Going Digital Going Digital - Shurley Instructional Materials

Language Arts Materials
Going Digital
with Shurley English
pages 12–15
12–13
Break the Code
for Your Early Readers
pages 8–11
Print Materials
Digital Materials
Print + Digital Materials
Innovation in
Education
At Shurley Instructional Materials, we not only provide
you with quality educational materials, but we also wish
to partner with you to give all students the opportunity to
exceed expectations.
Proven Methods of Learning
Proven Methods of Teaching
Proven
For Over 25 Years
2007
2001
1997
1988
The Shurley Method
Shurley
2009
Shurley Homeschooling
1989
The Shurley Method
The Shurley Method
Shurley English
We continually research, analyze, and
assess what best helps students reach
their full potential. During this process,
we continue to stay true to the
hallmarks that have made Shurley
We make abstract language arts
concepts clear and logical to support
all types of learners, using concrete,
multi-sensory strategies:
➜ Direct Instruction
➜ The Memory Model
➜ Multiple Intelligences
➜ Brain-Compatible Instruction
➜ Bloom’s Taxonomy
➜ Cooperative Learning
➜ Flexible Learning Groups
➜ Multi-Sensory Learning
English successful in the classroom
for over 25 years.
Shurley English:
3 never teaches isolated concepts.
3 uses repetition to attain mastery.
3 includes differentiated instruction.
3 incorporates high-level
student/teacher interaction.
3 provides a logical connection
between grammar, skills, writing,
effective listening and speaking,
and comprehension.
This powerful combination of teaching
models and research-proven teaching
methods allows for flexibility.
In addition, our step-by-step process
moves from simple concepts to increasingly
complex skills, allowing students to grasp
and retain even the most challenging
language arts skills!
2012
Grammar
Stepping Stones
to English
2013 Shurley English
Success
For documented research that
supports Shurley English as a curriculum
that helps students succeed, please
view the “Why It Works” booklet at
www.shurley.com.
1
We always strive to provide educators with
the best tools to prepare their students
Building
a solid
foundation
for success
for college and 21st century careers.
2
As the latest version of
Shurley English was developed,
our experts organized the series
logically, sequentially, and
systematically for success.
Shurley English:
➜ provides scaffolding so that students
can tackle the text complexity and
rigor in reading, writing, speaking/
listening, and language.
➜ incorporates creative and purposeful
instruction and expression of language.
➜ utilizes all learning styles.
➜ reaches ELL and academically
challenged students.
➜ challenges accelerated students.
➜ promotes higher-order thinking skills.
➜ leads to success and improved
self-esteem.
Scope & Sequence
Level
1
2
X
X
X
X
3
4
5
6
Level
7
8
JINGLES
Doing homewor
homework
Alphabet Jingle
Vowel Jingle
Ough Jingle
X
Setting goa
goals
Study plans for school & home
X
X
Handwriting
Handwritin
Adding Suffixes to Silent Final
Fina E
Words Jingle
X
X
X
X
X
X
X
X
X
X
X
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X
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Noun Jingle
X
Verb Jingle
X
X
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X
Article Adjective Jingle
Parts of a Book:
Table of content
contents
Preposition Jin
Jingle
X
X
Object of the Preposition Jingle
X
X
X
X
X
Preposition Flow Jin
Jingle
X
X
Subject Pronoun
n Jingle
X
Interjection Jingle
X
X
X
X
X
X
X
X
X
X
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X
X
Alphabetical order
X
X
X
X
X
Guide words
X
X
X
X
X
X
X
X
X
LIBRARY SKILLS
X
X
X
X
X
Organization
X
X
X
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X
Card catalog
X
X
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Object Pronoun Jingle
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Noun Job Jingle
X
Predicate Adjective Jingle
X
Linking Verb Jingle
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Atlas
X
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Encyclopedia
X
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Skimming and scanning
X
X
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Taking notes from an oral lecture
X
X
X
X
X
Purposes for reading
Summer 2015
X
X
X
X
X
X
X
X
Newspaper
STUDY AND REFERENCE
vailable
available
7 & 8 av
Levels
SKILLS
X
X
X
X
OTHER STUDY SKILLS
X X
Level
Levels 1–8
STUDY SKILLS
X
X
X
X
X
Almanac
Edition
2013
X X X X
Object Complement Jingle
X
X
X
X
X
Biography
X
X
X
X
X
X
X
X
Reference Works:
Dictionary
X
X
X
X
X
X
X
X
Autobiography
Modal Verb Jingle
X
X
X
Periodicals
Fiction
Non-fiction
X
X
Indirect Object Jingle
Predicate Noun Jingle
X
X
X
X
X
X
X
X
X
X
X
Entry words
X
X
X
X
X
X
X
DICTIONARY SKILLS
X
X
Possessive Noun Jingle
X
X
X
Bibliography
Eight Parts of Speech Jingle
Direct Object Jingle
BE Verb Jingle
X
X
Preface
X
X
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Appendix
X
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Possessive Pronoun Jing
Jingle
Conjunction Sound-Off Jingle
The 23 Helping Verbs Jing
Jingle
X
X
X
X
X
Transition Words Jingle
Pronoun Jing
Jingle
X
X
X
X
X
X
Glossary
X
X
X
Title page
Prepositional Phrase Jingle
X
REFERENCE SKILLS
Index
X
X
8
X
X
Adverb Jingle
Adjective Jingle
e
ce
enc
Scope & Sequen
7
X
X
X
6
X
Test taking tips
X
X
5
X
X
X
X
4
X
Reading maps, charts,
char
and graphs
X
Study Skills Jingle
Sentence Jingle
Listening
3
X
Charting student progr
progress
X
X
Planning study time
2
X
X
Y-Words Jingle
Burt the Bird Jingle
Getting organized
1
X
X
X
X
X
X
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X
Taking notes from
a written source
X
X
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Outlining
X
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1
For a detailed look at the
scope and sequence of
Shurley English, please visit
www.shurley.com.
www.shurley.com
3
Features
Alll Together Now…
Shurley English has assembled a
unique combination of features to
help students build a solid literacy
foundation. Our experts organized
the series logically, sequentially,
and systematically for success.
Abstract language arts concepts
become clear and logical, using
concrete, multi-sensory strategies
that support all types of learners.
•
provide domain-specific language.
•
allow for critical reading during
sentence analysis.
s,
icle adjective
We are the art
jectives.
Teeny, tiny ad
A, AN, THE
A, AN, THE —
n markers.
tives and nou
article adjec
We are called
d every day.
use
and
d
rize
We are memo
mark us
t us, you can
So, if you spo
A.
al
pit
ca
With a
s,
icle adjective
We are the art
jectives.
Teeny, tiny ad
A, AN, THE —
A, AN, THE
e
Grammar Tim
special kind of
tives
Article Adjec ut adjectives, it’s time to learn about a very
ctives
out article adje
picking
’ve learned abo
have no trouble
Now that you
ve. You should
article adjecti
adjective: the
.
three of them
only
are
e
because ther
4
Reference 20
tives
Ar ticle Adjec
The words
a, an,
•
serves as a formative assessment.
______
______
Name:
Wri
Lesson 5
Jingle
makes English grammar logical
and systematic.
.
cle adjectives
ctives called arti
group of adje
the are a special
es.
r adjectiv
NEXT PAGE
than any othe
Adding Interrogativ
e Sentences to the
Question and Ans
wer Flow
Sample
Sentence:
Is Carla working
on her science pro
ject today?
1. Who is working
on her science proj
ect today?
Carla – Subject
Noun . . . . . . . . . . . .
...................
. . (Write SN above
2. What is being said
Carla.)
about Carla?
Carla is working
– Verb . . . . . . . . . . .
...................
. (Write V above
3. Is – Helping Verb
working.)
...................
...................
. (Write HV above
4. Is working – Verb
is.)
Phrase
5. On – Preposition
...................
...................
. (Write P above on.)
6. On what? project
– Object of the Prep
osition . . . . . . (Wri
te OP above proj
7. What kind of proj
ect.)
ect? science – Adj
ective. . . . . . . . . . (Wri
te Adj above scie
8. Whose project?
nce.)
her – Possessive Pron
oun Adjective . (Wri
te PPA above her.
9. Is working whe
)
n? today – Adverb
...................
(Write Adv above
10. Subject Noun,
today.)
Verb, Pattern 1. .
...................
. . . . (Write SN V P1
11. Skill Check!
in the blank.)
(On her science
project) – Preposit
ional Phrase
Question mark, que
stion, interrogativ
e sentence
(Write Int at the
end of the sentenc
e.)
Go back to the verb
.
Divide the complet
e subject from the
complete predicat
(NOTE: Draw the
e.
vertical line in fron
t of the main verb
.)
¯
¯
¯
SN V
P1
HV SN
/
V
ter 9
| Chap
Level 6
Speaking
Listening and
jective Jingle
The Article Ad
7
•
366
•
Jingle Time
Oral Sentence Classification that
includes brain-compatible strategies.
Lesson 1
•
Grammar definitions that
incorporate rhythm, rhyme,
and movement.
1:
Exercise
The
Labels:
Originalce:
Senten
Revisedce:
Senten
Revisiony:
Strateg
Labels:
Originalce:
Senten
Revisedce
Senten
Revisiony
Strateg
Exerc
P PPA
Adj
OP
Is Carla working
Adv
(on her science
project) today?
Int
Sen
•
•
•
Basic Sentence composition that
rehearses the most common
conventions of English.
•
facilitates the transfer of word skills
to sentence skills.
•
integrates grammar knowledge
into the writing process.
spirals throughout the
curriculum to ensure mastery.
•
allows comprehensive input
and review.
Chapter
Start Lesson 4
syn
Ad j
d
damage
A
the
the
nc
sinking
wc
DO
ship.
vessel
syn
syn
unclear
Analogy
Antonym: understand
able
My memory of Spanish
is vague because
I only had it one yea
r in high school.
kidney : organ :: clarine
t : instrument
Relationship:
Thinking Process:
Type or Kind
Just as kidney is a kind
of organ,
clarinet is a kind of inst
rument.
Therefore, this is a typ
e or kind analogy.
??
?
vague
vague.
Picture idea: Put question
marks and the
word vague in a thought
bubble to demonstrate
confusing or unclear.
d
Ad v
tely.
immedia
204
add
ed the
n
o
d
n
a
b
a
e crew y.
v
i
s
n
e
h
re
el
3
The app essel immediat 3
3
v
sinking al lette 3
3Capit
unclear in meaning;
confusing
Synonym:
Sentence:
Hey, remember
that person we
saw in that movie
one day?
Level 6 | Chapter 5
ce.
r senten
eck you
list to ch
k
ec
ch
e
________
. Use th
________
nes below
________
li
__
e
__
th
__
__
tence on
________
______
ised sen
________
________
your rev
________
________
__
__
Rewrite
__
__
__
__
__
________
________
________
End mark
________
________
________
__
__
te sense
________
__
le
p
__
m
__
o
C
__
__
__
Verb
________
________
Subject
________
r
:
hecklist
ntence C
Definition:
36
Practice
sive
apprehen
e
abandon
vague (vāg)
Word 9
om
Classro
cise 2:
The
The
nc
c re w
syn
Vocabulary and Analo
gy
9
n
y:
A
SN
sailors
V-t
left
Word Time
r
Chapte
A dj
anxious
own
writin
ite your
ntence,
e your se
en, revis
5
Draw a picture or writ
e a poem or story
in your Vocabulary
Notebook to help
you remember the word
_
______
______
Date:__
______
__
__
__
______
.
.
______
______
sentence
ch word
______
original
nder ea
n
a
______
__
te
ri
__
rategy u
w
st
____
to
n
s
__
io
el
__
is
b
la
e rev
______
Use the
______
on of th
______
t labels.
breviati
______
blueprin
g the ab
e:
Skill instruction and practice that
provides specific processes
to follow for understanding
and application.
www.shurley.com
5
Features



 

 
Name: ______
_______________
_________________
_________________
_____________ Date
:_______________
•
•
•
Writing instruction that
uses student-friendly writing
scaffolds that pave the way for
exceptional writing.
develops and enhances
effective writing traits.


WA:
W
____
A: __
Genr
Genre:
e: ____


____
____
____
____
 ____
__
____
____
____
_______
Purpose:
Purp
ose: _

___

____
_____________ Audi
Audience
ence: ____

____

____


__
____


____
____
 ____
____
____
_ ____
Topic: ____
Topic


____
____

__
____


____
____

____
____
____
__ ________________
____________________
_
Topic Sent
Topic
Sentence
ence: ____

____
____
_

___
____
____
____
____
____


____
____

____
 ____
____

____
__

____
_
____
___

____
__
__
_
TOPIC


Main Point 1
Main Point 3
Main Point 2
provides detailed graphic organizers
for logical organization of ideas.


Supp
Supporting
or ting Deta
Details:
ils:
•
•
•
includes comprehensive development
of revision and editing skills.
allows students to use their
imagination to explore ideas and
respond to the texts they read.
engages students in interactive
listening, speaking, thinking, and
writing activities.
•
integrates and develops powerful
“deep and wide” vocabulary,
including etymology.
•
connects the most important
grammar skills into writing.
•
allows numerous opportunities for
writing across the curriculum.
•
provides purposeful technology
applications to support key
skill development.
____
_
_
_

_

____
___

_
____
________
__
_
______
____
Supp
Supporting
or ting Deta
Details:
ils:
S
Supp
upporting
or ting Deta
Details:
ils:
__
__
____

______
_
_
_
_____
________
___
_____
____
_
____


____
__

_______
____
_
__
_____
____
____
____
___
____
_
__
____

_
__
____

__

____
___
_______

 _____
_
__
_
____
_
____
_
_
_

_____
____
____
_____
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_
___
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________
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________
__
_______
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_
____

_

___
____
_______
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____
___

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_
_
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_
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
_
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
_
____
____
____
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__
_
__

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_
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_
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_
_
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Best. Dessert. Ever.
by Quigley Shurley
My favorite dessert
of all time is Aunt Lin
dsey’s blueberry pie.
Make no mistake, thi
s is no ordinary pie. In
fac
t, each piece is a slic
of heaven on a plate.
e
Its warm, sweet aroma
fill
s the house as it bak
in the oven. The flavor
es
s of fresh blueberries
, cinnamon-butter sau
and Aunt Lindsey’s sec
ce,
ret crumble topping
don’t just mingle, the
a party! The crust is
y throw
always flaky and golde
n-brown, and the top
tastes so sweet and
ping
buttery that the pie
almost doesn’t need
However, the cinnam
a filling.
on-blueberry filling tie
s everything together
beautiful symphony of
in a
flavors. Nothing on ear
th could ever improv
perfection of Aunt Lin
e the
dsey’s blueberry pie—e
xcept, perhaps, a sco
of vanilla ice cream on
op
top!
6
____
_
_______
_
___
____
____

____
_
__

_
__
__
___
____
__
_

_
__
__
_
_
•
Reinforcing reading instruction by
allowing students to build their own
literacy from sound-symbols to words
to sentences to writing fluency.
developing decoding, phonemic
awareness, spelling, and fluency skills.
integrating high-frequency words.
allowing textual analysis in
bite-size chunks.
encouraging students to think
deeper and more critically.
providing comprehension support.
featuring original pieces in various
domains of literature, including
narratives, informative pieces,
opinion/argumentative writing,
and other culturally-relevant text,
which stimulate discussion and
boost comprehension.
drawing on literature models that
enhance and inform their own writing.
•
•
encourage active listening in
flexible student groups.
•
•
prepare students for formal and
informal oral presentations.
•
•
•
rehearse routine discussion
strategies that build knowledge.
•
Photo by Shimelle Laine
Speaking and listening
opportunities that
allow students to discuss topics
formally and informally.
•
•
•
Chapter
2
rrative
Reading Passage: Na skills. Comprehension is the understanding of
Lesson 11
comprehension
ge and questions.
It’s time to enhance your
directions for the passa
Follow your teacher’s
things you read or hear.
The Predicament
to do was
Trey’s favorite thing
n bike that he
ride his new mountai
his birthday.
had just gotten for
walk, in the
He rode it on the side
nd the neighbackyard, and arou
waved to his
borhood. He always
every time he
best friend, Aaron,
house, which
passed by Aaron’s
wished Aaron
was frequently. Trey
they could ride
had a bike so that
that Aaron’s
together, but he knew
mployed for
dad had been une
and they
the past four months,
buy Aaron a
could not afford to
bike right now.
put his
One evening as Trey
he had a great
bike in the garage,
d to his
idea. He eagerly talke
they agreed
parents about it, and
l.
with Trey’s proposa
t
That night, Trey wen
to bed happy and
92
2
Level 6 | Chapter
solution to
excited about the
his predicament.
ped in
The next day, Trey stop
se, but he
front of Aaron’s hou
. He was on
wasn’t on his new bike
had outgrown.
the old bike that he
ller than Trey,
Since Aaron was sma
ld be a perfect
the older bike wou
aining his idea
fit for him. After expl
nts and
to Aaron and his pare
, Trey sprinted
getting their consent
his new bike,
back home, grabbed
Aaron’s. That
and raced back to
Trey around
day, Aaron rode with
Aaron was
the neighborhood.
felt great
overjoyed, and Trey
friend.
about helping his best
more fun to
Besides, it was a lot
ride with Aaron
than just to
wave at him
while riding
by his house.
7
Features
Levels 1 & 2
Break
reak the Code.
In Levels 1 and 2, Shurley English
has assembled a powerful combination of features to help early readers
break the reading code.
Through a logical, systematic
approach, we provide students
with the concrete steps necessary
to make the connection between
letters, their sounds, and the
words they make. Our multisensory approach ensures a solid
foundation for lifetime literacy.
•
incorporate rhythm, rhyme,
and movement.
•
provide information about sounds
and how they work together.
•
provide definitions to help students
decode and analyze words.
Chapter
1
Reading
Lesson 1
Recite the Vowel Jingle.
Jingle 65
A, U, ( I andY), O, E
The Vowel Jingle
6
Six simple vowels to learn, wait
and see!
Every English syllable
Has to have at least one vow
el—I’m tellin’ you now!
Listen up my children as I sing
this song.
When you know your six vow
els, sing along!
8
A–a says ă, ā, ä
U–u says ŭ, ū, o˘o
I–i and Y–y say ĭ, ī
O–o says ŏ, ō, o¯o — we’re almost thro
ugh!
E–e says ĕ, ē — it has potentiality!
•
help students hear and see
the building blocks of words.
•
•
•
•
provide a coding system
for letters and sounds.
strengthen the neural connections
by fusing together visual, auditory,
and kinesthetic learning.
•
incorporate daily repetition
of important phonemic rules.
use repetition and a combination
of learning styles.
•
provide ways to master the sounds
and symbols of reading.
feature detailed instructional
information for the teacher.
Say:
ă, ā, ä
d
b
9
Features
Levels 1 & 2
•
provide students with their own
self-made vocabulary reference.
•
serve as a study tool for partners
and whole groups.
•
show daily progress of students’
phonemic awareness.
•
provide ongoing formative assessments.
•
hold students accountable for old
and new material.
•
provide a constant stream of practice.
Set 1
aaaaaaaaaaaaaaa
aaaaaaaaaa
s—
ss
ss
ss
sss
ss
ss
ss
ss
s
——_
_
ss
——_
_
ss
——_
_
ss
——_
—
_
ss
—
—
_
ss
—
—
_
ss
—
—
_
—
—
_
—
—
_
—
—
_
—
——————
—_
mm
m m m m m m m m m m m m m mttmtt
tt
tttttttttttttttttttttttt pppp
p
ppppppppppp
pppppppppp
Set 1 Words
Pam
Sam
mat
sat
Set 1 Sentence
t.
am sat on the matt.
Sam and Pa
Sa
10
Chapter
•
•
•
Lesson 5
•
incorporates a coding system that
turns invisible decoding strategies
into visible, hands-on learning.
allows students to build their own
literacy from sound-symbols to words.
helps students visually recognize
spelling patterns.
aids reading and writing development.
4
Reading
Rule 2 for Silent
E
Now, you will lea
rn Rule 2 for Silen
t Final E, the VC
GU Rule.
brave
knight
ue
bl
banner
s
lanteceel
horse’s
prance
fat
cat
A
A
bard
198
Level 1 | Chapt
er 4
syllable
vowel
orange
is a
of sound;
in every syllable
MUST be found!
4 Rules
When a word has a doubled
middle consonant, divide
between the doubled
middle consonant.
bun•ny
to Divide
Multi-Syllable
Words
If two consonants come
between two vowels, divide
between the consonants.
sis•ter
Consonant blends and
digraphs are never divided.
wash•er
ma•chine
go•pher
high•est
If there are two consonants in
front of -le, divide between
the two consonants.
bun•dle
puz•zle
11
Digital Features
Digital
g
is Dynamic.
During the development phase
of our latest edition of Shurley
English, our own in-house team
of technology experts worked
in tandem with our authors.
Together, they designed digital
enhancements, tailor-made for
our unique approach to language
arts instruction.
It was important to us to develop
purposeful digital-enhancements
to the curriculum. Time in the
classroom is valuable, and therefore a digital product must provide true, measurable value to the
student and the learning process.
To this end, we developed our digital curriculum to…
• enhance the lessons with stimulating multi-sensory input.
• incorporate strategies to engage the brain and enhance understanding.
• activate and maintain student engagement within each lesson.
• provide parental support for at-home review opportunities.
• meet the growing need for technology instruction
and learning in the Digital Age.
12
Interactive Menu Items
Plays audio for the
chosen Jingle along
with a follow-along
animation
Plays helpful audio
for the skills being
taught on the page,
such as Q&A Flows,
Introductory and
Practice Sentences,
Vocabulary Words,
and much more
Plays an animation
or a video that
visually reinforces
the material being
taught on the page
Launches a variety
of activities that can
be displayed and
utilized as classroom
practice through an
interactive whiteboard
Displays a printable
PDF of various
resources such as
assessments and
practice forms
Revising Checklist
1. Use these writing traits as you revise your rough draft.
Ideas
1. Are there any important or interesting ideas
or details that could be added?
Organization
2. Is there a clear introduction, body, and conclusion?
Do you need to make any improvements?
3. Does each paragraph have a topic sentence?
4. Are there sentences that should be deleted because
they do not support your topic?
5. Are the sentences and paragraphs in a logical order?
Should they be rearranged?
6. Does your writing reflect its purpose, genre, and audience?
Word Choices
7. Can you add or replace any weak words
with stronger word choices?
8. Are there any repeated or unclear words
that should be deleted?
Voice
9. Do your word choices make your writing sound unique?
10. Can you add figurative language
(similes, metaphors, personification)?
Sentence Fluency
11. Are the sentences varied in length and type?
12. Do you need to combine or shorten any sentences?
13. Do you need to add or change transition words?
2. Write your revisions in the blank spaces
of your rough draft.
3. Draw a line through words or sentences
that you want to delete or replace.
13
Shurley English Digital Products are protected by U.S. Patent No. 8,898,243
Digital Features
Shurley Portal
Access to your digital products is
simple and easy with the Shurley
Online Services Portal.
• Manage access to each of your
Digital Student Textbooks.
• View numerous, printable
enrichment worksheets.
• Review self-help resources and
easy-to-follow videos
for teaching strategies.
Shurley Sync:
Patented Technology
Ensure that your students are on task
with our patented Shurley Sync technology.
Behind the scenes, we sync the Teacher’s
Manual, Student Textbook, and
Interactive Content so you and your
students are always on the same page,
making certain that focus and attention
are right where you want them.
Shurley Sync
Teacher
Device
Shurley English Digital Products are
protected by U.S. Patent No. 8,898,243
Projection Device
Student
Devices
Compatible Devices:
— iPad Tablets/iPhones
— Android Tablets/
Android Phones
— PC and Mac Laptop/
Desktop Computers
TECHNICAL REQUIREMENTS:
• Windows® 7 or higher
Mac OS X 10.7.3 or higher
• High-speed Internet connection
• 2 GB RAM
• Initial download of Shurley Portal
14
Whiteboard
Teacher
Resources
Our digital curriculum affords
access to a variety of modified
worksheets, blank templates,
and other helpful teaching aids.
These printable resources are
available for all grade levels.
View a lesson with seda
at www.shurley.com
The Shurley English Digital Assistant (SEDA) is here to help you
become a Language Arts expert. Utilizing highly-trained, certified
teachers, we model every lesson for you. This valuable resource
is available for your digital classroom, creating endless ways to
promote knowledge acquisition and reinforce retention.
seda is for Everyone
Students
• Provides engaging pre-teaching resources for
knowledge acquisition
• Delivers consistent post-teaching opportunities
for reinforcement
• Ensures continued learning in the event of absence
Teachers
• Delivers detailed teacher training for every lesson
• Offers complete lesson preparation
• Allows for co-teaching opportunities
• Supports small group instruction
• Provides comprehensive resources
for flexible classroom facilitation
Parents
• Provides complete awareness
of their child’s learning
• Ensures accurate reinforcement
is taking place at home
Teacher, student, or parent…Before, during, or after class…
seda is here to help you grow!
15
Shurley: Dynamic Materials for the 21st Century
Versatile
L E A R N I N G
Over the last several years,
Shurley English has invested
tremendous energy and
resources to develop its own
combination of print and
digital curriculum — a
custom-fit approach to match
your students’ growing
literacy needs — using
Brenda Shurley’s unique and
trusted methodology for
language arts instruction.
As your classroom changes,
your Shurley English materials
P R I N T M AT E R I A L S
are fully adaptable!
You may purchase Print,
Digital, or a combination of
Print + Digital. The choice is
yours. The flexibility is yours.
As your school’s resources
change and grow, so can your
Shurley English materials.
16
We have the mater
D I G I TA L M AT E R I A L S
P R I N T + D I G I TA L
rials to fit the way you teach.
Would you like an online preview? Visit www.shurley.com
www.shurley.com
17
Print Materials
2
3
4
5
6
n1 n
n
n
n
n
Available for levels:
On the Desk:
The Student Textbook
T R A D I T I O N A L M AT E R I A L
The Student Textbook
is a required item
for each student.
This set of two
hardcover books
contains references,
jingles, practices,
checkups, homework
assignments, and
multiple forms of
assessments, including
daily practice and
end-of-lesson reviews.
18
Student Workbook
Student Test Book
The Student Workbook is a
recommended item for each
student. The consumable
worksheets are used in
conjunction with the Student
Textbook. Students write on
workbook pages instead of
notebook paper. A workbook
may be purchased for each
student or the teacher may
duplicate workbook pages.
The Test Book is a required
item. The consumable book
contains the pretest, chapter
tests, and the posttest. Tests
are presented in multiple
formats. A Test Book may be
purchased for each student
or the teacher may duplicate
test pages.
Chapter
17
Frogs and Toads
SECTION 1
How Frogs and Toads Are Alike
Frogs and toads have many things in common. One way they are alike is
that they are both classified in the group of cold-blooded animals called
amphibians. Cold-blooded means that an animal’s body temperature changes
to match its surroundings. Amphibians are animals that can live on land and in
water. For this reason, both frogs and toads have long back legs for jumping and
webbed feet for swimming. Another way frogs
and toads are alike is that they both catch
insects with their long, sticky tongues. Finally,
both frogs and toads start life as tadpoles
hatched from eggs laid in water. A tadpole is
the larva, or baby stage, of frogs and toads.
During the tadpole stage, frogs and toads
have gills so they can breathe under water. Later,
they develop lungs for breathing air as they mature
into adult frogs and toads.
SECTION 2
Comprehension Questions
provide a scaffold for
class discussions.
684
Strategy 2
Using the Questioning Strategy
The purpose of questioning is to get your mind ready for information. It gives you a
reason for reading and makes it easier to remember main ideas and understand key words.
Turn headings and key words in the article into questions.
1. How are frogs and toads alike?
2. What does cold-blooded mean?
3. What are amphibians?
4. What is a larva?
5. When are gills and lungs used?
6. How are frogs and toads different?
7. What is a habitat?
References are clear
and concise.
Strategy 3
Using the Reading Strategy
The purpose of reading is to understand the information under
headings and to get definitions for key words. Now, read the article.
Strategy 4
Using the Scanning Strategy
The purpose of scanning is to help you use headings and key words to find answers
to questions. Scan headings, key words in bold print, underlined words, and topic
sentences to help you find the answers to the questions below.
1. How are frogs and toads alike?
Based on what
2. Which section contains these bold-type words: cold-blooded,
amphibians, larva, gills, and lungs?
you’ve learned,
3. What does cold-blooded mean?
can you tell
4. What are amphibians?
whether this is
5. What is a larva?
a picture of a
6. What are frogs and toads called in the larva stage?
7. When do frogs and toads breathe with gills?
frog or a toad?
8. When do frogs and toads breathe with lungs?
9. How are frogs and toads different?
10. Which section contains the word habitat in bold-type?
11. Which section tells you where frogs and toads live?
12. What is the main idea of the article?
How Frogs and Toads Are Different
Even though frogs and toads are very similar, there are a few ways in which
they are different. One difference in frogs and toads is their skin. Toads have dry,
bumpy skin that is darker in color than frogs’ skin. A frog’s skin is moist, smooth,
and lighter in color than a toad’s. Another difference is their body shape. Toads
have wide, flat bodies, and frogs have narrow, slender
bodies. Finally, toads and frogs require different living
habitats, which is the place where a plant or animal
normally lives and grows. Frogs must always live near
water in order to keep their skin moist. Toads need less
water and can live in dry places.
Using the Skimming Strategy
The purpose of skimming is to get a general idea of the article before you actually read it.
Use titles, headings, subheadings, and key words to help you.
1. What is the title of the article?
2. Name the headings.
3. What are the bold-type words in each section?
4. What is the main idea of the article?
Examples show how
to apply what is
being learned.
Level 4 | Chapter 17
Chapter
Level 4 | Chapter 17
1
End Lesson 2
Extending the Lesson:
Blogging
A blog is like an online
journal where you can express your
opinions and make comments about
what is going on in your class, family,
school, and community. Since others
can read what you have written, you
must be careful not to write anything
private, rude, or unkind. You must
always accept the responsibility for
how you express yourself in a place
that other people can read.
The following activities
can be used to blog.
1. Wall blog at home
(parent supervision)
Use poster board, butcher paper,
white shower curtain, or white
board to set up a home blog in
a central location in your house.
All family members can read
and write blog entries.
Students Extend the
Lesson to promote a
deeper understanding
of concepts, skills,
and subjects.
Classroom Practice 8
Name: ________________________________________________________________ Date:_______________
GRAMMAR:
Exercise 1:
1.
2.
Exercise 2:
2. Wall blog at school
Classify each sentence.
The tired little kitten slept soundly today.
An old teapot whistled very loudly.
What are the article adjectives?
1. ___________________
(teacher supervision)
Assessments are
provided in
multiple formats.
You can read and write blog
entries on butcher paper,
poster board, or a white board.
3. Class blog on the computer
(teacher supervision)
Post entries on the class blog.
Use your scheduled time for
the blog to write, read, respond,
and reflect.
685
Exercise 3:
2. ___________________
List the adverb questions.
Exercise 4:
3. ___________________
List the adjective questions.
1. _______________________________
1. _______________________________
2. _______________________________
2. _______________________________
3. _______________________________
3. _______________________________
End Lesson 5
Lesson 1
First, skim headings and key words in bold print. Second, form questions from the
headings and key words. Third, read the text, reading closely to understand information
about headings and key words. Fourth, scan headings and key words again to find
answers to questions.
Lesson 1
Use Reference 190 to answer the questions below
Strategy 1
Reference 190
Article for Reading Strategies
SKILLS:
Exercise 5:
Rubrics ensure
writing traits are
being incorporated.
Write a or an in the blanks.
1. Would you like ____ orange?
3. We saw ____ very large fire.
2. Would you like ____ fresh orange?
4. We saw ____ extremely large fire.
Exercise 6:
Fill in the circle beside each correct answer.
1. minute : hour :: pages : ______
time
book
paper
2. late : wait :: ______ : night
day
morning
fight
EDITING:
Exercise 7:
Write the capitalization and punctuation rule numbers for each correction in bold.
Use References 7 and 9 on pages 24 and 29–30.
,
Rose, you go to Parker Elementary on Miller Street, don t you?
8
Level 4 | Chapter 1
Level 4 | Chapter 2
67
Sentence Booklet
The Sentence Booklet is a consumable workbook intended to support your study of
Shurley English and our unique approach to Language Arts. As grammar skills are
introduced or as you review previously taught skills, you may utilize this book of
sentences for additional classification or skill practice. Sentences are in large print
and grouped by skill in this full-size, softcover booklet.
This booklet covers multiple grade levels and is
cross compatible with all editions of Shurley English.
19
Print Materials
2
3
4
5
6
n1 n
n
n
n
n
Available for levels:
At Your Fingertips:
The Teacher’s Manual
T R A D I T I O N A L M AT E R I A L
The Teacher’s Manual
is essential for teaching
the Shurley English
curriculum and
continues to be the
heart of the program
at every level.
This two-book set includes:
• Lesson Plans
• Student Objectives
• Teaching Scripts
• Questioning Strategies
• Modification Strategies
• Classroom Activities
• Enrichment Activities
• Teaching Tips
• Student Tips
• Answer Keys
…and much more!
20
Teacher’s Key
Jingle Posters
The answer keys from
the Teacher’s Manual
have been conveniently
placed together in a
full-size, softcover book,
making it easy to check
student pages.
The Jingle Posters are
17" x 22" and provide a
colorful visual aid for
the jingles.
These poster sets are
great tools for reinforcing
grammar concepts.
e
J i ngl Time
Teacher’s Key p. 25
Jingle Posters 13–14
TEACHER INSTRUCTIONS
Collect Writing Assignment 1 from
your students’ Final Paper folders.
Use the Student and Teacher
Assessment Rubrics (pp. 198–199a)
to evaluate WA 1 before conference
time in Chapter 6, Lesson 1.
Start Lesson 1
Student Workbook p. WB23
5
Classifying Sentences
The Pronoun Jingle
Jingle 13
These little pronouns,
Hangin' around,
Can take the place
Of any of the nouns.
With a smile and a nod
And a twinkle of the eye,
Give those pronouns
A big high five! Yeah!
Teacher instructions prompt
the direction and flow of the
lessons being taught.
Lesson 1
Chapter
Lesson 1 Ancillary Items:
Classify the Introductory Sentences, using the Question and Answer Flow.
Classifying these sentences will help you learn helping verbs and
interrogative sentences.
Introductory Sentences
ORAL PARTICIPATION
1. ______ Your dog is sleeping on my couch.
2. ______ Your muddy dog is sleeping soundly
3. ______ Is your dog sleeping on my couch?
There are seven
Subject pronouns
That are easy as can be.
SUBJECT PRONOUNS!
1. Introduce the Pronoun and Subject
Pronoun Jingles. Demonstrate the
jingles or use the Jingle CD.
Pronouns
2. Practice the new jingles several
times until students can sing or
recite them smoothly.
It’s time to learn about pronouns. These handy little words take the place
of nouns, so we don’t have to say the same nouns over and over again.
200
Strategies To Engage the Mind
Student objectives are listed
for every lesson to facilitate
lesson planning.
For kinesthetic learners and
first-year Shurley students:
1. Have students recite the Question
and Answer Flows for the first
and second sentences again.
This time, have students trace
the labels on their desks with the
four fingers of their writing hand
as they classify the sentences.
Level 3 | Chapter 5
Level 3 | Chapter 9
363
Q&A Key on pages 363a–b
Lesson 1 Student Objectives
Jingle Time:
Writing Connection…
Word Study:
Compare Sentence 1 to Sentence 2. The sentences mean
basically the same thing, but Sentence 2 is more informative
because of the added details. Notice how adjectives, adverbs,
and prepositional phrases are used to improve and expand the
meaning of the original sentence. Name the words and phrases
in Sentence 2 that are used to add more details. When you
write, ask yourself this question: Have I used enough adjectives,
adverbs, and prepositional phrases to make my sentences
interesting and informative? Brainstorm and make a list of
interesting adjectives, adverbs, and prepositional phrases that
can be used for elaboration.
Discuss How Prepositional Phrases
Add Details
Study Jingle 13
Grammar Time:
Study Jingle 14
Writing Connection:
Discuss Multiple Meanings of a Word
Discuss Pronouns
Use Details to Make Sentences
More Interesting
Recognize Subject Pronouns
Classify Introductory Sentences
Recite a Noun Check
Identify Singular and Plural Nouns
Identify Common and Proper Nouns
Study the Noun Chart
2. Display the sentences to be classified on the board.
4. Lead your students through the
Question and Answer Flow for
the sentences.
I and We,
He and She,
It and They and You.
Those are the subject pronouns!
ma r
G r amTime
TEACHER INSTRUCTIONS
Classifying Sentences
1. Lead your students through the
Question and Answer Flows for
Helping Verbs and Interrogative
Sentences in Reference 123 again.
3. Do a quick vocabulary check
to make sure your students understand every word in the sentences.
on my new white couch!
The Subject Pronoun Jingle
Jingle 14
TEACHER INSTRUCTIONS
Writing Time:
Discuss Meanings of Common Titles
Assessment:
Turn in WA 1 for Evaluation
2. Make Human Sentences with
Helping Verbs. (See page Q64
for an explanation of Human
Sentences.) Assign certain students
to be the “Helping Verbs.”
As a group, read the sentences
aloud so they can hear why the
sentences are not correct without
a helping verb.
Examples: We are riding in the
parade today. Martina is cooking
in the kitchen with Mother.
Complete Classroom Practice 19
Identify Six Parts of Speech
Level 3 | Chapter 9
Level 3 | Chapter 5
Chapter
Read the directions with your
students. Review each example with
them. Use the following pattern to
show students how to think through
the process.
Sentence 1:
The girl (ride or rides) on her
bike.
Lesson 3
TEACHER INSTRUCTIONS
Directions:
A singular subject uses a singular verb that ends in –s or –es.
(Exception: I is labeled S with Rule 2.)
RULE 2
A plural subject, a compound subject, and the pronouns you and
use a plural verb with no –s or –es ending.
girl
What is the subject? girl
SUBJECT
P
S
1
2
1. The girl (ride, rides) on her bike.
P
2
3. Your hat and shoes (is, are) in the closet.
I
Which verb would you choose to
agree with the singular subject
girl? rides, the verb with the
–s or –es ending The verb rides
has been underlined as the correct verb choice.
S
2
Modification ideas
help meet individual
student needs.
2. The girls (ride, rides) on their bikes.
4. I (help, helps) Mom cook dinner.
Review: Parts of Speech
Level 3 | Chapter 5
Strategies To Engage the Mind
Repetition may help students hear the subject-verb agreement for each form.
Write the two lists on the board .
Read the first list. Then, have students repeat it with you several times.
List 1: rabbit jumps, bird flies, boy runs, child plays.
Next, read the second list. Have students repeat it with you several times.
SN
Snake Canyon
P
OP
Adv
SINGULAR
or PLURAL
COMMON
or PROPER
P
C
OP
C
S
SIMPLE
SUBJECT
SIMPLE
PREDICATE
group
hiked
P
S
P
P
P
puppy
S
I
Exercise 4:
3
S
RULE #
1
2
2
2
1
2
1. The juice in this glass (taste, tastes) bad.
2. (Do, Does) you snowboard during the winter?
3. The schools (is, are) closed for the summer.
4. Jill and Jenny (is, are) twins.
5. The puppy (bark, barks) loudly at night.
6. I (have, has) the same color shirt as Megan.
Write the capitalization and punctuation rule numbers for each correction in bold.
Use References 7 and 9 on pages 24 and 30–31.
2
4
4
Marty, Lexi, and I helped my mom cook Thanksgiving dinner on Thursday.
2
2
1
Level 3 | Chapter 5
Classroom Practice 21:
Go over the directions for the
classroom practice with students.
Check and discuss the practice as a
group when everyone has finished.
MODIFICATION
Students with Special Needs:
2. Assign fewer items
on the practice page.
A plural subject, a compound subject, and the pronouns you and I use a plural verb form with no –s or –es ending.
S or P
TEACHER INSTRUCTIONS
1. Have a parent, aide, or student
helper assist in reading the
directions, the questions, and
the answer choices for anyone
needing extra help.
(1) Write the subject. (2) Write S and 1 if the subject is singular. Write P and 2 if
the subject is plural. (3) Underline the correct verb in parenthesis.
Jill, Jenny
1
V
A singular subject uses a singular verb form that ends in –s or –es. (Exception: I is labeled S with Rule 2.)
EDITING: (8 points)
or 3
OP
S
OP
SKILLS: (25 points)
schools
Strategies to Engage the Mind
suggest ways of incorporating
different learning styles and
form stronger connections
in students’ minds.
NOUN JOB
hikers
Exercise 3:
P
P
PPA OP
P
OP
Adv
(with your aunt) (after school) today. Imp
group
SUBJECT
What are the labels for these six parts of speech?
224
V
/Stay
juice
you
noun, verb, adjective, adverb, preposition, pronoun
SN
Use Sentence 1 above to complete the table below.
LIST THE NOUNS USED
RULE 2
Now, you will review the parts of speech you have studied.
How a word is used in a sentence determines its part of speech.
What are the six parts of speech you have studied so far?
N for noun,
V for verb,
Adj for adjective,
Adv for adverb,
P for preposition,
Pro for pronoun (SP for subject pronoun,
PPA for possessive pronoun adjective)
Exercise 2:
Adj
A small group (of hikers)/hiked (through Snake Canyon) today. D
(You) SP
2. SN V
P1
RULE 1
REMEMBER :
Classify each sentence. Underline the complete subject once
and the complete predicate twice.
A
SN V
P1
1.
I
RULE #
hat, shoes
Which rule tells you how to choose
a singular verb form? Rule 1
Exercise 1:
S or P
girls
Is the subject girl singular
or plural? singular
Name: ________________________________________________________________ Date:_______________
GRAMMAR: (48 points)
For each sentence, do three things: (1) Write the subject. (2) Write S and 1 if
the subject is singular. Write P and 2 if the subject is plural. (3) Underline
the correct verb in parentheses.
RULE 1
363
Classroom Practice 21
5
Guided Practice
End Lesson 3
200
225
Q&A Key on page 225a
3. For students who lack confidence,
challenge them (privately) like this:
If you feel like you can’t handle the
whole page, you may choose to do
only the even questions or the odd
questions. Just read through the
page to decide which group you
think is easier for you to do.
(Hint: The brain loves challenge.
The student will actually
accomplish even more success
with the page by having to read
through the entire page in order
to determine which ones will be
easier. Often, students will figure
out that doing the whole page is
the best plan; confidence is the
result.)
List 2: rabbits jump, birds fly, boys run, children play.
Finally, read the first list and have students respond with the second list.
224
Level 3 | Chapter 5
Level 3 | Chapter 5
225
Sentence Booklet: Extra Practice Key
The Sentence Booklet Key is a companion product to the Shurley English Sentence
Booklet. The answer keys from the Sentence Booklet have been conveniently placed
together in a full-size, softcover book, making it easy to check student pages.
This booklet covers multiple grade levels and is
cross compatible with all editions of Shurley English.
Sound Cards
Jingle Time CD
This audio CD may be used
to demonstrate the jingles
for the students, or it may
be used as a resource for
the teacher.
Directions:
Teacher:
Sound:
s.
7 to the student
Card 7.
front of Card introduce and review
Show the
to
tion below
the informa
, you say it.
I say it; then
Then, use
/b/
NOTE:
Always require
students to
watch your
lips when
you make
this sound.
B-Verse
er!
r Lip Popp
make its sound
/b/ The Othe a Lip Popper because you
air.
is called
a burst of
NOTE: /b/
apart with
your lips
by popping
/b/
/b/.
one sound:
Script:
nt and makes
for a consona
1. B is a symbol
name is B.
n.”
n
2. Its letter
or “no vibratio
of b is voiced.
“vibration”
3. The sound students check for
: Have
Teaching
NOTE
Visual Cue:
Use the hand
shapes for
the letters
b and d and
say: Put
b and d to
Set 5
bed!
Set 2
Left
Hand
Right
Hand
Bb
Ee Ee
Card 7
l Materials,
© 2013 Shurley
Inc. www.shurle
y.com
Instructiona
Card 21
Become an expert phonemic
awareness instructor. Each
card features the phoneme on
the front side and teaching
instructions and hints on
the back. These 8.5 x 11
visual aids are printed
on card stock, just the
right size for your whole
class to see from anywhere in the room.
21
© 2013 Shurley Instructional
Materials, Inc. www.shurley.com
Digital Materials
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22
IImage
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seda
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h
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ook.
With SEDA, you will change
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23
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ISBN
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$25
Jingle Posters
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n Level 1 ISBN 978-1-58561-121-8
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15-Week Grammar Program:
Shurley Grammar
S U P P L E M E N TA L M AT E R I A L
Shurley Grammar is a
supplemental solution for
students who have not yet
mastered the fundamentals
of grammar and its use in
basic sentence composition.
It integrates proven
methods of instruction
and can be used as
an alternative core
curriculum or as supplemental. It allows educators
to tailor to the specific
instructional needs of their
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Shurley Grammar is powerful
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Teacher’s Manual
This comprehensive Teacher’s Manual includes
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28
Chapter
1
1
Chapter
START Lesson 3
REVIEW:
Jingle 2:
Utilizes proven methods
of learning and teaching
The Sentence Jingle
But REMEMBER—
Subject and verb and complete sense,
With a capital letter
And an end mark, too.
Our sentence is complete,
And now we’re through!
It has a subject, subject, subject
And a verb, verb, verb.
And it makes sense, sense, sense
With every word, word, word.
The Five Parts of a Complete Sentence
Jingles
Practice Jingle 2 in the Jingle Section.
Add a capital letter
And a punctuation mark.
And now our sentence has all its parts!
A sentence, sentence, sentence
Is complete, complete, complete
When five simple rules
It meets, meets, meets.
START Lesson 4
Clarifies learning
goals and expectations
for students
Using Picture Clues
Understanding what you see, hear, or read is called comprehension. There are
several ways to develop comprehension. One way to help you understand the
words and sentences you read is to use picture clues.
Use the steps below to complete the Guided Practice.
1. Read the sentence.
3. Study the three picture clues.
2. Think about its meaning.
4. Put an X under the picture that
matches the sentence.
1. A sentence has a subject and a verb and makes sense.
2. A sentence begins with a capital letter and ends with an end mark.
3. The Sentence Jingle names the five parts of a sentence.
4. What are the five parts of a complete sentence?
(subject, verb, complete sense, capital letter, and end mark)
GUIDED PRACTICE
Exercise 1:
Put an X in the box beside each of the five parts of a complete sentence.
Use the Sentence Jingle to help you.
X
1. subject
X
2. sentence
X
Exercise 2:
3. vocabulary word
4. complete sense
X
X
B
_____
1. Sentences should end with
Exercise:
Put an X under the picture that matches the sentence.
Two fish swam.
6. end mark
7. capital letter
8. verb
Gives immediate feedback
B an end mark.
Supplies a systematic
review of concepts
Level 2 Grammar
3
Offers targeted
daily practice
Lesson 1
X
__________
REVIEW:
A a capital letter.
© SHURLEY INSTRUCTIONAL MATERIALS, INC.
Chapter
GUIDED PRACTICE
5. jingle
Complete each sentence by writing the correct letter beside each number.
A 2. Sentences should begin with
_____
4
Presents concepts
logically and
systematically
Write the word “Adverb” on your paper.
__________
The Five Parts of a Complete Sentence
Use the Sentence Jingle to help you remember the parts of a sentence. Recite the five
parts of a complete sentence. (subject,
ubject, verb, complete sense, capital letter, and end mark)
ubj
Level 2 Grammar
5
© SHURLEY INSTRUCTIONAL MATERIALS, INC.
Chapter
3
START Lesson 2
Script:
Trace and color the letters for the word Adverb.
Promotes interaction
between the students
and the teacher
__________
We will review the Chapter 3 vocabulary words by reciting them together.
Begin. (Recite the vocabulary words two or three times in a rhythmic manner
with your students.)
Vocabulary Time
Chapter 3 Vocabulary Words
NOUNS:
VERBS:
ADVERBS:
bugs, Dora, elephants, frogs, Kim, men
crawled, hopped, talked, walked
around, away, fast, happily, loudly, outside,
quietly, slowly, today, very
_____________________________________________________________________________________
______________________________________________________
_____________________________________________________________________________________
Benefits different
ability levels
Adverbs
Fill in the blanks to complete the word on the caterpillar.
d
30
e
Goes beyond
traditional curriculums
b
Jingles
Practice Adverb Jingle 5 in the Jingle Section.
1. An adverb modifies a verb, adjective, or another adverb.
2. The word modify means to describe.
3. Adverbs answer these questions: How? When? Where?
4. To find an adverb, go to the verb first to ask an adverb question.
5. An adverb is labeled with Adv.
Level 2 Grammar
Level 2 Grammar
© SHURLEY INSTRUCTIONAL MATERIALS, INC.
31
© SHURLEY INSTRUCTIONAL MATERIALS, INC.
Student Workbook
In order to complete the 15-week
grammar course, each student
will require a consumable
workbook. Each workbook
contains definitions, practices,
and checkups.
Student Workbooks are not copy
masters and may not be duplicated.
Jingle Time CD
This audio CD may be used
to demonstrate the jingles
for the students, or it may
be used as a resource for
the teacher. Included free with the
purchase of a Teacher’s Manual.
29
Supplemental
Chapter
5
Chapter
Supplies teachers
with ongoing formative
assessments for quick
and easy monitoring
Lesson 4
Put an X in the box beside the sentence that best describes the picture.
X
A cat slept happily.
The four large cats slept very happily today.
Antonio climbed very high yesterday.
5
START Lesson 5
Script:
We will review the Chapter 5 vocabulary words by reciting them together. Begin.
(Recite the vocabulary words two or three times in a rhythmic manner with your students.)
Vocabulary Time
Chapter 5 Vocabulary Words
NOUNS:
VERBS:
ADVERBS:
ADJECTIVES:
airplane, Antonio, birds, candles, kites, leaves
burned, danced, flew, sat
high, overhead, softly
a, an, the, black, green, large, silly,
strong, three
Jingles
Provides fully scripted
lessons for the teacher
to insure the instructional
integrity of all aspects
of the program
Practice Article Adjective Jingle 7 in the Jingle Section.
Classifying Sentences
1.. Write or display the sentences for oral participation on the board.
T
Teacher
Instructions: 2. Classify these sentences with your students to reinforce the concepts
your students are learning.
Script:
Now, we will classify the Practice Sentences. We will read each sentence
and recite the Question and Answer Flow together while I label the parts.
Remember to say the questions AND answers. Begin.
Use the Question and Answer Flow to classify these sentences orally with your teacher.
Practice Sentences
ORAL PARTICIPATION
1. _______ A cat slept happily.
Photo by Ella Mullins.
90
Level 2 Grammar
© SHURLEY INSTRUCTIONAL MATERIALS, INC.
2. _______ The four large cats slept very
happily today.
Employs a unique
Question and Answer Flow
process to analyze
parts of speech
3. _______ Antonio climbed very high yesterday.
Level 2 Grammar
Chapter
Helpful teacher tips
provided throughout
the book
Name:
ame: _____________________________________________________ Date:_______________
Exercise 1:
(38 points)
1. SN V
P1
2. SN V
P1
3. SN V
P1
Exercise 2:
(4 points)
Offers targeted
daily practice
Classify each sentence.
SP
V
P
OP
We looked (for shoes. ) D
/
SP
V
P
Adj
OP
P
A
OP
We looked (for new shoes) (at the mall. ) D
/
SN
V
P
OP
P A
OP
Marcus flew (to Tennessee) (for a meeting. ) D
/
List the nouns and the noun jobs from Sentence 2.
Noun Job
Noun
Noun Job
OP
shoes
_______
1. _____________________
Exercise 3:
(6 points)
Write the labels for the six parts of speech that you have studied.
Adj
3. ___________________
V
2. ___________________
Engages student interest
with fun activities
throughout the book
Exercise 4:
(5
5 points)
noun
9
Exercise 5:
(3 points)
verb
a
adjective
djective
noun
3
Under each
verb
adjective
picture, writ
e the number
The snow fel
l outside tod
ay.
2. Sam wo
rked in the
yard.
3. The kite
flew in the
sky.
adverb
preposition
pronoun
preposition
reposition
pronoun
of the sentence
that describe
s it.
A
V
3
Sentence #___
____
SN
Adj
adverb
2. Choose the part of speech for the word on
1.
A
Pro
6. ___________________
Use the sentence below to find each answer.
Several excited children rode to the zoo on the bus yesterday.
Lesson
on the lines under the labels.
Write a sentence. Write the words for your sentence
you know to help you write your sentence.
Use the Chapter 8 Word Bank or other words
P
5. ___________________
Adv
4. ___________________
1. Choose the part of speech for the word excited.
excited
Chapter
174
Exercise:
Noun
OP
mall
_______
2. _____________________
(Accept answers in any order.)
N
1. ___________________
GUIDED PRACTICE
11
Lesson 5
Chapter 11 Checkup
___
1
Sentence #___
____
___
2
Sentence #___
____
___
I I E P S
Word
E I B
Search AI AT A R U P C S RA EN EI
Find and circ
D E B A R
le
I E U R
these words
in
N U J D J
the Word Sea
O I B I
rch:
E I
I T E I E
adjective
C
C
C
adverb
B R C
D S CCC
V T R D D
declarative
T S T A T
N
noun
E M E N T
predicate
R E I T E
N
R V T V N
preposition
A D V E R
O
statement
B E C E R
subject
P R E P O
U
S I T I O
verb
D E C L A
N
R A T I V
E
Level 2 Gra
mmar
© SHURLEY
INSTRUCTIONAL
MATERIALS,
MA
Level 2 Grammar
INC.
© SHURLEY INSTRUCTIONAL MATERIALS,
30
91
© SHURLEY INSTRUCTIONAL MATERIALS, INC.
INC.
155
225
Shurley Grammar
Pricing Information:
S U P P L E M E N TA L M AT E R I A L S
Grammar Made Easy
for All Your Students
This supplemental program features focused practice in grammar
and functional English, making it ideal for students who struggle
with the traditional approach to learning language.
u Functional grammar skills
u Appropriate vocabulary
u Dynamic lesson delivery
u Consistent practice, repetition,
and application of grammar
u Useful strategies for expanding sentences
u Multi-sensory approach
u High levels of student engagement and interaction
u Self-confidence and enthusiasm for English
u Increased ability to assimilate
new information more rapidly
u Measurable academic success
15 Weeks of Targeted Grammar
Shurley Grammar shows students how to build and expand
sentences throughout the program. This helps all learners
understand the structure of sentences.
Additionally, unique comprehension activities support
functional language development.
Student Workbook
$13
n Level 1 ISBN 978-1-58561-183-6
n Level 2 ISBN 978-1-58561-184-3
n Level 3 ISBN 978-1-58561-185-0
n Level 4 ISBN 978-1-58561-186-7
n Level 5 ISBN 978-1-58561-187-4
n Level 6 ISBN 978-1-58561-188-1
n Level 7 ISBN 978-1-58561-189-8
n Level 8 ISBN 978-1-58561-190-4
Teacher’s Manual
(Jingle Time audio CD included)
n
n
n
n
n
n
n
n
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Level 7
Level 8
$85
ISBN
978-1-58561-191-1
ISBN
978-1-58561-192-8
ISBN
978-1-58561-193-5
ISBN
978-1-58561-194-2
ISBN
978-1-58561-195-9
ISBN
978-1-58561-196-6
ISBN
978-1-58561-197-3
ISBN
978-1-58561-198-0
Need funding?
Shurley Grammar may be available for
purchase using various funding resources,
including Title I, Title III, SPED, Extended
Learning Funds, PTA Funds, and 21st Century
Community Learning Center Grant Funds.
Would you like
an online preview?
Visit www.shurley.com
31
ELL Materials
Spanish-to-English:
The ELL Solution
E L L M AT E R I A L
Our specialized curriculum,
Stepping Stones to English,
provides sound, direct
instruction of the Shurley
method in Spanish first and
then with an Integrated
Language Phase.
Instruction begins in
Spanish so that students
fully comprehend the
Shurley method. Then,
English is gradually introduced to help students gain
confidence for the transition
phase of the program.
When students have
completed all the learning
and transition phases,
they will have acquired
the essential English skills
they need for success in the
regular classroom.
Teacher’s Manual
ELLs will gain confidence
with both their first
language and English
in a systematic, logical
approach that prepares
them for the rigors of an
academic English class.
This comprehensive manual includes everything
the teacher needs to plan, manage, and implement
the program. It includes instructional strategies
and scripted lessons so that the teacher can easily
facilitate students’ transition into English. Students’
English literacy gets a jumpstart in this program so
that they can be integrated seamlessly into any
classroom setting.
Includes the Jingle Time audio CD.
32
Employs a unique Question
and Answer Flow process
to analyze the parts
of speech
Indicates teacher-only
information in blue print
Displays the same pageby-page content in the
Teacher’s Manual and the
Student Workbook
Provides realia in
appropriate locations
Utilizes spiraled instruction
to allow for consistent
reinforcement of key
grammatical features
Features side-by-side
translations during the
Integrated Language Phase
Student Workbook
Jingle Time CD
In order to complete the course,
each student will need a
consumable workbook. Each
workbook contains definitions,
practices, and checkups.
This audio CD may be used
to demonstrate the jingles
for the students, or it may
be used as a resource for
the teacher.
Student Workbooks are not copy
masters and may not be duplicated.
33
ELL Materials
Includes helpful teacher
tips throughout the book
Provides fully scripted
lessons for the teacher
to insure the instructional
integrity of all aspects
of the program
Offers targeted
daily practice
Challenges ELLS to
participate in spoken
English with gradually
increasing degrees
of complexity and
reduced cognitive load
Engages student interest
with fun activities
throughout the book
Supplies teachers
with ongoing formative
assessments for quick
and easy monitoring
The Stepping Stones to English
curriculum consists of four main
phases of instruction:
•
PHASE 1
Chapters 1–4: A Spanish language introduction
•
PHASE 2
Chapters 5–6: A bilingual approach
•
PHASE 3
Chapters 7–12: An intensive transition from Spanish to English
•
PHASE 4
Chapters 13–15: An English language primer
34
Stepping
Stones
Stones
to English
u utilizes proven methods of learning and teaching.
Stepping Stones to English
Pricing Information:
E L L M AT E R I A L S
Student Workbook
ISBN
978-1-58561-235-2
$20
Teacher’s Manual
ISBN
978-1-58561-234-5
$125
u clarifies learning goals and expectations for students.
u presents concepts logically and systematically.
u employs a unique Q&A Flow process to analyze
parts of speech.
u gives immediate feedback.
Would you like
an online preview?
Visit www.shurley.com
u supplies a systematic review of concepts.
u offers targeted daily practice.
u promotes student/teacher interaction.
u benefits different ability levels.
We go beyond traditional ELL curriculums
as Stepping Stones to English…
Provides a Gradual Release of Responsibility, which allows
students to achieve both competence and independence
as they make the cognitive leap from Spanish instruction to
English instruction.
Utilizes Spiraled Instruction as a key feature to allow for
consistent reinforcement of key grammatical skills.
Paves a pathway to English Literacy and equips ELLs to
thrive in any academic setting.
35
Ordering Information:
Placing Orders
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required on your purchase order:
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of Each Product
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E M AI L
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36
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ALL PRICES ARE SUBJECT TO CHANGE WITHOUT NOTICE.
Professional Development:
Our commitment to our customers does not end
with the sale and delivery of our materials.
For successful implementation of our curriculum, we offer several
professional development options to meet your needs.
Free Teacher Support
We provide a toll-free
telephone support service
to help you better implement Shurley English. If you
have a question at any
time during the year,
please call the representative for your state or the
corporate office.
Free Initial Training
After a schoolwide
purchase of textbooks,
your Shurley English
representative will provide
a fundamental overview of
the curriculum at no charge. This
presentation will introduce and
demonstrate the unique teaching
techniques used to implement all
levels of Shurley English!
(This service is not available in all states.)
Training via Webinar
The Initial Training and
Comprehensive Training are
available via webinar. This plan
ensures that your teachers
receive the proper training to
successfully implement the curriculum,
but at a significant cost savings to the school.
High speed Internet access is required.
On-site Classroom
Evaluations
Shurley English now offers
on-site classroom evaluations
to school districts using the
Shurley English curriculum in
grades 1–8. On-site evaluations
are customized to meet
individual district needs.
Prior to the scheduled date,
administrators and teachers
will provide answers to a
Shurley English questionnaire.
The Shurley English
Professional Development Team will review
the information
gathered and will work
with school personnel
to determine appropriate coaching
strategies and
techniques that will
produce maximum
results in each
teaching situation.
(A fee applies.)
Comprehensive Full-Day Training
www.shurley.com
This option is available to school districts seeking
in-depth subject matter training. The full-day
training is customized to meet specific topics of
discussion and various levels of experience using
Shurley English. A certified member of the Shurley
English Professional Development Team will
conduct the presentation. (A fee applies.)
The Shurley English website is a great
resource for teachers who wish to learn
more about Shurley English. Please check
our website often for additional resources
and product information updates.
For more information about any of the services
listed, please call 800-566-2966.
(A fee applies.)
37
366 SIM DRIVE
CABOT, AR 72023
www.shurley.com
PHONE (800) 566-2966
FAX (501) 843-0583
See It For Yourself
Making the Connection
with Shurley English
We can tell you how other educators
are succeeding with Shurley English,
but it is important that you see the
advantages for yourself.
Visit our YouTube channel where
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demonstrations, experience the
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observe administrators, teachers,
and students giving honest,
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www.shurley.com
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