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2 ĭ oil her fur sir Lesson 3 Students review the sound-spelling correspondence for the short sound for the letter o. They learn that the letter o can also represent the sound / aw /. Lesson 3 See the Book A Instructional Planning Tools CD for a complete list of materials for this lesson. Review: Consonants and Vowels R4 R4 Use the to review consonant and vowel sounds. p. R5, Consonant Chart Refer to the Consonant Chart in the, page R u p. R4, Vowel Review the sounds according to mouth position. Chart u Focus on the distinction between sounds produced in the same location. Completed Vowel Chart Lips (Bilabial): Produce the sounds in this column. Point out the Transparency voiced/voiceless pair: / p / and / b /. pp. H7, H72 Lips and teeth (Labiodental): Produce the sounds in this column. Point out the voiced/voiceless pair: / f / and / v /. Tongue behind teeth (Alveolar): Produce the sounds in this column. Point out the position of the tongue behind the teeth. Note: Often students have difficulty hearing all of the sounds in words. This is due to the fact that some consonant sounds are produced in the same location. This is called coarticulation. Use the word ants to illustrate this. Ask students to say the word ants and tell how many sounds they hear. Often the answer will be two or three, because of coarticulation. Use tiles to illustrate that there are four sounds: / ă / / n / / t / / s /. Vowel Chart Vowel Chart Vowel Chart oo _ oŏ moo ruby tube chew blue suit soup took put could ō go vote boat show toe pp. R4 R5 Teacher Edition p. 568 cart sport er ar or 2009 by Sopris West Educational Services. All rights reserved by Sopris West Educational Services. All rights reserved. Turn to the Completed Vowel Chart in the, page H u Display the Completed Vowel Chart transparency. Locate aw on the chart. e about lesson elect definition circus aw saw pause call dog wall ŭ cup cover 3 flood tough among ŏ fox swap u Point out that o can also represent the sound / aw /, as in dog. Turn to the Vowel Chart in the, page R Enter aw on their copies of the Vowel Chart. Write the word dog on line 4 as a cue word for the / aw / sound. u Turn to the Unit Words on page H72 of the and read the list of o = / aw / words. ē sit gym ā baby make rain play eight vein they great 9. straight me these see eat chief happy key either ĕ pet ă head cat ī item time pie my right boy out cow oi oy ou ow Completed Vowel Chart Review & Special Instructional English Challenge Acceleration Support Learners Technology Text 556 TE_U05L03_A2_5p.indd /12/07 2:28:29 PM 36 Teacher Edition, Book A Unit 5 Sampler

3 ) Note: The order of spelling examples reflects the relative frequency of incidence for that spelling of the phoneme. Vowel Chart based on Moats, L.C. (2003). LETRS: Language Essentials for Teachers of Reading and Spelling, Module 2 (p. 98). Adapted with permission of the author. All rights reserved. Published by Sopris West Educational Services. Phonemic Awareness Drills u Review the Anchor the Word arm motion before beginning the drills. Segmentation Use this drill to provide practice segmenting words into their constituent sounds. u Using the items below, say and anchor the prompt word (in bold type) two times. Repeat and anchor the prompt word each time. Say the sounds in the word. Repeat the word. Example: Say sock. Response sock. Say sock. Response sock. Say the sounds in sock. Response / s / / ŏ / / k /. End by repeating the word. u Follow this procedure with these words: (sr) = student response Say hot. (sr) Say hot. (sr) Say the sounds in hot. / h / / ŏ / / t / Say bill. (sr) Say bill. (sr) Say the sounds in bill. / b / / ĭ / / l / Say jazz. (sr) Say jazz. (sr) Say the sounds in jazz. / j / / ă / / z / u Continue with the following words: glass (/ g / / l / / ă / / s /); stiff (/ s / / t / / ĭ / / f /); spot (/ s / / p / / ŏ / / t /); smock (/ s / / m / / ŏ / / k /) Blending English Vowel Chart cross those boss Use this drill to provide practice in blending constituent sounds to make words. here top cabin lock where cannot there why classic these will critic Note: This is the only drill that does not begin with Anchor the Word. In this drill, the word is the answer. u Say: Listen (fingers to ear) and repeat: (fingers to lips) / h / / ĭ / / l /; / h / (raise thumb and keep it up), / ĭ / (raise index finger and keep it up), / l / (raise middle finger). p. H72 u Say: Repeat / h / / ĭ / / l /. Together with students, say the individual phonemes in quicker succession, moving the raised fingers closer together. u Say: Repeat / h / / ĭ / / l /. Together with students, say the individual phonemes in even quicker succession, closing up the spaces between raised fingers. Make a fist and move it left to right at shoulder level while saying the word hill. u Simultaneously, mirror their movement by moving your fist from right to left while saying the word hill. u Follow the same procedure using these sounds: ( t ) = teacher; ( t,s ) = teacher and students together ( t ): Listen and repeat: / s / / ŏ / / k /; ( t,s ): / s / / ŏ / / k /; ( t,s ): / s / / ŏ / / k /; sock ( t ): Listen and repeat: / s / / p / / ŏ / / t /; ( t,s ): / s / / p / / ŏ / / t /; ( t,s ): / s / / p / / ŏ / / t /; spot ( t ): Listen and repeat: / f / / l / / ŏ / / s /; ( t,s ): / f / / l / / ŏ / / s /; ( t,s ): / f / / l / / ŏ / / s /; floss u Continue with the following sounds: / s / / t / / ă / / f / (staff ); / m / / i / / s / (miss); / s / / t / / ŏ / / p / (stop); / f / / ĭ / / z / ( fizz) ē me these see eat chief happy key either ĭ sit gym oi oy ou ow bill block blond blot bond boss cannot class clock cost crop cross dock dog doll dot drill drop fill fizz flock font frog frost Word List Essential Words here, there, these, those, where, why Unit Words gill kill glass kiss golf lock got log grass lost grill lot hill mill hop miss hot mob ill mop jazz nod job not odd off on pass pill pop pot rob rock rot sill smog Spelling Lists Lessons 1 5 Lessons 6 10 jazz off profit rock visit sniff sock soft spill spot stiff still stock stop top will Teacher Edition p. T144 STEP 1 about lesson ā elect oo moo definition ruby baby ĕ circus ō took tube make put chew rain pet ă aw go could blue play head vote suit eight cat ī ŭ saw boat soup vein pause show item ŏ they cup call toe great time cover dog fox 9. straight pie flood wall swap her my tough fur right among sir oil boy cart out cow sport e er or ar p. H7 Teacher Edition p. T111 oo 557 Sopris West (800)

4 Rhyming Use this drill to give students practice in generating rhyming words. u Using the items below, say the prompt word (in bold type) two times. Repeat the prompt word each time. Say a word that rhymes with that word. Example: Say loss. Response loss. Say loss. Response loss. Say a word that rhymes with loss. Response: toss, moss, boss, floss, and so on. u Follow this procedure with these words: (sr) = student response Say pill. (sr) Say pill. (sr) Say a word that rhymes with pill. ill, sill, bill, fill Say mass. (sr) Say mass. (sr) Say a word that rhymes with mass. sass, pass, lass Say slob. (sr) Say slob. (sr) Say a word that rhymes with slob. Bob, lob, rob u Continue with the following words: pop ( flop, top, cop); lost (cost, frost); mitt ( fit, sit, knit); log (hog, dog, frog) Note: Rhyming words will vary. p. 185, Exercise 1 Listening for Sounds in Words Use the activity in the to help students identify the positions of designated sounds in words. Turn to Exercise 1, Listening for Sounds in Words, in the, page 18 u Read aloud each of the following words. Ask students if they hear the / ŏ / sound in the word, and, if so, where they hear it. on sock hill rock doll Place an X in the box to represent the position of the / ŏ / sound, if the word has it. Write the letters for the sounds in the word in the boxes if the word does not have the / ŏ / sound. Lesson 3 Exercise 1 Listening for Sounds in Words 4Put an X where you hear the short / ŏ / sound. 4 Ifyoudonothear/ŏ /, write the letters for the sounds in the boxes. Exercise 2 Listening for Word Parts 4Listen to each word. 4Write the word part that your teacher repeats p. 185, Exercise 1 Teacher Edition p. 568 Review & Special Instructional English Challenge Acceleration Support Learners Technology Text 558 TE_U05L03_A2_5p.indd /12/07 2:28:53 PM 38 Teacher Edition, Book A Unit 5 Sampler

5 Students spell word parts from multisyllable words. They also practice fluent single-word reading. p. 185, Exercise 2 p. R42, Word Fluency 1 p. R60, Word Fluency Chart Timer 2 Listening for Word Parts Use this activity in the to develop students syllable awareness and spelling skills. Turn to Exercise 2, Listening for Word Parts in the, page 18 u For each word listed, say the underlined word part; say the entire word; repeat the underlined word part. Example: bill, handbill, bill handbill crisscross classic hotdog backdrop hilltop backlog 9. blissful windmill 10. tropic Repeat the word part, the entire word, and the word part. Write the word part on the line. u Check answers after students write each word part. Word Fluency 1 Note: Those students who have reached their goals on Word Fluency 1 (Lesson 2) can go on to Word Fluency Use a timer for this activity. Use this activity in the to develop automatic word recognition. u Have student pairs: Turn to the Unit 5 Word Fluency 1 sheet and exchange books. Read the words on the sheet to their partner for one minute. Mark errors and the last word read in the minute on the partner s sheet. Calculate the correct words read per minute, using the word count column on the Word Fluency sheet. Switch roles and repeat. Do the activity a second time and record the better of the two trials on the Word Fluency Chart in the, page R60. Lesson 3 Exercise 1 Listening for Sounds in Words 4Put an X where you hear the short / ŏ / sound. 4 Ifyoudonothear/ŏ /, write the letters for the sounds in the boxes. Exercise 2 Listening for Word Parts 4Listen to each word. 4Write the word part that your teacher repeats p. 185, Exercise 2 Teacher Edition p. 568 Fluency Word Fluency 1 not nod pod dot dock dog fog frog dog fog 10 pod dot nod dog not dock frog nod dock dog 20 dock frog fog not frog dog nod pod dot fog 30 frog dock not nod pod frog dock dot fog dog 40 nod dot pod not frog dock fog nod dog frog 50 not pod dock dot nod fog frog pod dot fog 60 dock nod dog not frog dot dock nod dog dock 70 pod fog dot frog not nod dog frog pod fog 80 nod dock pod fog dot dog fog not frog dock 90 fog frog nod dog not pod fog nod dog frog 100 p. R Sopris West (800)

6 p. 186, Exercise 3 Find It: Essential Words Use this activity in the to help students recognize the Essential Words in context. u Write the Essential Words why, these, there, where, here, and those on the board or overhead transparency. Turn to Exercise 3, Find It: Essential Words, in the, page 18 Copy the words into the spaces provided. Circle the two words that rhyme. Find and underline the Essential Words in the sentences. Special Instructional Support Additional support for Word Recognition and Spelling can be found in the following: Teacher Resource Guide: Folder Activity: Alphabetize Essential Words Units 3 5 Sortegories Interactive CD: Unit 5: Build It Exercise 3 Find It: Essential Words 4 Write the Essential Words in the spaces. 4 Circle the two Essential Words that rhyme. 4 Find the Essential Words forthisunitinthesesentences. 4 Underlinethem.(Theremaybemorethanoneinasentence.) Whyarethesejazzartistshere? Wewenttheretosing. These were classics. Where are you playing jazz? MusicisplayinghereandthereinNewOrleans. Here is where you play. Thoseingredientsplayedapartinjazz. p. 186, Exercise 3 Teacher Edition p. 568 Attributes (Unit 5) Words can tell about objects attributes, such as size, parts, color, and function. Categories and attributes help us define words. Size A windmill is tall. Parts A windmill has a base and blades. Shape Windmills are narrow. Function Windmills catch wind energy to make electric energy. Students learn that attributes refine word meanings and associations. Definition A windmill is a machine with a base and blades that catches wind energy to make electric energy. p. H22 p. 187, Exercise 4 Introduce: Word Relationships: Attributes Use this explanation in the Handbook section of the along with the to introduce the concept of word attributes. Attributes refine meanings and build associations for words. Objects have attributes such as size, parts, color, and function. Examples: Size: Windmills are big. Parts: Fish have gills. Color: Grass is green. Function: A clock tells time. u Remind students that they already worked with attributes in the Define It activities in Units 1 u Use these objects to discuss attributes: pen, clock, lock, rock, sock. Turn to Exercise 4, Word Relationships: Attributes, in the, page 18 p. H22 Teacher Edition p. T119 Exercise 4 Word Relationships: Attributes 4 Fillinthechartfortheseobjects. 4 Addadditionalobjectsyourteacherselects,andwriteattributesforthem. Object Size/Type Parts Color Function pen clock lock rock sock p. 187, Exercise 4 Teacher Edition p. 569 Review & Special Instructional English Challenge Acceleration Support Learners Technology Text 560 TE_U05L03_A2_5p.indd /12/07 2:29:12 PM 40 Teacher Edition, Book A Unit 5 Sampler

7 The subject predicate noun verb subject adverb predicate prepositional phrase that acts as an adverb noun verb prepositional phrase adverb that acts as an adverb adverb noun verb prepositional phrase that acts as an adverb Fill in the chart as you discuss the attributes of the objects. (Note that attribute answers will vary.) u Use additional classroom objects for more practice. Note: Use the Instructional Planning Tool CD to create an overhead transparency of the Exercise 4 chart. Model spelling during the discussion. Paper Draw It: Idioms Use this activity to help students understand the meanings of three common idioms. u Write the idiomatic expression at the drop of a hat on the board or an overhead transparency. u Discuss the literal meaning of the words and what an illustration of the phrase would include (e.g., a person dropping a hat). u Discuss the idiomatic meaning of the phrase and what an illustration of that meaning would include (e.g., a person doing something immediately). Discuss the meanings and draw both literal and idiomatic illustrations for the following idiomatic expressions: fill the bill, hit the spot, then share illustrations with the class. Keep their drawings in their student notebooks. u For more practice, use additional idioms listed in the, page H20. Students review that the predicate of a sentence can be expanded with direct objects, adverbs, or prepositional phrases that act as adverbs. p. H43 Review: Predicate Expansion Use the Handbook section of the to review expanding the predicate with adverbs or prepositional phrases that act as adverbs. u Tell students that the predicate contains the sentence s main verb. The predicate can be expanded with adverbs or with prepositional phrases that act as adverbs. Example: The class worked until lunch. The prepositional phrase until lunch tells when. It acts as an adverb. Who did it? the class What did they do? worked When did they do it? until lunch u Display the diagram below. Explain that this diagram shows the structure of this sentence. It shows how the words are related to each other. The class worked until lunch. STEP 4 See See also also Predicate Expansion with Adverbs (Unit 4) Direct Writing Object, Sentences, Step 6, You can expand the predicate in a sentence by adding Step page 6, XX. page H5 adverbs or prepositional phrases that act like adverbs. See Adverbs, page H3 Julio ran. When? Where? Julio ran yesterday in the park. Moving Adverbs in a Sentence (Unit 5) Words or phrases that answer the questions when, where, or how can be moved within the sentence. Julio ran in the park yesterday. Yesterday, Julio ran in the park. subject predicate Julio ran adverb in the park yesterday p. H43 Teacher Edition p. T129 class worked until lunch 561 Sopris West (800)

8 (continued) pp , Exercise 5 Diagram It 1 transparency Diagram It 2 transparency Diagram It: Subject/Verb/Direct Object Use this activity in the to provide practice in diagramming sentences with direct objects, adverbs, and prepositional phrases that act as adverbs. u Use Diagram It 1 and Diagram It 2 transparencies to show how sentence parts are related. First display the Diagram It 1 transparency. u Review areas of the diagram: Who (what) did it? What did they (he, she, it) do? How, when, or where did they (he, she, it) do it? u Model filling in the areas, using the first sentence in Exercise 5, Diagram It: Subject/Verb/Direct Object, in the, pages Who did it? What did they do? Exercise 5 Diagram It: Subject/Verb/Direct Object 4 Readthesentences.Thenfillinthediagrams. Exercise 5 (continued) Diagram It: Subject/Verb/Direct Object Workers sang in the fields. Some musicians added ballads to jazz. Whodidit? Whatdidtheydo? Who did it? What did they do? Added what? Where did they sing? Where did they add them? Musicians played in dance halls. People sang songs at work. Who did it? What did they do? Whodidit? Whatdidtheydo? Sangwhat? Where did they play? Where did they sing them? pp , Exercise 5 Teacher Edition p. 569 AfricanAmericansrewrotesongsatchurch. Whodidit? Whatdidtheydo? Rewrotewhat? Where did they rewrite them? workers sang in Where did they sing? fields Diagram It 1 Subject/Predicate Turn to the exercise. Diagram the sentence. u Continue with the remaining sentences, modeling those with direct objects with the Diagram It 2 transparency. u Ask the leading questions. u Discuss the process. u Model placement of the sentence parts on the overhead transparency. the Sentence Pattern #1 Form: Noun/Verb Function: Subject/Predicate Diagram It 1 Diagram It 2 Subject/Verb/Direct Object Sentence Pattern #2 Form: Noun/Verb/Noun Function: Subject/Verb/Direct Object Diagram It 2 Review & Special Instructional English Challenge Acceleration Support Learners Technology Text 562 TE_U05L03_A2_5p.indd /12/07 2:29:41 PM 42 Teacher Edition, Book A Unit 5 Sampler

9 Students listen to or read Jazz: The Recipe to identify factual information and develop strategies to understand vocabulary in context. pp , 156 Self-stick notes Use Text Features Predict Instructional Text: Jazz: The Recipe Use these activities with the to increase students comprehension of the selection by using text features, building background information about the topic, and expanding vocabulary knowledge. Preview Text Turn to Jazz: The Recipe in the, pages u Read the title with students and have them look at the illustrations. Review how to use these text features to preview the text. u Ask: Based on what you read earlier, what is jazz? a type of music u Ask students to identify the topic: possible answers: jazz; music u Ask students to explain what they think they will find out about jazz: Possible answers: what are some characteristics of jazz; what the recipe is; where and how it began; who plays jazz; where the name came from formed their own churches and rewrote the old songs. They changed the words, the beat, and the tune. They used the African call and response when they sang. call and response 20 This music played a part in jazz. a singing or Music of white Americans added to jazz. The speaking style where one person Scotch-Irish had ballads. Ballads often tell stories of or group sings or heroes and their bravery, and these stories are often says something sad. The song is usually simple. In a ballad, the story is and another group 25 often more important than the music. Ballads played a answers by singing or saying something part in jazz. In early America, ballroom dance music was popular. In the South, plantations held dances. plantations They were big social events. There was a demand for large farms or 30 musicians to play at the dances. Many slaves learned areas of land how to play fiddles and flutes. African Americans invented the banjo and played it too. Black musicians learned the dance songs and changed them. African and European music combined. Dance music played a 3 5 part in jazz. During the 1800s, a new kind of music called recipe ragtime was born. How It did was jazz loud begin? and fun. There Musicians was a recipe that a list of steps pounded on had their many pianos. different They ingredients. played in dance There halls. were different and parts needed The tunes were groups lively, of people, and the including rhythm was Africans catchy. and Europeans. to make food or Everybody There loved ragtime. were different It had kinds a strong, of music, irregular including beat the something 40 else 5 that was surprising. blues and Ragtime ragtime. played All of these a part combined in jazz. to make When were America s the blues own first music, played? jazz. They Here were are some played of the New Orleans sometime in important the late 1800s. ingredients. The slaves were free, but a city in life was still hard. Workers People sang were songs sad and as they frustrated. worked They together. They southeastern expressed their sang feelings in fields in and music. on ships. They They called sang it the while working 45 Louisiana 10 blues. Today, on people the railroads. still sing The the work blues song when was they re an important part sad. The blues of their played day. a With part in hammers jazz. or hoes in their hands, The jazz they recipe worked came to together a steady in beat. New The Orleans songs made! life opera a a play set to music By 1890, New little Orleans easier. was There one were of America s many kinds most of work songs, and musical cities. these It songs had opera played houses a part and in jazz. 50 concert halls. Mardi Gras 15 It had dance ballrooms Church music and street was important parades. It to had jazz. the African a holiday in New Mardi Gras Americans! Many different made new people kinds lived of church there. There music. They Orleans with 118 were Africans and Native Americans. There were parades and carnivals pp Teacher Edition pp. T165 T166 Build Knowledge Build Vocabulary Activate and Build Knowledge u Have students discuss some of the characteristics of jazz that they read about in What Is Jazz? Then direct them to the word recipe in the title. Explain that a recipe is a list of steps and parts needed to make food or something else. u Ask: Has anyone ever used a recipe to cook something? Answers will vary. Why do you think the selection is called Jazz: The Recipe? Possible answers: Recipes have different parts and so does jazz; different things are put together to make jazz. Does anyone play or listen to jazz? What does it sound like? Answers will vary. u If possible, play a few portions of jazz songs on CD or cassette tape. Introduce Vocabulary u Guide students through a brief introduction to the highlighted vocabulary words by following these steps: Write and say the term call and response. Have students repeat the term. Refer students to the Visual Vocabulary section of the, page 156, to locate the term. Use the illustration in the Visual Vocabulary to explain the meaning of call and response. Visual Vocabulary C call (kôl) and response The team players did call-and-response before (ә nd rĭ-spŏns ) noun the game. The coach said, Who will win? The team said, We will win. a singing or speaking style where one person or group sings or says something and another group answers by singing or saying something carriage When we went to New York, (kăr ĭj) noun we took a carriage ride through Central Park. a horse-drawn vehicle with wheels choruses There were many choruses in the musical (kôr ә s-ә z) noun performance. sections of a song played repeatedly circumnavigate Early explorers wanted to (sûr kә m-năv ĭ-gāt ) verb circumnavigate the world. to go all the way around; circle civil engineers Many civil engineers worked (sĭv ә l ĕn jә -nîrz ) noun on the Big Dig. people who design and build public bridges, highways, and other structures p. 156 Teacher Edition p. T Sopris West (800)

10 Explain that in call and response singing, one person sings a line and a group or chorus then repeats or responds to that line. Also, in call and response, one musician may play a musical phrase. Then another musician playing a different instrument repeats or responds to that musical phrase. You can provide an example of call and response songs. Have students describe any experiences they have had with call and response style singing. u Use Visual Vocabulary to explain the meanings for the words plantations, New Orleans, opera, and Mardi Gras. If desired, review the word recipe. Read the Selection Turn to the, page 120, to preview the Answer It questions 1 u Explain to students that they should look for information to answer these questions as they listen to or read the selection. u Read Jazz: The Recipe in the, pages , with students. Use one of these options: read text to students, use the choral cloze method, or have students read orally. Clarify Meaning Apply Vocabulary Check for Comprehension u To check for comprehension, pause along the way to ask questions, clarify understanding, and identify information to answer the Answer It questions. Guide students to use self-stick notes to mark the location of answers to these questions. Vocabulary in Context u After reading the selection, check that students understand the meaning of the vocabulary words. Guide students to use the highlighted vocabulary words to retell key information from the text. Special Instructional Support An oral presentation of this selection can be found in the following: LANGUAGE! ereader CD: Jazz: The Recipe Review & Special Instructional English Challenge Acceleration Support Learners Technology Text 564 TE_U05L03_A2_5p.indd /12/07 2:29:57 PM 44 Teacher Edition, Book A Unit 5 Sampler

11 Students use the Answer It process to formulate answers to comprehension questions. p. 190, Exercise 6 pp Model Answer It: Using Signal Words Use the and the to guide students to answer comprehension questions in complete sentences. Demonstrate Comprehension Turn to Exercise 6, Answer It: Using Signal Words, in the, page 190. u Review the process to answer the Answer It questions. Demonstrate how to use the process to answer questions beginning with where and why and review answering questions beginning with what and when. If the question asks where why what when Model It u Use question 1 to model how to answer questions beginning with where. Identify and underline the signal word. Then, explain that questions beginning with where require a general or specific location in their answers. The answer must include a general location or specific place a reason or explanation an action or a name of a thing a specific time, date, or event Where did people sing work songs? Exercise 6 Answer It: Using Signal Words 4 Underline the signal word and answer each question. 4 Thenunderlinethepartoftheanswerthatreplacesthesignalword. Where did people sing work songs? What did African Americans do to change church music? What stories do ballads tell? Whywerefreedslavessingingtheblues? Where did all the different music come together? p. 190, Exercise 6 Teacher Edition p. 569 formed their own churches and rewrote the old songs. They changed the words, the beat, and the tune. They used the African call and response when they sang. call and response 20 This music played a part in jazz. a singing or Music of white Americans added to jazz. The speaking style where one person Scotch-Irish had ballads. Ballads often tell stories of or group sings or heroes and their bravery, and these stories are often says something sad. The song is usually simple. In a ballad, the story is and another group 25 often more important than the music. Ballads played a answers by singing or saying something part in jazz. In early America, ballroom dance music was popular. In the South, plantations held dances. plantations They were big social events. There was a demand for large farms or 30 musicians to play at the dances. Many slaves learned areas of land how to play fiddles and flutes. African Americans invented the banjo and played it too. Black musicians learned the dance songs and changed them. African and European music combined. Dance music played a 3 5 part in jazz. During the 1800s, a new kind of music called recipe ragtime was born. How It did was jazz loud begin? and fun. There Musicians was a recipe that a list of steps pounded on had their many pianos. different They ingredients. played in dance There halls. were different and parts needed The tunes were groups lively, of people, and the including rhythm was Africans catchy. and Europeans. to make food or Everybody There loved ragtime. were different It had kinds a strong, of music, irregular including beat the something 40 else 5 that was surprising. blues and Ragtime ragtime. played All of these a part combined in jazz. to make When were America s the blues own first music, played? jazz. They Here were are some played of the New Orleans sometime in important the late 1800s. ingredients. The slaves were free, but a city in life was still hard. Workers People sang were songs sad and as they frustrated. worked They together. They southeastern expressed their sang feelings in fields in and music. on ships. They They called sang it the while working 45 Louisiana 10 blues. Today, on people the railroads. still sing The the work blues song when was they re an important part sad. The blues of their played day. a With part in hammers jazz. or hoes in their hands, The jazz they recipe worked came to together a steady in beat. New The Orleans songs made! life opera a a play set to music By 1890, New little Orleans easier. was There one were of America s many kinds most of work songs, and musical cities. these It songs had opera played houses a part and in jazz. 50 concert halls. Mardi Gras 15 It had dance ballrooms Church music and street was important parades. It to had jazz. the African a holiday in New Mardi Gras Americans! Many different made new people kinds lived of church there. There music. They Orleans with 118 were Africans and Native Americans. There were parades and carnivals Guide u Guide students to use the reading selection Jazz: The Recipe (, pages ) to find information to answer the question. Where did people sing work songs? The people sang work songs in fields, on ships, and on railroads. pp Teacher Edition pp. T165 T166 u Guide students to formulate the answer. u Underline the part of the answer that specifically addresses the question to check the answer. 565 Sopris West (800)

12 Copy the answer to question 1 into the. Do It Together Pair/Share u Have students work together to answer questions 2 u Check the answers to questions 2 What did African Americans do to change church music? African Americans rewrote old songs and changed the words, the beat, and the tune. What stories do ballads tell? Ballads tell stories of heroes and their bravery. Ballads are often sad. Model Model It Model how to answer question 4, beginning with why. Why were freed slaves singing the blues? Free slaves were singing the blues because life was still hard, and they were sad and frustrated. They also sang to express their feelings. Copy the answer to question 4 into the. Do It Together Pair/Share u Have students work together to answer question Where did all the different music come together? All the different music came together in New Orleans. u Check the answer to question 5 with students. Use the Homework Options chart on page 533 to select and assign homework based on students needs for reinforcement of lesson content. Review & Special Instructional English Challenge Acceleration Support Learners Technology Text 566 TE_U05L03_A2_5p.indd /12/07 2:30:23 PM 46 Teacher Edition, Book A Unit 5 Sampler

13 Listening for -ing in Rapid Connected Speech Refer to the Contrastive Analysis Charts for: Chinese, p. A28; Haitian Creole, p. A30; Hispanic American English; p. A48; Hmong, p. A32; Khmer, p. A33; Korean, p. A34; Pilipino, p. A36; Portuguese, p. A37; Russian, p. A39; Spanish, p. A41; and Vietnamese, p. A4 In rapid connected American English speech, speakers tend to reduce the final -ing in progressive forms of verbs to / әn /. English learners often have difficulty recognizing it when it is pronounced this way. English learners need explicit instruction in recognizing reduced / әn / for -ing in progressive forms of verbs. Why Do: Provides focused practice in listening for the reduced form of -ing in rapid connected speech. How To: u Use the following picture cards: cutting sliding driving talking emptying walking reading winning sitting writing u Say: Say -ing. Response -ing. Say cutting. Response cutting. u Say: When pronouncing -ing verbs in sentences, Americans often pronounce -ing as / әn / in rapid connected speech. u Say: I will say some sentences in rapid American English. Have students: Volunteer to identify the verb in each sentence. u Say each sentence. Replace -ing with reduced / әn / when you say the sentence (see bolded example). u Raise the appropriate picture card after student volunteer s response, confirming accuracy of the response. Show students the side of the card with the picture s name on it. (sr) = student response Example: I m cutting (cut-әn) the paper. What is the verb? Response cutting. I m cutting (cut- әn) the paper. What is the verb? cutting She s driving (drive- әn) the car. What is the verb? driving I m emptying (empty- әn) the trash. What is the verb? emptying She s reading (read- әn) a book. What is the verb? reading She s sitting (sit- әn) on the ground. What is the verb? sitting He s sliding (slide-әn) down the slide. What is the verb? sliding She s talking (talk- әn) to them. What is the verb? talking I m walking (walk- әn) home. What is the verb? walking He s winning (win- әn) the game. What is the verb? winning I m writing (write-әn) my paper. What is the verb? writing 567 Sopris West (800)

14 9. Stops Fricatives Lips Lips/Teeth Tongue Between Teeth Mouth Position Tongue Behind Teeth Roof of Mouth Back of Mouth Throat Type of Consonant Sound Affricatives Nasals Lateral Semivowels Answer Keys Vowel Chart 2009 by Sopris West Educational Services. All rights reserved. Based on Moats, L.C. (2003), LETRS: Language Essentials for Teachers of Reading and Spelling, Module 2, (p. 98). Longmont, CO: Sopris West Educational Services. Adapted with permission of the author. Consonant Chart 2009 by Sopris West Educational Services. All rights reserved. Adapted with permission from Bolinger, D. (1975). Aspects of Language (2nd ed.) (p. 41). New York: Harcourt Brace Jovanovich. R4 Vowel Chart Consonant Chart R5 p. R4 p. R5 Lesson 3 Exercise 1 Listening for Sounds in Words 4Put an X where you hear the short / ŏ / sound. 4 Ifyoudonothear/ŏ /,writethelettersforthesoundsintheboxes. Exercise 3 Find It: Essential Words 4 Write the Essential Words in the spaces. 4 Circle the two Essential Words that rhyme. 4 Find the Essential Words for this unit in these sentences. 4 Underlinethem.(Theremaybemorethanoneinasentence.) Why are these jazz artists here? Wewenttheretosing. These were classics. Whereareyouplayingjazz? Music is playing here and there in New Orleans. Exercise 2 Listening for Word Parts 4Listen to each word. Here is where you play. Those ingredients played a part in jazz. 4 Writethewordpartthatyourteacherrepeats p. 185, Exercises 1 and 2 p. 186, Exercise 3 48 Teacher Edition, Book A Unit 5 Sampler

15 Answer Keys Exercise 4 Word Relationships: Attributes 4 Fillinthechartfortheseobjects. 4 Add additional objects your teacher selects, and write attributes for them. Object Size/Type Parts Color Function pen clock lock rock Exercise 5 Diagram It: Subject/Verb/Direct Object 4 Readthesentences.Thenfillinthediagrams. Workerssanginthefields. Whodidit? Whatdidtheydo? Where did they sing? People sang songs at work. Whodidit? Whatdidtheydo? Sangwhat? Where did they sing them? sock African Americans rewrote songs at church. Whodidit? Whatdidtheydo? Rewrotewhat? Where did they rewrite them? (continued) p. 187, Exercise 4 p. 188, Exercise 5 Exercise 5 (continued) Diagram It: Subject/Verb/Direct Object Some musicians added ballads to jazz. Who did it? What did they do? Added what? Where did they add them? Exercise 6 Answer It: Using Signal Words 4 Underline the signal word and answer each question. 4 Thenunderlinethepartoftheanswerthatreplacesthesignalword. Where did people sing work songs? Musicians played in dance halls. Who did it? What did they do? Where did they play? What did African Americans do to change church music? What stories do ballads tell? Whywerefreedslavessingingtheblues? Where did all the different music come together? p. 189, Exercise 5 p. 190, Exercise Sopris West (800)