bus, carro, motocicleta, tren, transporte
Unit 4, Lesson 3:What Region Do You Live In?
airport, area, connected, east, north, prepositional phrases, region, south, state
aeropuerto, área, conectado, este, norte, frases preposicionales,región, sur, estado
Unit 4, Lesson 4:Important Americans
American, history, important, individual, president
americano, historia, importante, individuo, presidente
Unit 4, Lesson 5:How Does Our Government Work?
conjunction, executive, government, judicial, legislative
conjunción, ejecutivo, gobierno, judicial, legislativo
Unit 4, Lesson 6: Our World
areas, continents, globe, hemisphere, visit
área, continente, globo terráqueo, hemisferio, visitar
Resource Links
SAM Keyword: Newcomer Teaching Guide
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
omp
any