1. hobbies and interests
2. reading

Product Sample
For questions or more information, contact: Cambium Learning Voyager
17855 Dallas Parkway, Ste. 400 │ Dallas, TX 75287 1‐888‐399‐1995 www.voyagerlearning.com Lesson 3
Lesson 3 Materials
See the Book C Instructional
Planning Tools CD for a
complete list of materials
for this lesson.
Students practice syllable segmentation. They also identify the short or
r-controlled vowel phonemes in syllables.
Syllable Awareness: Segmentation
Use this drill to provide practice in segmenting words into syllables.
u
Say the prompt word (in bold type) two times to students.
u
Have students:
• Repeat and anchor the prompt word each time.
• Mirror your movements.
u
Beginning with the thumb and index finger, touch the thumb to one finger to
correspond to each syllable in the word. Say the part as each finger touches
the thumb.
u
Repeat the word while holding up the fingers that were touched to the thumb. The
number of fingers raised equals the number of syllables or vowel sounds.
u
Follow this procedure with these words:
(sr) = student response
Say forearm. (sr)
Say blackbird. (sr)
Say interact. (sr)
u
Say forearm. (sr)
Say blackbird. (sr)
Say interact. (sr)
Say the syllables in forearm.
Say the syllables in blackbird.
Say the syllables in interact.
fore arm
black bird
in ter act
Continue with the following words: forklift ( fork lift); confirm (con firm); garment
(gar ment); transporting (trans port ing); interpret (in ter pret).
Listening for Sounds in Words
Materials
Interactive Text
p. 77,
Exercise 1
Lesson 3
Use this activity in the Interactive Text to help students identify the vowel sounds
in words.
u
Ask students to listen for the vowel sound as you say each word.
• Identify the position of the vowel sound in the word.
UX
the exercise.
3.
G
[
4.
OX
5.
GX
6.
OX
GX
7.
8.
• Write the letter or letters that represent the vowel sound in the correct box in
OX
OX
9.
GX
10.
1. Say sport. (sr)
Where do you hear the / ôr / in sport?
2. Say clang. (sr)
Interactive Text
p. 77, Exercise 1
Where do you hear the / ā / in clang?
Review &
Acceleration
Special Instructional
Support
English
Learners
Teacher Edition p. 206
Technology
Challenge
Text
Unit 14 • Lesson 3
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44
4 Write the letter or letters where you hear the designated sound.
2.
page 77.
192
4 Listen to each word your teacher says.
1.
Have students:
• Turn to Exercise 1, Listening for Sounds in Words, in the Interactive Text,
u
Exercise 1 • Listening for Sounds in Words
2/1/08 11:02:56 AM
Teacher Edition, Book C • Unit 14 Sampler
3. Say bunch. (sr)
4. Say third. (sr)
5. Say chart. (sr)
6. Say girl. (sr)
7. Say star. (sr)
8. Say whirl. (sr)
9. Say squirm. (sr)
10. Say starve. (sr)
Where do you hear the / ŭ / in bunch?
Where do you hear the / êr / in third?
Where do you hear the / âr / in chart?
Where do you hear the / êr / in girl?
Where do you hear the / âr / in star?
Where do you hear the / êr / in whirl?
Where do you hear the / ûr / in squirm?
Where do you hear the / âr / in starve?
Students categorize r-controlled syllables. They apply the Doubling Rule
for adding suffixes. They also identify high-frequency words in context and
practice fluent single-word reading.
r-Controlled Syllables
Use this activity to review the r-controlled vowel sounds / âr /, / ôr /, and / êr /.
u
u
Remind students that when a syllable contains a vowel followed by r, the / r /
phoneme controls the vowel sound.
Write the words from and form on the board.
u
Ask students:
Which word, from or form, has an r-controlled syllable? form
Why isn’t the word from an r-controlled syllable? The r precedes the vowel.
u
Refer students to the Handbook section of the Student Text, page H11, as needed.
Sort It: r-Controlled Syllables
Materials
Interactive Text
p. 78,
Exercise 2
Use this activity in the Interactive Text to provide practice in distinguishing among
r-controlled syllables.
u
Unit 14 • Lesson 3
Exercise 2 • Sort It: r-Controlled Syllables
4 Read the words in the Word Bank.
4 Sort the words with r-controlled syllables according to their vowel sound and spelling.
4 Write each word under the correct heading.
Word Bank
Have students:
• Turn to Exercise 2, Sort It: r-Controlled Syllables, in the Interactive Text,
page 78.
• Read the words in the Word Bank.
burn
short
her
bird
fern
first
star
girl
stir
church
corn
hurt
/ êr / = ir
HOXJ
LOXYZ
MOXR
YZOX
/ êr / = er
\KXH
NKX
LKXT
bar
/ êr / = ur
H[XT
IN[XIN
N[XZ
dark
verb
/ âr / = ar
HGX
JGXQ
YZGX
/ ôr / = or
YNUXZ
IUXT
• Sort words with r-controlled syllables according to their vowel sound and
spelling by writing each word under the correct heading.
Word HistorY
u
Read Word History in the Handbook section of the Student Text, page H32, to the
students to find out what the origins of the words bird, third, and curd are.
Interactive Text
p. 78, Exercise 2
Teacher Edition p. 206
Unit 14 • Lesson 3
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Review: Doubling Rule
Use this activity to review rules for adding endings.
u
Remind students:
There are several spelling rules in English that apply when adding endings to
words. The Doubling Rule explains when to double the final consonant before
adding a suffix.
u
Display the word spot on the board or an overhead transparency.
u
Ask this series of questions to guide students’ analysis of the word:
1. Is the word one syllable? yes
2. Does the word have one vowel? yes
3. Does the word end in one consonant? yes
u
Explain that the word spot follows the 1-1-1 pattern:
1 vowel
1 consonant after the vowel
1 syllable
u
Tell students that words that follow this pattern double the final consonant before
adding a suffix that begins with a vowel.
Example: spotting
u
Repeat the process with the word sport.
u
Ask this series of questions to guide student analysis of the word:
1. Is the word one syllable? yes
2. Does the word have one vowel? yes
3. Does the word end in one consonant? no
u
Tell students that sport does not follow the 1-1-1 pattern, so it does not double the
final consonant before adding a suffix that begins with a vowel.
Example: sporting
u
Refer students to the Handbook section of the Student Text, page H17, as needed.
Double It
Why Do: Students need to develop word analysis skill so that when they add
an ending to a word, they know to double the final consonant to spell the new
word correctly.
How To: Double It provides a systematic format for practice in applying the spelling
rule to double the final consonant before adding suffixes. Double It uses a template
to structure the analysis of the word and suffix for these conditions of this rule.
Students learn to ask and address these questions through the following procedure:
1. Spell the base word.
2. Analyze the structure of the word to determine if it fits the 1-1-1 pattern
(i.e., one vowel, one consonant, one syllable after the vowel).
3. Identify the first letter of the ending to determine whether or not to double
the final consonant on the base word.
4. Write the word with the ending.
Review &
Acceleration
194
Special Instructional
Support
English
Learners
Technology
Unit 14 • Lesson 3
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Challenge
Text
2/1/08 11:03:15 AM
Teacher Edition, Book C • Unit 14 Sampler
Use this activity to provide practice in applying the Doubling Rule when adding endings.
Write the
Base á Suffix
HGXXKJ
NKXJOTM
YZGXXKJ
Z[XTOTM
YZOXXOTM
KJ
OTM
KJ
OTM
OTM
Suffix
^
^
Not
1-1-1 1-1-1
Dictate these words and suffixes:
^
^
^
u
15.
14.
9.
13.
8.
12.
7.
11.
6.
5.
10.
Have students:
4.
1.
HGX
NKXJ
YZGX
Z[XT
YZOX
Write the Base Word
^
^
^
^
^
One Vowel?
1-1-1
^
^
^
^
^
One
Syllable?
bar + ed
herd + ing
star + ed
turn + ing
stir + ing
3.
u
Use the Double It transparency to model the process for analyzing words for the
doubling rule.
^
^
^
u
Double It
Provide students with the Double It template.
2.
u
One
Consonant
After the
Vowel?
Materials
Double It
transparency
and templates
Double It
• Record each word and suffix on the Double It template.
Teacher Edition p. 206
• Follow the steps for Double It and fill in the rest of the template.
• Save the template in their student notebooks for continued practice in Lesson 4.
the Word Fluency sheet.
• Switch roles and repeat.
100
90
spark
far
part
bar
far
barn
park
barber
barn
spark
farm
park
star
barber
start
star
bar
farm
part
start
80
park
spark
bar
part
star
barn
start
barber
far
farm
70
barber
barn
far
star
start
park
farm
bar
spark
part
60
star
far
bar
start
park
barn
barber
farm
part
spark
50
bar
farm
barn
barber
spark
start
far
part
park
star
20
30
40
spark
barber
barn
part
barn
bar
part
barber
part
start
barn
park
bar
star
farm
star
farm
spark
far
far
star
park
bar
start
barn
barber
bar
spark
farm
barber
10
Errors
park
spark
• Calculate the correct words read per minute, using the word count column on
far
• Mark errors and the last word read in the minute on the partner’s sheet.
park
• Read the words on the sheet to their partner for one minute.
start
exchange books.
part
• Turn to the Unit 14 Word Fluency 1 sheet in the Interactive Text, page R16, and
start
Have student pairs:
star
u
farm
Use this activity in the Interactive Text to develop automatic word recognition.
far
4
Note: Those students who have reached their goals on Word Fluency 1 (Lesson 2)
can go on to Word Fluency 2.
Fluency
Word Fluency 1
Correct
Materials
Interactive Text
p. R16, Word
Fluency 1
Interactive Text
p. R45, Word
Fluency Chart
Timer
Fluency 1
1st Try
2nd Try
Word
Interactive Text
p. R16
• Do the activity a second time and record the better of the two trials on the
Word Fluency Chart in the Interactive Text, page R45.
Special Instructional Support
Additional support for Word Recognition and Spelling can be
found in the following:
• Teacher Resource Guide:
Folder Activity: Words with r-Controlled Vowels
• Sortegories Interactive CD:
Unit 14: Build It
Unit 14 • Lesson 3
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Students define words by using a structured process. They also learn the
meaning of idioms composed of the cumulative vocabulary.
Define It
Materials
Interactive Text
pp. 79–80,
Exercise 3
Dictionary
Unit 14 • Lesson 3
Use this activity in the Interactive Text to guide students to develop definitions for words.
u
Review how to use a definition starter to define words. The sentence starter
combines the category and attribute information.
A bird is
u
u
an animal
category
that has wings and feathers and usually is able to fly .
attribute(s)
Ask students:
What word is being defined? bird
In what category does bird belong? animal
What are the attributes of a bird? wings, feathers, usually is able to fly
Have students:
Work through the first example with students.
a person
An artist is
who
drawing, or sculpture
u
GVRUZULRGTJ
that OY[YKJZUMXU]
attribute(s)
4 If you are unsure of your definition, compare it with the word’s definition in a
dictionary.
7. A garden is
category
LRU]KXYGTJ\KMKZGHRKY
4 Do the first definition
with your teacher. 'TY]KXY]ORR\GX_
1. An artist is
GVKXYUT
who
category
OYZGRKTZKJOTGXKGY
attribute(s)
GSGSSGR
ROQKVGOTZOTMJXG]OTMUXYI[RVZ[XK
8. A horse is
that NGYNUU\KYGSGTK
attribute(s)
category
GTJGRUTMZGOR
G\KNOIRK
.
.
that NGYLU[X]NKKRYGTJ
.
category
attribute(s)
GTGXKGULRGTJ that OY[YKJLUXXKIXKGZOUT
9. A park is
X[TYUTMGYUROTK3UYZIGXYNG\KZX[TQYGTJGXK
attribute(s)
category
YSGRRKXZNGTZX[IQY\GTYGTJ9;<»Y
Y[INGYHOQOTMNOQOTMYVUXZYGTJVOITOIY
.
2. A car is
3. A porch is
4.
GYNKRZKX
that
category
OYGZZGINKJZU
attribute(s)
that LRU]YOTZUGRGQKGT
10. A river is GYZXKGSUL]GZKX
ZNKLXUTZUXHGIQULGNU[YK
attribute(s)
category
UIKGTUXGTUZNKXHUJ_UL]GZKX
.
GIXUV
Corn is
that LGXSKXYMXU]ZNGZOY
category
attribute(s)
KGZKTH_VKUVRKGTJGTOSGRYGTJOY[YKJZUSGQK
4
Which vocabulary words are related to land? Write the words in the blanks.
UZNKXVXUJ[IZY
JKYKXZ
LGXS
5. A desertVGXQ
is GXKMOUTULRGTJ
6. A farm is
GVOKIKULRGTJ
category
MGXJKT
that
category
.
.
.
XKIKO\KYROZZRKXGOTLGRR
attribute(s)
that OY[YKJZUVXUJ[IK
attribute(s)
.
IXUVYGTJUXXGOYKGTOSGRY
.
(continued)
Interactive Text
pp. 79–80, Exercise 3
• Turn to Exercise 3, Define It, in the Interactive Text, pages 79–80.
u
Exercise
3 • 14
Define
It
Unit
• Lesson
3
4 Fill in the
blanks with a category and an attribute to define each word.
Exercise
3 (continued) • Define It
Teacher Edition pp. 206–207
is talented in areas like painting,
. Answers will vary.
Have students:
• Work independently to complete the exercise.
• Define each word in bold type by providing a category and attributes.
• Use a dictionary to verify definitions.
Draw It: Idioms
Materials
Paper
Use this activity to develop the meaning of an idiom.
u
Write the idiom hold your horses 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., someone physically holding horses).
u
Discuss the idiomatic meaning of the phrase (e.g., slow down; wait a minute; be
patient) and what an illustration of that meaning would include.
u
Have students:
• Discuss the meanings and draw the literal and idiomatic meanings for the
following idioms: cover your tracks, get the short end of the stick.
• Share their illustrations.
• Keep the drawings in their student notebooks.
u
For more practice, use additional idioms listed in the Handbook section of the
Student Text, page H28.
Review &
Acceleration
196
Special Instructional
Support
English
Learners
Technology
Unit 14 • Lesson 3
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Challenge
Text
2/1/08 11:03:40 AM
Teacher Edition, Book C • Unit 14 Sampler
Expression of the Day
Use this activity to practice a new common expression daily.
u
On the board or an overhead transparency, display this common expression:
far-fetched.
u
Discuss the meaning: not believable.
u
Model the expression in a sentence.
Example: The excuse she gave for being late is pretty far-fetched!
u
Have students:
u
Encourage students to use the expression throughout the day in conversation.
• Orally create sentences that use this expression.
Students review prepositions and prepositional phrases in context.
Review: Prepositions and Prepositional Phrases
Use this activity to review prepositions and prepositional phrases.
Prepositions show the position or relationship to nouns or pronouns.
Most prepositions show a position in space or in time.
Prepositional phrases begin with a preposition and end with a noun or
pronoun; can occur at the beginning, middle, or end of a sentence; and can act
as adjectives or adverbs.
u
Write the sentence below on the board.
u
Work with students to underline the prepositional phrases.
u
Circle the prepositions.
Explorers have found rock art iin
n many caves around
d
the world.
u
Help students decide if each preposition shows position in space or in time. Both
show position in space.
u
Change the sentence by adding a preposition that shows position in time.
For many years, explorers
p
have found rock art iin
many caves around the world.
u
Refer students to the Handbook section of the Student Text, page H56, as needed.
Unit 14 • Lesson 3
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Identify It: Prepositional Phrases
Materials
Interactive Text
p. 81,
Exercise 4
Unit 14 • Lesson 3
Use this activity in the Interactive Text to provide practice in identifying prepositional
phrases.
u
Have students:
Exercise 4 • Identify It: Prepositional Phrases
4 Read each sentence.
4 Reread the prepositional phrase that is underlined in each sentence.
4 Circle the preposition.
4 Put an X in the correct column to show what the prepositional phrase shows.
Position in Position in
Space
Time
Irregular Past Tense
• Turn to Exercise 4, Identify It: Prepositional Phrases, in the Interactive Text,
page 81.
>
1. Just sit and think in the yard.
>
>
>
>
2. You must come before noon.
3. Take notes during first period.
4. Sketch after dinner.
5. It’s hard to sketch and take notes at the same time.
>
>
6. Your sketch paper is inside the cabinet.
7. The brushes are on the sink.
• Read each sentence.
>
>
8. You may paint until 10 o’clock.
9. Since last Sunday, Jim has been painting every day.
>
10. His best painting hangs beside the door.
• Reread the prepositional phrase that is underlined.
• Circle the preposition at the beginning of the phrase.
• Indicate whether the preposition shows position in space or time.
Interactive Text
p. 81, Exercise 4
Review: The Verb Be
Materials
Student Text
p. H49
Teacher Edition p. 207
Use the Student Text and this activity to review the present-tense and past-tense forms
of the verb be and their use with different pronoun forms.
u
Review with students:
<
Forms of the verb be are used as main verbs and as helping verbs.
<
Am, is, and are are all present-tense forms of the verb be.
u
Past
Present
Plural
Future
Person
Singular
Plural
Singular
Singular
Plural
First
Person
Second
Person
Third
Person
I was
we were
I am
we are
I will be
you were
you were
you are
you are
he, she,
it was
they were he, she,
it is
they are
you
will be
he, she, it
will be
we
will be
you
will be
they
will be
MV
Helping Verb: He is inventing a car.
HV
Have
Am, is, and are are used with different personal pronouns to achieve subjectverb agreement in sentences.
Correct Use of Present Tense Forms of Be
Singular
Plural
I am helpful.
We are helpful.
You are helpful.
You are helpful.
He (She, It) is helpful.
They are helpful.
MV
Past
Present
Future
Person
Singular
Plural
Singular
Plural
First
Person
Second
Person
Third
Person
I had
we had
I have
you had
you had
you have
he, she,
it had
they had
he, she, it
has
I will
have
you will
have
they have he, she, it
will have
Singular
we have
you have
Plural
we will
have
you will
have
they
ill have
Main Verb: I have a secret.
Helping Verb: I have kept the secret.
HV
MV
Have students turn to the Handbook section of the Student Text, page H49, and
study this chart.
Pronouns
First Person
Second Person
Third Person
See
also about
For more
Direct
Object, Step
6,
Subject/Verb
Agreement,
seepage
StepXX.
4, page H62.
Different forms of be, have, and do are used
with different personal pronouns to achieve
subject–verb agreement in sentences.
Main Verb: He is an inventor.
Are is used with plural nouns to achieve subject-verb agreement.
Example: My cousins are all skillful sculptors.
u
Be, have, and do can be main verbs or
helping verbs.
Be
Is is used with singular nouns to achieve subject-verb agreement.
Example: My sister is the best artist in her class.
u
STEP 4
Verb Forms for Be, Have, and Do
MV
Student Text
p. H49
Teacher Edition p. T25
Read aloud the information in the chart to students. Then have students identify
and read aloud the sentence that gives an example of each of the following forms:
1. First Person Singular
I am helpful.
2. Second Person Singular
You are helpful.
3. Third Person Plural
They are helpful.
4. First Person Plural
We are helpful.
5. Third Person Singular
He/She/It is helpful.
6. Second Person Plural
You are helpful.
Then review with students:
Was and were are past-tense forms of the verb be.
Review &
Acceleration
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Support
English
Learners
Technology
Unit 14 • Lesson 3
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Challenge
Text
2/1/08 11:03:52 AM
Teacher Edition, Book C • Unit 14 Sampler
Was is used with singular nouns to achieve subject-verb agreement.
Example: My sister was the winner of the contest.
Were is used with plural nouns to achieve subject-verb agreement.
Example: My cousins were present at the awards dinner.
Was and were are used with different personal pronouns to achieve subjectverb agreement in sentences.
u
Have students turn to the Handbook section of the Student Text, page H49, and
study this chart.
Correct Use of Past Tense Forms of Be
Singular
Plural
I was helpful.
We were helpful.
You were helpful.
You were helpful.
He (She, It) was helpful.
They were helpful.
Pronouns
First Person
Second Person
Third Person
u
Have students identify and read aloud the sentence that gives an example of each of
the following past tense forms:
1. First Person Plural
We were helpful.
2. Second Person Singular
You were helpful.
3. Third Person Plural
They were helpful.
4. First Person Singular
I was helpful.
5. Third Person Singular
He/She/It was helpful.
6. Second Person Plural
You were helpful.
Note: Tell students that be is the most common verb in English, so it is important to
use it correctly. Explain that in English, we don’t say or write, “He bees here,” “They be
late,” or “We beed there on time.” Instead, we say or write, “He is here,” “They are late,”
and “We were there on time.”
STEP 4
Verb Forms for Be, Have, and Do
<
<
Be, have, and do can be main verbs or
helping verbs.
See
also about
For more
Direct
Object, Step
6,
Subject/Verb
Agreement,
seepage
StepXX.
4, page H62.
Different forms of be, have, and do are used
with different personal pronouns to achieve
subject–verb agreement in sentences.
Be
Past
Present
Plural
Future
Person
Singular
Plural
Singular
Singular
Plural
First
Person
Second
Person
Third
Person
I was
we were
I am
we are
I will be
you were
you were
you are
you are
he, she,
it was
they were he, she,
it is
they are
you
will be
he, she, it
will be
we
will be
you
will be
they
will be
Main Verb: He is an inventor.
MV
Helping Verb: He is inventing a car.
HV
Have
MV
Past
Present
Future
Person
Singular
Plural
Singular
Plural
First
Person
Second
Person
Third
Person
I had
we had
I have
you had
you had
you have
Singular
he, she,
it had
they had
he, she, it
has
I will
have
you will
have
they have he, she, it
will have
Plural
we have
we will
have
you will
have
they
ill have
you have
Main Verb: I have a secret.
Rewrite It: Tense Forms of Be
Materials
Student Text
p. H49
Interactive Text
p. 82,
Exercise 5
Use the Student Text and this activity in the Interactive Text to review changing forms
of be to convey time change.
u
Have students:
• Turn to Exercise 5, Rewrite It: Tense Forms of Be, in the Interactive Text,
page 82.
u
Do the examples in the highlighted box as guided practice.
u
Read each numbered sentence and tense designation aloud.
u
Orally complete with students the sentence in the New Sentence column.
Then have students:
• Complete the items in writing.
• Use the charts in the Handbook section of the Student Text, page H49, to check
their responses.
u
HV
MV
MV
Student Text
p. H49
Teacher Edition p. T25
Unit 14 • Lesson 3
Exercise 5 • Rewrite It: Tense Forms of Be
Read the instructions to students.
u
u
Helping Verb: I have kept the secret.
After students finish, read with them the subject and verb in each original sentence
and new sentence.
4 Read the sentence in the first column. Circle the subject and underline the form of be used
with it.
4 Change the verb to the new tense listed in the middle column. Use the form of be that goes
with the subject of the sentence.
4 Look at the charts in the Handbook section of the Student Text to be sure you have chosen the
correct form of be.
Sentence
New Tense
New Sentence
Example: You are a fine partner.
Past Tense
You
Example: I was an expert.
Present Tense
I
1. She is a doctor.
Past Tense
She
2. We were observers.
Present Tense
We
3. You were so charming!
Present Tense
You
4. I am an explorer.
Past Tense
5. He was a summer intern.
Present Tense
a fine partner.
an expert.
was
a doctor.
are
observers.
are
was
I
He
were
am
so charming!
an explorer.
is
a summer
intern.
were
6. They are forgetful.
Past Tense
They
7. We are art critics.
Past Tense
We
8. I was a club member.
Present Tense
I
9. They were clerks in the shop.
Present Tense
They are
shop.
10. You are a helpful partner.
Past Tense
were
am
forgetful.
art critics.
a club member.
clerks in the
You were a helpful
partner.
Interactive Text
p. 82, Exercise 5
Teacher Edition p. 207
Unit 14 • Lesson 3
TE_U14L03_C1_4p.indd 199
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51
Meaning and Use of Quantity Adjectives some and some of the
Refer to the Contrastive Analysis Charts for:
Chinese, p. A28; Hispanic American English, p. A48; Hmong,
p. A32; Khmer, p. A33; Korean, p. A34; Pilipino, p. A36;
Russian, p. A39; Spanish, p. A41; and Vietnamese, p. A43.
English learners may have difficulty assigning appropriate
meaning to the various quantity adjectives in English.
Quantity adjectives have similar yet distinct meanings.
Furthermore, their use with nouns is determined by the
noun’s count or noncount status. English learners need
explicit instruction of the meaning and use of quantity
adjectives.
u
u
u
u
u
u
grass
hot dogs
jeans
oranges
sneakers
soup
u
Follow the procedure below to provide students
practice using the quantity adjectives some and some
of the in sentences:
u
Display each of the picture cards in the pocket chart
or on the board. Place students in pairs and have
students:
• Write two sentences, one sentence using some and
Establish two columns on the board or an overhead
transparency. Title the first column “Count Noun
(1,2,3,+).” Title the second column “Noncount Noun.”
Display the apples picture card and point to the apples.
Write apples in the “Count Noun” column.
Review &
Acceleration
200
Say the following sentences. Display the appropriate
picture card as you say the sentence. Explain the
meanings of the phrases some and some of the.
Some expresses an unknown number or quantity of
something.
Some of the is a part or portion of the whole amount.
Use the following picture cards:
apples
carrots
cherries
cookies
corn
glasses
Explain to students that some and some of the are
quantity adjectives that can be used with count and
noncount nouns.
There is some grass growing in the yard.
I would like some apples.
May I have some of the corn?
Do you want some cookies?
Why Do: Students need to understand the meaning and
use of the quantity adjectives some and some of the.
How To:
u Prepare paper or card stock strips with the following
phrases: some, some of the. Display them in the
pocket chart.
Display the corn picture card and point to the corn.
Write corn in the “Noncount Noun” column. Follow
this procedure with the remaining displayed words.
Special Instructional
Support
the other sentence using some of the.
• Volunteer to say their sentences to the class.
u
The rest of the class should be checking for accuracy.
u
Provide additional modeling and support when
necessary.
English
Learners
Technology
Unit 14 • Lesson 3
TE_U14L03_C1_4p.indd 200
52
Challenge
Text
2/1/08 11:04:08 AM
Teacher Edition, Book C • Unit 14 Sampler
Students read or listen to “From Rock Art to Graffiti” for information and
to build context-based vocabulary. They use context-based strategies to
define words whose meaning is embedded in the text.
Instructional Text: “From Rock Art to Graffiti”
Materials
Student Text
pp. 28–32
Interactive Text
p. xx,
Exercise 6
Use the Student Text to increase students’ comprehension by using text features,
building background information about the topic, and expanding vocabulary knowledge.
Preview Text
u
Have students:
u
Remind students of the text features that are characteristic of informational text
(title, headings, illustrations, and captions). Review with them page H74 in the
Handbook section of the Student Text if they need additional practice using
text features.
• Turn to “From Rock Art to Graffiti” in the Student Text, pages 28–32.
Use Text
Features
u
Read the title with students and have students look at the headings, illustrations,
and captions. Review how to use the text features to preview the text.
u
Ask students to identify the topic from the text features. art
Author’s
Purpose
u
Tell students that the author’s purposes for this text selection are to inform and to
entertain readers.
Predict
u
Ask students to predict what kind of art they will learn about, based on the title, the
headings, and illustrations. possible answers: rock art, art on walls, murals, graffiti
;gdbGdX`6gi
to
Art has form and beauty. One unusual art form is
rock art. Thousands of years of art exist on rocks and
caveprehistoric
walls. This times,
art cansobethere
found
theofworld.
since
arearound
millions
images
People on
stillstone.
make rock art. Murals and urban graffiti are
recorded
5 two
examples
of this kinds
style. of
Allrock
rockart.
artEarly
reflects
the times
There
are different
styles,
when
it was made.
called pictographs,
are drawings or rock paintings
15 that are made by using a brush, or just the fingers.
L]Vi>hGdX`6gi4
Engravings
are another form of rock art. In this style,
From
the beginning,
humans
have Petroglyphs
created rock are
the rock
surface
is cut, leaving
a picture.
Whatearly
is this
artistic
style?
is the art
yetart.
another
type
of rock
art.Primarily,
Material isit removed
of making
marks
on rock.
Therock
marks
may be cut,to
from
the rock’s
surface,
and the
is hammered
carved,images.
etched,Sculptures
or drawn. are
People
made Many
this art
20 10
produce
rockhave
carvings.
are
freestanding. Others are made in the form of reliefs, or
sculptures that only partially stand out from the front
surface of a rock wall.
Ancient rock art had different purposes. Some held
25 messages. We don’t understand the meanings of all these
marks.
The people of the time did, though. Maybe the art
Cave painting
from
Altamira Cave
in Spain. events from the past, or served as boundary
recorded
lines. Maybe it marked astronomical time. Rock art might
have recorded laws. Some of it probably told stories.
30 Some may have represented myths or revealed secrets.
Rock art could have been used to play games. Some of it
was intended simply for decoration—or to celebrate life.
prehistoric
belonging to a
time period before
written history
boundary
a border or edge
that marks a
specific area
Adapted with permission from “The Start of Art” by Paul Bahn
Student Text
pp. 28–32
Teacher Edition pp. T78–T80
Activate and Build Knowledge
What Do They Know
Build
Knowledge
u
Ask students to explain what they know about art, based on what they read in
“Making Art.”
u
Ask students if they can name any works of art. Answers will vary. If students have
trouble thinking of works of art, point out that art is found everywhere: in comic
books, on television, in music videos, and so on.
What Do They Want to Know?
u
Ask students to think about what they would like to know regarding graffiti and
discuss as a class.
Introduce Vocabulary
Build
Vocabulary
u
Guide students through a brief introduction of the highlighted vocabulary for
“From Rock Art to Graffiti” by following these steps:
• Write on the board or overhead and say the word prehistoric. Have students
repeat the word.
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53
• Guide students to locate the word prehistoric and its definition in the margin.
• Discuss with students something that happened in a prehistoric time. Ask
volunteers to name something that is prehistoric. dinosaurs
u
Repeat this process with the words boundary, controversial, immersed,
vulnerable, and facet.
Use the Clues: Vocabulary Strategies
u
u
Model
u
Remind students that meaning cues are words and phrases like is/are, it means, which
is, or can be defined as. Explain that the definition of a word often follows these cues.
Model how to look for meaning cues to figure out the definition of the word
pictographs.
Have students:
Text, page 83, and do number 1 along with you.
• Read the text before and after the unknown words.
• Double underline the word or words that help define each unknown word.
• Circle the meaning signal words.
based on “From Rock Art to Graffiti”
Early types of rock art are pictographs. These are drawings or
paintings on rocks. The painter uses fingers or a brush. Engravings
are forms of rock art. The rock surface is cut. This leaves pictures
4 Write a definition based on the context clues.
'TY]KXY]ORR\GX_
pictographs— 6OIZUMXGVNYGXKJXG]OTMYUXVGOTZOTMY
UTXUIQY
engravings—
+TMXG\OTMYGXKGZ_VKULXUIQGXZOT]NOIN
ZNKXUIQY[XLGIKOYI[ZRKG\OTMGVOIZ[XKUTZNKXUIQ
4 Verify your definition with the dictionary or an online reference.
Write on the board the following sentences based on “From Rock Art to Graffiti”:
Early types of rock art are pictographs. These are
drawings or paintings on rocks.
4 Draw arrows from the underlined vocabulary words to the underlined definitions.
Interactive Text
p. 83, Exercise 6
Teacher Edition p. 207
u
Underline the vocabulary word, pictographs.
u
Read the sentences aloud, looking for a meaning cue.
u
Circle the meaning cue these are.
u
Double underline the words that define pictograph: drawings or paintings on rocks
u
• Underline the vocabulary words.
on the rock.
• Turn to Exercise 6, Use the Clues: Vocabulary Strategies, in the Interactive
u
Exercise 6 • Use the Clues: Vocabulary Strategies
4 Use meaning signals to define pictographs and engravings.
Draw an arrow from the underlined word, pictographs, to the definition.
Early types of rock art are pictographs. These are
drawings or paintings on rocks.
• Repeat the definition.
u
Have students:
• Use these steps to use meaning cues to determine the meaning of the word
engravings.
On Their Own
u
u
Discuss and check students’ answers.
Point out to students that a reference for the Use the Clues: Vocabulary Strategies
can be found in the Handbook section of the Student Text, page H71.
Read the Selection
u
Have students:
• Turn to the Student Text, page 32, to preview the Answer It questions by
reading each question.
u
Point out that they will be able to find all the answers to the questions right in the
selection. Explain that often an answer to a question can be found in one sentence
or paragraph. Other times, the answer comes from many different parts of the
selection. Students then have to put together the information to form the answer.
Review &
Acceleration
202
Special Instructional
Support
English
Learners
Technology
Unit 14 • Lesson 3
TE_U14L03_C1_4p.indd 202
54
Challenge
Text
2/1/08 11:04:23 AM
Teacher Edition, Book C • Unit 14 Sampler
u
u
Apply
Vocabulary
u
Explain to students that they should look for information to answer these questions
as they listen to or read the selection.
Read “From Rock Art to Graffiti” in the Student Text, pages 28–32. Read text to
students, use the choral cloze method, or have students take turns reading orally
depending on the ability of the students. (Students are not expected to be able to
read Instructional Text material independently.)
After they read the selection, ask students to locate the sentence in the selection
with each highlighted vocabulary word. Check for understanding of the word
by having them restate the sentence using information from the definition. For
example, for the word prehistoric, the sentence might be: People have made this art
since prehistoric time, that is, before there was written history.
Check for Comprehension
Clarify
Meaning
To check for comprehension, pause as you or your students read 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. Remind students that information for an answer may appear in more than
one location.
What Did They Learn?
u
Ask students to reflect on what they wanted to know about graffiti before reading
and if their questions have been answered in the text selection. Encourage students
to share information that may extend beyond the reading selection.
Special Instructional Support
An oral presentation of this selection can be found in the following:
• LANGUAGE! eReader CD:
“From Rock Art to Graffiti”
Students use the Answer It process to formulate and write answers to
comprehension questions.
Exercise 7 • Answer It
4 Underline
the 7
signal
word in the question.
Exercise
(continued) • Answer It
4 Write the answer in complete sentences.
Answer It: Using Signal Words
Materials
Interactive Text
pp. 84–85,
Exercise 7
Student Text
pp. 28–32
Use this activity in the Interactive Text to guide students to use the Answer It process
to answer comprehension questions in complete sentences.
Demonstrate Comprehension
u
Have students:
u
Read the instructions at the top of the page with students.
u
Remind them that signal words will help them answer questions because they help
determine what the question is asking.
• Turn to Exercise 7, Answer It, in the Interactive Text, pages 84–85.
4. The text describes how rock art has changed throughout history. Predict what
4 Check for sentence
signals—capital
letters,
commas,
years. and end punctuation.
art form will
be most popular
in 10
'TY]KXY]ORR\GX_
Computer
art
willart.be
acan
popular
form
art.
1. There
are many types
of rock
What
you infer about
theof
types
of tools
used to create engravings, petroglyphs, and sculptures?
/?U[IGTOTLKXZNGZZNKZ_VKYULZUURY[YKJZU
IXKGZKKTMXG\OTMYVKZXUMR_VNYGTJYI[RVZ[XKY
5. A metaphor is a figure of speech that compares people, places, things, or feelings
]KXKNGSSKXYINOYKRYGTJUZNKXZUURY[YKJZU
without using the words like or as. The phrase “the electricity of his work” is a
I[ZXUIQ
metaphor. Explain what this metaphor tells you about Haring’s art.
This phrase tells that Haring’s art was vibrant,
exciting, dazzling, and energetic.
'S[XGROYZOYGTGXZOYZ]NUIXKGZKYVGOTZOTMYUX
GXZUT]GRRY
2. Define muralist in your own words.
3. Using a timeline, show the progression of rock art from prehistoric cave
paintings to modern graffiti.
Past
(continued)
Interactive Text
pp. 84–85, Exercise 7
Teacher Edition p. 208
Unit 14 • Lesson 3
TE_U14L03_C1_4p.indd 203
Present
*[XOTMZNK
:UJG_MXGLLOZO
TOTKZKKTZN
/TZNK
GXZOYZYIXKGZK
IKTZ[X_
HKMOTTOTMZNKXK
GXZUT]GRRY
3K^OIGT
]KXKIG\K
GTJUZNKXIOZ_
S[XGROYZYVGOTZKJ
VGOTZOTMY
Y[XLGIKY
GXZUT]GRRY
203
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55
u
Explain that infer, define, predict, tell, and show are all signal words.
Note: The signal words infer and show, based on Bloom’s Taxonomy, are called the
Apply It signal words because responses to these signal words require the use, or
application, of information or procedures to do a task. The words define, predict, and
tell are called Understand It words in the curriculum, because responses to these
signal words require constructing meaning from text.
u
Demonstrate how to use the Answer It process to answer questions with infer,
define, show, predict, and tell:
If the question asks you to…
You must…
infer
make a logical conclusion using
information or evidence
define
tell the meaning of something
show
demonstrate an understanding of
information
predict
foretell new information
explain
express understanding of an idea or
concept
Do It Together
Use question 1 to model how to
1. There are many types of rock art.
answer questions that ask students
What can you infer about the types
to infer something. Then explain
of tools used to create engravings,
that questions that use infer require
petroglyphs, and sculptures?
students to provide a logical conclusion
I (You) can infer that the types of tools
using information or evidence.
used to create engravings, petroglyphs,
u Guide students to use the reading
and sculptures were hammers, chisels,
and other tools used to cut rock.
selection (Student Text, pages 29–32)
to find information to answer the
question. Remind students that they
may have to look in more than
one place.
u
Guide
u
For each question, have students
underscore the signal word.
u
With student input, guide students to
formulate and write the answer.
Review &
Acceleration
204
to
Art has form and beauty. One unusual art form is
rock art. Thousands of years of art exist on rocks and
caveprehistoric
walls. This times,
art cansobethere
found
theofworld.
arearound
millions
images
since
People on
stillstone.
make rock art. Murals and urban graffiti are
recorded
5 two
examples
of this kinds
style. of
Allrock
rockart.
artEarly
reflects
the times
There
are different
styles,
when
it was made.
called
pictographs,
are drawings or rock paintings
15 that are made by using a brush, or just the fingers.
L]Vi>hGdX`6gi4
Engravings are another form of rock art. In this style,
From
the beginning,
humans
have Petroglyphs
created rock are
the rock
surface
is cut, leaving
a picture.
Whatearly
is this
artistic
style?
is the art
yetart.
another
type
of rock
art.Primarily,
Material isit removed
of making
marks
on rock.
Therock
marks
may be cut,to
from
the rock’s
surface,
and the
is hammered
carved,images.
etched,Sculptures
or drawn. are
People
made Many
this art
20 10
produce
rockhave
carvings.
are
freestanding. Others are made in the form of reliefs, or
sculptures that only partially stand out from the front
surface of a rock wall.
Ancient rock art had different purposes. Some held
25 messages. We don’t understand the meanings of all these
marks.
The people of the time did, though. Maybe the art
Cave painting
from
Altamira Cave
in Spain. events from the past, or served as boundary
recorded
lines. Maybe it marked astronomical time. Rock art might
have recorded laws. Some of it probably told stories.
30 Some may have represented myths or revealed secrets.
Rock art could have been used to play games. Some of it
was intended simply for decoration—or to celebrate life.
prehistoric
belonging to a
time period before
written history
boundary
a border or edge
that marks a
specific area
Adapted with permission from “The Start of Art” by Paul Bahn
Student Text
pp. 28–32
Special Instructional
Support
Teacher Edition pp. T78–T80
English
Learners
Technology
Challenge
Text
Unit 14 • Lesson 3
TE_U14L03_C1_4p.indd 204
56
;gdbGdX`6gi
2/1/08 11:04:45 AM
Teacher Edition, Book C • Unit 14 Sampler
Model It
u
Model
u
u
Model how to answer question 2,
which asks students to define, and
question 3, which asks them to show
an answer.
Point out that the answer to question
2 came from several sentences, but
that the answer to question 3 can
come from only one or two sentences.
Suggest that a good way to show this
progression is with a simple timeline.
2. Define muralist in your own words.
A muralist is an artist who creates
paintings (or art) on walls.
3. Using a timeline, show the progression
of rock art from prehistoric cave
paintings to modern graffiti.
Past
In the
beginning,
there were
cave paintings.
Present
During the
nineteenth
century, Mexican
muralists painted
art on walls.
Today,
graffiti
artists
create art
on walls
and other
city
surfaces.
Have students:
• Copy the answers to questions 1–3 in the Interactive Text.
Do It Together
u
Partner
Have students work together to answer
question 4.
4. The text describes how rock art has
changed throughout history. Predict
what art form will be most popular in
10 years.
Computer art will be a popular form
of art.
u
Check the answer to question 4.
Do It Independently
u
On Their Own
Have students work independently to
answer question 5. Provide students
with an example of a metaphor as
necessary, such as: These shoes are
dynamite, he has a killer smile, her
smile lights up a room.
5. A metaphor is a figure of speech that
compares people, places, things, or
feelings without using the words like
or as. The phrase “the electricity of his
work” (line 98) is a metaphor. Explain
what this metaphor tells you about
Haring’s art.
This phrase tells that Haring’s art
was vibrant, exciting, dazzling, and
energetic.
u
Review answer to question 5. Have students check their work to make sure they
have written complete sentences and have followed the Answer It process.
Use the Homework Options
chart on page 161 to select
and assign homework
based on students’ needs
for reinforcement of
lesson content.
Unit 14 • Lesson 3
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57
Unit
14 • Lesson 3
Answer Keys
Lesson 3
Unit 14 • Lesson 3
Exercise 2 • Sort It: r-Controlled Syllables
4 Read the words in the Word Bank.
Exercise 1 • Listening for Sounds in Words
4 Sort the words with r-controlled syllables according to their vowel sound and spelling.
4 Listen to each word your teacher says.
4 Write each word under the correct heading.
4 Write the letter or letters where you hear the designated sound.
Word Bank
UX
1.
G
2.
3.
[
4.
OX
5.
GX
6.
OX
burn
short
bar
dark
her
bird
fern
first
star
girl
stir
church
corn
hurt
/ êr / = ir
HOXJ
LOXYZ
MOXR
YZOX
/ êr / = er
\KXH
NKX
LKXT
/ êr / = ur
verb
/ âr / = ar
H[XT
IN[XIN
N[XZ
HGX
JGXQ
YZGX
/ ôr / = or
YNUXZ
IUXT
GX
7.
OX
8.
OX
9.
GX
10.
Unit 14 • Lesson 3
77
Interactive Text p. 77, Exercise 1
78
Unit 14 • Lesson 3
Interactive Text p. 78, Exercise 2
Double It
Unit 14 • Lesson 3
Exercise 3 • Define It
Write the
Base á Suffix
4 Fill in the blanks with a category and an attribute to define each word.
HGXXKJ
NKXJOTM
YZGXXKJ
Z[XTOTM
YZOXXOTM
4 If you are unsure of your definition, compare it with the word’s definition in a
dictionary.
4 Do the first definition with your teacher.
1. An artist is
KJ
OTM
KJ
OTM
OTM
Suffix
^
^
Not
1-1-1 1-1-1
2. A car is
G\KNOIRK
category
that
^
^
^
One
Syllable?
^
^
^
^
^
^
^
^
4. Corn is
GYNKRZKX
that
category
GIXUV
category
that
^
^
^
^
^
5. A desert is
6. A farm is
attribute(s)
LGXSKXYMXU]ZNGZOY
.
attribute(s)
.
GXKMOUTULRGTJ
that
category
GVOKIKULRGTJ
category
XKIKO\KYROZZRKXGOTLGRR
attribute(s)
that OY[YKJZUVXUJ[IK
attribute(s)
.
IXUVYGTJUXXGOYKGTOSGRY
.
15.
14.
13.
12.
9.
11.
8.
10.
7.
(continued)
6.
5.
4.
HGX
NKXJ
YZGX
Z[XT
YZOX
3.
.
OYGZZGINKJZU
KGZKTH_VKUVRKGTJGTOSGRYGTJOY[YKJZUSGQK
Write the Base Word
2.
.
attribute(s)
UZNKXVXUJ[IZY
1.
attribute(s)
NGYLU[X]NKKRYGTJ
ZNKLXUTZUXHGIQULGNU[YK
Double It
Double It
27
Unit 14 • Lesson 3
79
Interactive Text p. 79, Exercise 3
TE_U14L03_C1_4p.indd 206
58
'TY]KXY]ORR\GX_
who OYZGRKTZKJOTGXKGY
YSGRRKXZNGTZX[IQY\GTYGTJ9;<»Y
3. A porch is
One
Consonant
After the
Vowel?
One Vowel?
1-1-1
Unit 14 • Lesson 3
category
X[TYUTMGYUROTK3UYZIGXYNG\KZX[TQYGTJGXK
© 2009 by Sopris West Educational Services. All rights reserved.
206
GVKXYUT
ROQKVGOTZOTMJXG]OTMUXYI[RVZ[XK
2/1/08 11:04:55 AM
Teacher Edition, Book C • Unit 14 Sampler
Unit
14 • Lesson 3
Answer Keys
Unit 14 • Lesson 3
Unit 14 • Lesson 3
Exercise 3 (continued) • Define It
Exercise 4 • Identify It: Prepositional Phrases
GVRUZULRGTJ
7. A garden is
category
LRU]KXYGTJ\KMKZGHRKY
GSGSSGR
8. A horse is
category
GTJGRUTMZGOR
that OY[YKJZUMXU]
attribute(s)
that NGYNUU\KYGSGTK
attribute(s)
4 Read each sentence.
4 Reread the prepositional phrase that is underlined in each sentence.
.
4 Put an X in the correct column to show what the prepositional phrase shows.
.
GTGXKGULRGTJ that OY[YKJLUXXKIXKGZOUT
9. A park is
attribute(s)
category
Y[INGYHOQOTMNOQOTMYVUXZYGTJVOITOIY
10. A river is
GYZXKGSUL]GZKXthat LRU]YOTZUGRGQKGT
.
.
4 Which vocabulary words are related to land? Write the words in the blanks.
JKYKXZ
VGXQ
LGXS
Position in Position in
Space
Time
Irregular Past Tense
>
1. Just sit and think in the yard.
3. Take notes during first period.
5. It’s hard to sketch and take notes at the same time.
>
>
6. Your sketch paper is inside the cabinet.
7. The brushes are on the sink.
MGXJKT
>
>
8. You may paint until 10 o’clock.
9. Since last Sunday, Jim has been painting every day.
>
10. His best painting hangs beside the door.
80
>
>
>
>
2. You must come before noon.
4. Sketch after dinner.
attribute(s)
category
UIKGTUXGTUZNKXHUJ_UL]GZKX
4 Circle the preposition.
Unit 14 • Lesson 3
Unit 14 • Lesson 3
Interactive Text p. 80, Exercise 3
81
Interactive Text p. 81, Exercise 4
Unit 14 • Lesson 3
Exercise 5 • Rewrite It: Tense Forms of Be
Exercise 6 • Use the Clues: Vocabulary Strategies
4 Read the sentence in the first column. Circle the subject and underline the form of be used
with it.
4 Change the verb to the new tense listed in the middle column. Use the form of be that goes
with the subject of the sentence.
4 Look at the charts in the Handbook section of the Student Text to be sure you have chosen the
correct form of be.
Sentence
Example: You are a fine partner.
82
4 Use meaning signals to define pictographs and engravings.
• Underline the vocabulary words.
• Read the text before and after the unknown words.
• Double underline the word or words that help define each unknown word.
• Circle the meaning signal words.
New Tense
Past Tense
New Sentence
were
You
am
Example: I was an expert.
Present Tense
I
1. She is a doctor.
Past Tense
She
2. We were observers.
Present Tense
We
a doctor.
are
Present Tense
You
4. I am an explorer.
Past Tense
I
5. He was a summer intern.
Present Tense
He
an expert.
was
3. You were so charming!
observers.
are
was
so charming!
an explorer.
is
a summer
intern.
were
6. They are forgetful.
Past Tense
They
7. We are art critics.
Past Tense
We
8. I was a club member.
Present Tense
I
9. They were clerks in the shop.
Present Tense
They are
shop.
10. You are a helpful partner.
Past Tense
were
am
based on “From Rock Art to Graffiti”
a fine partner.
forgetful.
art critics.
Early types of rock art are pictographs. These are drawings or
paintings on rocks. The painter uses fingers or a brush. Engravings
are forms of rock art. The rock surface is cut. This leaves pictures
on the rock.
4 Write a definition based on the context clues.
'TY]KXY]ORR\GX_
pictographs— 6OIZUMXGVNYGXKJXG]OTMYUXVGOTZOTMY
UTXUIQY
engravings—
+TMXG\OTMYGXKGZ_VKULXUIQGXZOT]NOIN
ZNKXUIQY[XLGIKOYI[ZRKG\OTMGVOIZ[XKUTZNKXUIQ
4 Verify your definition with the dictionary or an online reference.
4 Draw arrows from the underlined vocabulary words to the underlined definitions.
a club member.
clerks in the
You were a helpful
partner.
Unit 14 • Lesson 3
Unit 14 • Lesson 3
Interactive Text p. 82, Exercise 5
Interactive Text p. 83, Exercise 6
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Unit 14 • Lesson 3
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59
Unit
14 • Lesson 3
Answer Keys
Exercise 7 (continued) • Answer It
Exercise 7 • Answer It
4 Underline the signal word in the question.
4. The text describes how rock art has changed throughout history. Predict what
art form will be most popular in 10 years.
4 Write the answer in complete sentences.
Computer art will be a popular form of art.
4 Check for sentence signals—capital letters, commas, and end punctuation.
'TY]KXY]ORR\GX_
1. There are many types of rock art. What can you infer about the types of tools
used to create engravings, petroglyphs, and sculptures?
/?U[IGTOTLKXZNGZZNKZ_VKYULZUURY[YKJZU
IXKGZKKTMXG\OTMYVKZXUMR_VNYGTJYI[RVZ[XKY
]KXKNGSSKXYINOYKRYGTJUZNKXZUURY[YKJZU
I[ZXUIQ
5. A metaphor is a figure of speech that compares people, places, things, or feelings
without using the words like or as. The phrase “the electricity of his work” is a
metaphor. Explain what this metaphor tells you about Haring’s art.
This phrase tells that Haring’s art was vibrant,
exciting, dazzling, and energetic.
2. Define muralist in your own words.
'S[XGROYZOYGTGXZOYZ]NUIXKGZKYVGOTZOTMYUX
GXZUT]GRRY
3. Using a timeline, show the progression of rock art from prehistoric cave
paintings to modern graffiti.
Past
Present
*[XOTMZNK
:UJG_MXGLLOZO
TOTKZKKTZN
/TZNK
GXZOYZYIXKGZK
IKTZ[X_
HKMOTTOTMZNKXK
GXZUT]GRRY
3K^OIGT
]KXKIG\K
GTJUZNKXIOZ_
S[XGROYZYVGOTZKJ
VGOTZOTMY
Y[XLGIKY
GXZUT]GRRY
(continued)
84
Unit 14 • Lesson 3
Unit 14 • Lesson 3
Interactive Text p. 84, Exercise 7
208
Interactive Text p. 85, Exercise 7
Unit 14 • Lesson 3
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Teacher Edition, Book C • Unit 14 Sampler