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English Language Teaching & Learning 35 ages Routines: Explicit, teacher-led routines scaffold and support instruction. 11 – 18 English 3D Instructional Materials Pack IUT978-0-545-39691-2 $ 606.00( Includes a Teaching Guide with 3D in Action DVD and Teacher Space Resources CD, Issues Book, Language & Writing Portfolio, plus 2-Hour QuickStart Webinar) Individual Components English 3D Language & Writing Portfolio IUT978-0-545-39401-7 $ 23.00 English 3D Issues Book IUT978-0-545-39400-0 $ 19.00 ordering information TM TM Present IDEAS ANALYZING & DISCUSSING Building Concepts & Language SUMMARIZE WORD Knowledge T © 2011 by Scholastic Inc. All rights reserved. Manufactured in the U. S. Unauthorized distribution of any material or programming contents contained on this disc is prohibited. SCHOLASTIC, ENGLISH 3D, and associated logos are trademarks and / or registered trademarks of Scholastic Inc. C-D15-39402-3 TEACHER SPACE Interactive Whiteboard Tools, Assessments, and Resources for Differentiation Windows XP or higher; 256 MB RAM. Macintosh OSX or higher; 256 MB RAM Windows XP or higher; 256 MB RAM. Macintosh OSX or higher; 256 MB RAM TM in Action Classroom modeling of instructional routines for professional development SPEAKING & LISTENING Present IDEAS ANALYZING & DISCUSSING Building Concepts & Language SUMMARIZE WORD Knowledge ARGUMENT © 2011 by Scholastic Inc. All rights reserved. Manufactured in the U. S. Unauthorized distribution of any material or programming contents contained on this disc is prohibited. SCHOLASTIC, ENGLISH 3D, and associated logos are trademarks and / or registered trademarks of Scholastic Inc. D-VD5-39402-3 Language: Vocabulary • Choose topic-related academic words to convey ideas precisely in a justification. Writing • Mark text to analyze the elements of a justification. • Discuss the elements of a justification using academic vocabulary and complete sentences. • Take notes about the topic sentence, reasons, and evidence to plan a justification. Language: Conventions • Identify and use regular pasttense verbs for a justification. • Identify precise synonyms for key words and phrases to paraphrase text evidence. Writing • Paraphrase three pieces of text evidence for a justification, using precise synonyms and regular past-tense verbs. Language: Vocabulary • Write a justification using precise academic words. Language: Conventions • Use regular past-tense verbs in a justification. • Use precise synonyms and appropriate phrasing to paraphrase evidence in a justification. Writing • Write a justification that includes a topic sentence, reasons, evidence, a concluding sentence, and precise academic words. Language: Conventions • Proofread and edit a justification for correct present- and past-tense verbs, complete sentences, appropriate punctuation, and correct spelling. Writing • Use a scoring guide to self- and peer-assess a justification. • Collaborate with a partner to write and discuss priorities and suggestions for revision. Academic Writing: Justification Lesson 6 Lesson 7 Lesson 8 Lesson 9 IWB Daily Do Now, p. 237 Analyzing Text Elements, p. 70 Student Writing Model Planning to Write, p. 71 Choose Language for Writing Organize Supporting Evidence IWB Daily Do Now, p. 237 Frontloading Conventions, p. 72 Regular Past-Tense Verbs Frontloading Language, p. 73 Paraphrasing Text Language Function Paraphrasing IWB Daily Do Now, p. 237 Writing a Draft, p. 74 IWB Write a Justification Language Function Supporting Ideas IWB Daily Do Now, p. 237 Assessing & Revising, p. 75 Rate Your Justification Revise & Edit Language Function Offering Feedback, Clarifying Feedback Write a Final Draft Assessment Formative Assessment IWB Daily Do Now, pp. 236 – 237 Performance-Based Assessment • Justification Rubric • Proofreading Rubric Curriculum-Embedded Assessment • Issue 3 Test, pp. T80 – T81 ✔ Name Date Summarizing Read the paragraph to complete the topic, important details, and summary. Who Should Pay? By Emily Kurtzman Who should be responsible for insults and threats posted on a social networking site? Denise Finkel of New York thinks that many people should be held accountable. While in high school, four schoolmates created a Facebook page on which they posted nasty comments about her. In 2009, Finkel brought a lawsuit against the teens who cyberbullied her, their parents, and Facebook. Unfortunately for Finkel, Judge Randy Sue Marber decided that although the posts displayed“ an utter lack of taste and propriety,” they were opinions, not facts. That means legally the teens’ actions were not wrong. The judge also dismissed the case against the parents. The Facebook decision came from an even higher court. That court decided that Facebook is not liable for the unpleasant items its users post. In Denise Finkel’ s case, no one was responsible. Topic( Who?/ What?): Important Details: • Four New York teens • In 2009, Denise Finkel • Summary: Word Count: Language & Conventions Complete the sentences with regular past-tense verbs. Then paraphrase them. 1. For example, a cyberbully( violate) my privacy last year by sending me explicit text messages. Paraphrase: For example, a cyberbully 2. The article states that officials( ban) Internet use at school because cyberbullies( harass) too many students. Paraphrase: The article states that Issue 3 • Page 2 of 2 / 25 / 35 Copyright © Scholastic Inc. All rights reserved. E3D _ SAM _ W #_ WR-MGA TKTKTKTK Name Date Issue 3 Test Academic Vocabulary Write the correct form of a Word to Go and complete the sentence. 1. To protect all students, the law students from 2. My improved test scores last term my 3. When the principal canceled the senior prom, students had a variety of, including a 4. Teenagers can learn important leadership skills if they get with Complete the paragraph with the correct forms of Words to Know. Many people believe that schools to use their to monitor the that students use. The main concern is that students will use school computers other students. Schools worry that if a student cyberbullies another student using a school computer, the school is then for the damages. To avoid this, schools often install special software that allows them to monitor everything students are doing on school computers. Of course, just as people are in favor of monitoring students’ computer use, many others argue that this students’ privacy. This is an issue with clearly opposing sides. Issue 3 • Page 1 of 2 / 20 Grading Total / 100 / 20 Copyright © Scholastic Inc. All rights reserved. E3D _ SAM _ W #_ WR-MGA TKTKTKTK Issue 3 Test( Teacher Space CD) Cyberbullying 60B Language: Vocabulary • Generate written examples for topic-related academic words using complete sentences. Speaking & Listening • Discuss prior knowledge of a topic using precise topic words and complete sentences. • Discuss prior knowledge of topic-related academic words using complete sentences. Writing • Take notes using a graphic organizer. Speaking & Listening • State and support a perspective using precise words, modals, plural nouns, and present-tense verb phrases. • Describe cause-and-effect relationships using with and when. • Listen attentively and take notes on ideas that support or challenge a perspective. • Restate, compare, and report classmates’ ideas using complete sentences. Writing • Respond to a question in writing with a topic sentence and two supporting details. Language: Vocabulary • Generate examples for highutility academic words using complete sentences, relevant content, and the correct form of the word. Speaking & Listening • Articulate the main idea and important details of a text using academic vocabulary and simple present-tense verbs. Writing • Write a summary of a section of text using compound sentences, precise topic vocabulary, and simple present- and past-tense verbs. Language: Vocabulary • Generate examples for highutility academic words using complete sentences, relevant content, and the correct form of the word. Speaking & Listening • Articulate the topic and important details of a text using academic vocabulary and simple present-tense verbs. Writing • Write a summary of a section of text using complex sentences, precise topic vocabulary, and simple present-tense verbs. Language: Vocabulary • Generate examples for highutility academic words using complete sentences, relevant content, and the correct form of the word. Speaking & Listening • Respond verbally to text and listen attentively to classmate’ s responses. Writing • Paraphrase a quote from a section of text using your own words and complete sentences. • Write a response to text, including a topic sentence, two supporting sentences, and academic vocabulary. Building Concepts & Language Analyzing & Discussing Text Academic Writing: Justification Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 IWB Daily Do Now, p. 236 IWB Build Knowledge, p. 60 Issues: Data File, p. 16 Academic Vocabulary, p. 61 IWB Words to Know Words to Know authority responsible technology victim harass target threat violate IWB Daily Do Now, p. 236 Speaking & Listening, p. 62 Academic Discussion Language Functions Stating Perspectives, Describing Cause-Effect Relationships, Restating Ideas Speaking & Writing, p. 63 Ten-Minute Paper Language Functions Presenting Ideas, Comparing Ideas IWB Daily Do Now, p. 236 Academic Vocabulary, p. 64 IWB Words to Go Words to Go affect response Issues:“ The New Bully at School” Section 1, pp. 17 – 18 Summarizing Text, p. 65 Language to Summarize Section Shrink Language Functions Asking & Answering Questions, Summarizing IWB Daily Do Now, p. 236 Academic Vocabulary, p. 66 IWB Words to Go Words to Go data estimate Issues:“ The New Bully at School” Section 2, pp. 18 – 20 Summarizing Text, p. 67 Language to Summarize Section Shrink Language Functions Asking & Answering Questions, Summarizing IWB Daily Do Now, p. 236 Academic Vocabulary, p. 68 IWB Words to Go Words to Go involved prohibit Issues:“ The New Bully at School” Section 3, pp. 20 – 21 Responding to Text, p. 69 Quote Quest Language Functions Paraphrasing, Responding Daily Do Now, p. 237 Analyzing Text Elements, p. 70 Student Writing Model Planning to Write, p. 71 Choose Language for Writing Organize Supporting Evidence Daily Do Now, p. 237 Frontloading Conventions, p. 72 Regular Past-Tense Verbs Frontloading Language, p. 73 Paraphrasing Text Daily Do Now, p. 237 Writing a Draft, p. 74 Write a Justification Daily Do Now, p. 237 Assessing & Revising, p. 75 Rate Your Justification Revise & Edit Write a Final Draft Planning Guide Content Connection Social Studies Should there be specific laws against cyberbullying? Take a Stand Cyberbullies can use text messages to torment their victims. Many schools don’ t want to be“ Internet police.” They also don’ t want to get involved in a lawsuit. Does that mean cyberbullies can get away with anything? No, not when cyberbullying is an actual crime. Cyberbullying is criminal when it involves threats of violence, stalking, hate crimes, obscene text messages, or extortion. The courts have also ruled that schools can step in to prohibit cyberbullying when it causes significant disruption in school or interferes with a student’ s right to be secure. What is a just punishment for non-criminal cyberbullying? Schools use suspensions, expulsions, and calls to parents. Some go further and notify college admission officers and potential employers. Everyone agrees on one thing. Students should know the laws and rules about cyberbullying and be held accountable for obeying them. In the end, teens are responsible for their own actions. But, who is responsible for hurtful actions that impact so many— both bullies and victims? Over half use their cell phones during school hours. What if a cyberbully threatens a student over a cell phone while at school? Some schools contact parents or the police but won’ t search the cell phones for evidence themselves. Others feel that cell phones are like backpacks. If a search is reasonably related to a school rule, like cheating, the search is legal. Crime and Punishment 3 What happens when a student is caught cyberbullying? Is it a crime? What is the punishment? J. C., an eight-grader in Beverly Hills, California, took a video of her friends making mean and sexually explicit comments about another girl and posted it on YouTube. The principal suspended J. C. for two days, and J. C.’ s father sued. He said the school could not suspend his daughter“ for something that happened outside of school.” A judge agreed, and the school ended up paying over $ 100,000 in legal fees. What if a cyberbully threatens a student over a cell phone while at school? What if a cyberbully threatens a student over a cell phone while at school? Cyberbullying and the Law Most states have laws against traditional bullying but not against cyberbullying. Currently, there is no federal law that prohibits cyberbullying. Georgia passed a law against traditional bullying. Idaho and South Carolina were among the first states to pass laws that specifically target cyberbullying. Congress proposed a bill to help prevent cyberbullying. Anyone found guilty of cyberbullying would be fined or imprisoned. However, the bill never became a federal law. 1999 2006 2008 20 Issue 3 Cyberbullying 21 Massachusetts, monitors activity and data on the laptops the school gives to students.“ I regularly scan every computer in the building,” Socia says.“ They know I’ m watching. They’ re using the cameras on their laptops to check their hair and I send them a message and say,‘ You look great! Now go back to work.’” Does the school have a right to spy on students like this? Some parents and lawmakers think this type of monitoring falls within the school’ s rights, but others believe it violates students’ privacy. The situation gets even stickier with cell phones. A recent study estimates that 80 % of students send text messages on their phones and 74 % send picture messages. Responsibilities Vs. Rights 1 A new middle-school student in Ridgewood, New Jersey, became the target of cyberbullies who created a Facebook group to humiliate him. They posted ethnic slurs, mocked the boy, and gave him an insulting nickname. Other students flocked to the site and joined in the harassment. The boy’ s father came to the school’ s principal and begged for help. How should the school respond? Many people say that the school has no authority to take action. The cyberbullying happened off campus and online. No physical harm was done to the boy, and no crime was committed. After all, students have a right to free speech, even if that speech is hurtful. However, supporters of the victim say a student has the right to attend school without being harassed and humiliated. The school should guarantee its students a safe and secure place to get an education. It’ s not right to stand by and allow cyberbullying to affect students to the point of depression or worse. The Ridgewood principal’ s response balanced the school’ s responsibility with the students’ rights. He alerted teachers, and they spotted the bullies taunting their victim at school. Then he called the bullies into his office and told them that cops were monitoring their Facebook site. The threat of the police worked. The site came down the next day. We’ re Watching You 2 What about cyberbullying that happens inside school? Even that is not a clear-cut issue. Many schools have an“ acceptable use” policy that outlines rules for using the school’ s technology. But how do school officials find out if students are breaking the rules? Deb Socia, a principal at a middle school in Dorchester,... Students have a right to free speech, even if that speech is hurtful.... Students have a right to free speech, even if that speech is hurtful. Source: Cyberbullying Research Center * based on a survey of 4,441 students, ages 10 to 18 PERCENT OF TEENS * FORm OF CybERbullyiNg Cyberbullied Teens 25 20 15 10 5 0 20.8 14.3 13.3 8.4 7.2 6.7 5.0 Mean or hurtful comments online Rumors online Threatened to hurt me through a cell phone text Threatened to hurt me online Pretended to be me online Posted a mean or hurtful picture online of me I have been cyberbullied 18 Issue 3 Cyberbullying 19 Issue Cyberbullying Data File Debate The new bully is an invisible enemy that can attack your reputation, damage your self-esteem, and invade your privacy. What Is Cyberbullying? Cyberbullying is purposely and repeatedly harming someone using computers, cell phones, or other technology. It may include: • harassing someone by sending threatening emails, voicemails, or text messages. • forwarding someone’ s private messages, photos, or videos to others without permission. • stealing someone’ s password or screen name and pretending to be that person. • setting up websites to mock someone. How Serious Is the Problem? Cyberbullying is a significant issue that affects many teens: • 21 % of 11- to 18-year-olds have been cyberbullied • 20 % of students admit to cyberbullying others • 25 % of young girls and 16 % of young boys have been cyberbullied According to research data, victims of cyberbullying feel depressed, sad, angry, and powerless. Students who are cyberbullied at school feel that school is not a safe or positive place. Cyberbullying often leads to school absences, low academic performance, and school violence.( Cyberbullying Research Center, 2010) Article by Lucas Chen Why do so many teens cyberbully? How does it feel to be their target? Here are answers from two teens— one a bully, the other a victim. 17-year-old girl from Pennsylvania:“ I recently picked on an old friend of mine, for what I will not reveal because it was unusually cruel. However, she had done something to me that was equally as wrong, if not worse. I decided not to be a friend any longer and I spread her deepest secrets to everyone. I felt somewhat guilty … at the same time, it was a payback.” 14-year-old girl from New Jersey:“ Being bullied over the Internet is the worst. It’ s torment and it hurts. They say,‘ sticks and stones may break my bones, but words will never hurt me.’ That quote is a lie, and I don’ t believe in it. Sticks and stones may cause nasty cuts and scars, but those cuts and scars will heal. Insulting words hurt and sometimes take forever to heal.” Cyberbullying has become a significant part of teen social life. At the same time, it has invaded school life. Most cyberbullying is done off school property, but much of the hurt, mockery, and revenge it creates takes place at school. So where does a school’ s responsibility for cyberbullying start, and where does it stop? The New Bully at School Cyberbullying has a damaging impact on victims. 16 Issue 3 Cyberbullying 17 Academic Language Objectives Teacher Space Professional Development IWB Interactive Whiteboard Tools • Digital Daily Do Now • Brainstormer • Vocabulary Builder • Debate Tracker • Writing Organizer Instructional Routines • Video Modeling( 3D in Action DVD) • Teaching Guide, pp. T51 – T75 Scoring and Grading Resources • Justification Rubric • Proofreading Rubric • 3D Grading Grid Differentiation Resources • Vocabulary Builder • Justification Writing • Issue 3 Interview Cyberbullying Issue 60A Issue 3 E3D _ TEPE _ I03 _ 60A-60B _ PG. indd 1 5 / 16 / 11 11:52 AM T57 Words To Know InstructIonal routInes Words To Know Routine Purpose: To build academic topic-related word knowledge to speak, and write about an issue. 1. Pronounce Words to Know • Explain the purpose. You can use these academic words to discuss and write about the issue. • IWB Display the words, meanings, and examples using the Vocabulary Builder( Teacher Space CD) or the board. • Read each word aloud and have students repeat it twice. Then give the part of speech. The word is aggressive. Say it with me: aggressive. One more time: aggressive. Aggressive is an adjective. It’ s a describing word. • Model how to break the word into syllables and clap for each syllable. Then have students repeat. 2. rate Word Knowledge • Ask students to rate their knowledge of each word by filling in a number from 1 to 4. If you don’ t know the word, rate it a 1. If you recognize it, but aren’ t sure of its meaning, rate it a 2. If you are familiar with it and can use it in a sentence, rate it a 3. If you know the word and could teach it to the class, rate it a 4. 3. share Word Knowledge • Explain that students will get into small groups to discuss what they already know about the first two words. Grouping Students • Give direction on how many students per group. Get into groups of four with classmates near you. • Have students number off. Start with the student closest to the door and count clockwise from 1 to 4. • Assign roles within the group. Number 1s will lead the discussion and report to the class for the first two words. Then 2s will lead the discussion for the next two words, 3s for the next two, and so on. • Direct group leaders to ask each member to share using the frame: Are you familiar with the word ___? Using Response Frames • Prompt group members to respond using one of the frames for Sharing Word Knowledge. • Tell students that they can reference the frames on the inside cover of the Language & Writing Portfolio. • Model how the group discussion will take place. Number 1s ask each group member: Are you familiar with the word aggressive? Going clockwise, each group member answers using a response frame. For example:“ I recognize aggressive. It has something to do with fighting.” • Preselect a few group leaders to report their group’ s knowledge to the class using a frame for Reporting Word Knowledge. If your group has some knowledge of one word, but not the other, the facilitator might say: We have some understanding of the word athletic, but we would benefit from a review of the word aggressive. 4. explain Meaning • Pronounce the word again and have students repeat it. • Display or write the complete meaning on the board and read it aloud. Then have students record it. • Clarify the meaning of commonly used word forms. Athletic is an adjective, a describing word, which means“ able to play sports well.” The noun form is athlete, which means a person who is able to play sports well.” 5. Discuss examples • Read aloud the frame in the example column and display a possible answer. Tell students to wait to write. • Have groups collaborate to share additional examples to complete the frame. Monitoring & Providing Feedback • Circulate and preselect at least one student for each word to report out examples to the class. • Inform the students you preselect that they will be sharing so that they have an opportunity to rehearse. That is a strong example for aggressive. When we come together as a class, I’ ll ask you to share it. • Facilitate the class discussion. I asked a few students to read aloud their examples. As they report, listen carefully for an example that you think best demonstrates the meaning of the word. • Direct students to write. Choose one example that will help you remember the word and write it in the chart. • Repeat the process by having number 2s facilitate the next two words, and then teach their meanings and discuss the examples. Continue until you have taught all eight words. Implementation Support Use these practical ideas to support your implementation of this routine. Step 1: Pronounce Words to Know • To use the Words to Know routine to teach topic-related words in the core curriculum or another content area, print and project the blank chart( Teacher Space CD: Words to Know). • IWB Use the Vocabulary Builder( Teacher Space CD) to display the Words to Know broken into syllables. Step 2: Rate Word Knowledge • Circulate and monitor students’ word knowledge to take note of which words are review and which you need to focus on or teach more in-depth. Step 3: Share Word Knowledge • IWB Use the random student picker to choose which student number will facilitate the discussion of each set of two words. • Remind students to open the inside front cover of their Language & Writing Portfolios to reference the frames for Sharing Word Knowledge. Step 4: Explain Meaning • IWB The Vocabulary Builder( Teacher Space CD) will display another commonly used form for some of the Words to Know so that you can help students distinguish between word cousins. Step 5: Discuss Examples • Ask students to give a thumbs-up if a student shares an example that is similar to their own. • Have students reevaluate their knowledge of the words on a scale of 1 to 4. Tell them to put a check mark next to two words for which they need to hear another example. Provide additional examples as needed. E3D _ TE _ FM _ T56-T57 _ WTK. indd 57 6 / 15 / 11 3:17 PM T56 Words to Know at a Glance English 3D Instructional Routines Words to Know Teach students topic-related academic words to activate and build conceptual knowledge before reading, speaking, and writing about an issue. Building Topic-Related Word Knowledge Why It’ s Important • Activates prior knowledge and builds conceptual knowledge about topic-related academic words. • Builds topic-related academic word knowledge for speaking and writing. • Allows students to engage in more fluent reading. When To Use It • Follow the Words to Know routine when you teach topic-related academic words during an Issue. • Use this routine with the core curriculum if there are academic words that your students would benefit from learning before speaking, reading, or writing about a particular topic. • Apply this routine in content-area classes to teach topic-related words that students need to know to access and discuss texts. Routine 3 Words to Know Students record meanings and examples for topic-related academic words in their Portfolios. 1. Pronounce Words to Know Say the words and have students repeat them twice. 2. Rate Word Knowledge Ask students to think about what they already know and mark a rating for each word. 3. Share Word Knowledge Direct small groups to discuss what they already know about the words using frames. 4. Explain Meaning Display the word meaning, read it aloud, and have students record it. 5. Discuss Examples Model an example, and have students share additional examples and choose one to record. English learners often do not have academic vocabulary knowledge specific to a particular topic to effectively speak and write about it. Some topic-related words may be part of students’ receptive vocabularies— they have heard or seen them before— but they are not part of their expressive vocabularies— they wouldn’ t choose to use them during a discussion or in a writing assignment. The Words to Know routine activates students prior knowledge and builds conceptual knowledge about topic-related academic words. Students first evaluate their prior knowledge of each topic-related academic words and collaboratively discuss their word knowledge in small groups. Then the teacher explicitly explains the meanings and the class discusses examples. When students later encounter these topicrelated words while reading informational text, they are able to engage in more fluent reading. Most importantly, students have a bolstered academic vocabulary to draw from when they speak and write about the issue. Language to Share and report Word KnoWLedge Display and model how to use these frames to share word knowledge. Sharing Word Knowledge • Are you familiar with the word _____? • No. I have never heard the word _____. • I recognize _____. It has something to do with _____. • I can use in a sentence. For example, _____. • I know the word _____. It means _____. Reporting Word Knowledge • We have some understanding of the word _____, but we would benefit from a review of the word _____. • We think _____( means / has to do with) _____.( Language & Writing Portfolio 3D in Action Watch Dr. Kate teach topic-related words using the Words To Know routine on the 3D in Action DVD. E3D _ TE _ FM _ T56-T57 _ WTK. indd 56 6 / 15 / 11 3:17 PM Teacher Materials: • Teaching Guide • Teacher Space CD • 3D in Action DVD www. scholastic. com / english3d • + 1-646-330-5288 • intlop @ scholastic. com Planning page: The Planning Guide offers a step-by-step implementation overview of each lesson and academic objectives. If you like english 3d, see XBOOKS pages 82 – 83