Resource Guide, Volume 6

Transcription

Resource Guide
Volume 6
Common Core Passages
Resource Guide
Volume 6
®
Copyright © 2005–2012 Imagine Learning, Inc. All rights reserved.
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October 2012 Edition WHv12
ISBN 978-0-9767205-1-5
Contents
Common Core Passages . . . . . . . . . . . . . . . . . . . 1
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Printout Templates . . . . . . . . . . . . . . . . . . . . . . . . . 5
Literature Compare and Contrast . . . . . . . . . . . . . . . . . . 9
The Boy Who Cried Wolf . . . . . . . . . . . . . . . . . . . . 10
The Wolf Who Cried Boy . . . . . . . . . . . . . . . . . . . . 12
The Fossil Hunter . . . . . . . . . . . . . . . . . . . . . . . .15
City Search . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Yeh-Shen: A Chinese Cinderella Story . . . . . . . . . . . . . . .20
Rhodopis: An Egyptian Cinderella Story . . . . . . . . . . . . . .22
A Movie Mystery . . . . . . . . . . . . . . . . . . . . . . . . 25
The Rogue Ring . . . . . . . . . . . . . . . . . . . . . . . . 27
Baseball Letters . . . . . . . . . . . . . . . . . . . . . . . . 30
The Mola . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Informational Text Compare and Contrast . . . . . . . . . . . . . . 39
My Painting . . . . . . . . . . . . . . . . . . . . . . . . . . 40
My Sculpture . . . . . . . . . . . . . . . . . . . . . . . . . .40
Reduce. Reuse. Recycle. . . . . . . . . . . . . . . . . . . . . 42
Make Your Own Recycled Paper . . . . . . . . . . . . . . . . . 43
You and Your Blood. . . . . . . . . . . . . . . . . . . . . . . 46
Your Pulse. . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Archaeology . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Underwater Dig . . . . . . . . . . . . . . . . . . . . . . . . 50
Maryn Roos: An Artist’s Memoir . . . . . . . . . . . . . . . . . 52
Maryn Roos: Biography of an Artist . . . . . . . . . . . . . . . .53
Appendix: Home Letters . . . . . . . . . . . . . . . . . . 55
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Leveled Reading
Introduction
Literature Passages
As students progress through school, they are expected to read and understand increasingly
complex text—both literary and informational. Imagine Learning provides opportunity
for students to read both types of text. Imagine Learning’s literary works represent a
variety of genres including fiction, plays, poetry, tall tales, myths, fairytales, and mysteries.
Informational texts cover content area topics like the solar system, laws of motion, and
technology literacy. All literary and informational texts are presented as paired passages that
give contrasting perspectives and provide different information about the same topic.
Comprehension Skills
Imagine Learning exposes students to a broad range of reading material and teaches
students how to comprehend what they read. Comprehension standards have become
more rigorous. Today, students are not only expected to understand what they read, they
are expected to be able to critically analyze text. To meet rigorous Common Core and state
standards, Imagine Learning provides numerous instructional activities that teach text
features, academic vocabulary, story structure, main ideas and details, and text analysis.
The table on the following page describes instructional sequences for both literature and
informational texts.
3
Sequence for Literature and Informational Texts
Informational Text
Learn types of text
Analyze text features
Literature
Learn how to compare and contrast
information in literary works
Use story maps to identify important
elements of stories
Demonstrate understanding of
informational text features
Learn academic vocabulary
Learn how to answer literal question
Sort academic vocabulary words by
definition
Review how to find main ideas and
supporting details
Independently read grade-level
passages
Read informational passages
Compare and contrast reading
selections
Compare and contrast information in
grade-level passages
Answer comprehension questions
about passages
Learn academic vocabulary
Sort academic vocabulary words by
definition
Answer comprehension questions
about grade-level passages
4
Leveled Reading
Printout Templates
Venn Diagram Template
As students complete the instructional sequences for literature and informational
text, they are taught how to compare and contrast information in stories and articles.
Students practice comparing and contrasting using Venn diagrams. A template of
the Venn diagram is included for class discussions and for group analysis of the
passages.
Story Map Template
To analyze stories, students need to identify story elements such as character, setting,
problem, and resolution. Imagine Learning’s literature activities teach students how
to identify these elements by requiring students to complete story maps as they read
new stories. For your classroom use, the template of the story map is included in this
guide.
Main Idea Graphic Organizer Template
Knowing how to identify main ideas and details is important for comprehending
informational text. Students who use Imagine Learning are taught about main
ideas and details as they complete informational text lessons. As students read
informational passages, you can help them practice identifying main ideas and
details by having them complete graphic organizers for passages read. Two main idea
templates are provided for your classroom use.
5
Name:
Story Map
6
Story Map
Copyright © Imagine Learning, Inc.
Name:
Graphic Organizers
Detail
Detail
Main Idea
Detail
Detail
Detail
Main Idea
Subtopic 1
Details
Subtopic 3
Subtopic 2
Details
Graphic Organizers
Details
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Name:
Name:
Venn Diagram
8
Venn Diagram
Literature Compare
and Contrast
Literary Passages
The texts of the literary passages are provided as printouts. They are organized by
grade levels with paired literary passages for grades 2-6. These printouts can be used
for classroom reading practice.
Story Maps
When students complete activities in the literature strand, they are taught how to
identify the following story elements: character, setting, problem, and solution.
Completed story maps for fictional works for grades 2-6 are included in this section
of the guide.
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Name:
The Boy Who Cried Wolf
Grade 2, Story 1
Lexile®: 470L, 338 words
Once upon a time, there was a boy who had a very important job. Every
day, he had to sit on a hill and watch the town’s sheep to make sure they
were safe. There was only one problem. He thought watching sheep was
the most boring job ever.
The boy was so bored that he had to do something to make things more
exciting. What would be exciting? The boy had an idea, and he ran to
town as fast as he could. He yelled, “Wolf! Hey, there’s a wolf up there!”
People came out into the street. “What? A wolf!” They ran out of town
and up the hill, but there was no wolf. The people were angry with the
boy. They told him to only cry “wolf!” if the sheep were in real danger.
But the next day was so boring that the boy ran to town again. “Wolf!” he
yelled.
“This better not be a trick,” the people told him. They ran all the way up
the hill to see. There were the sheep, but there was no wolf. The angry
people again told the boy that what he did was wrong, but, as soon as
they were gone, he laughed and laughed.
On the third day, the boy started looking for something to do when he saw
a big, black shape coming toward him. It was a wolf!
The boy ran into town. “Wolf,” he gasped. “There’s a wolf!” The people did
not believe him.
The people did not follow him.
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The Boy Who Cried Wolf: Common Core Passages
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Then one old man spoke, “I think this boy has learned his lesson. Let’s give
him one more chance. I don’t want a wolf to take our sheep.”
Finally, the people followed the boy. The wolf had almost reached the
herd. The people ran to the sheep just in time to scare the wolf away.
That night, the boy told all the townspeople he was sorry. “I think,” he said,
“that watching sheep is not boring after all.”
The Boy Who Cried Wolf: Common Core Passages
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The Wolf Who Cried Boy
Grade 2, Story 2
Once upon a time, there was a young wolf who spent his days in the
forest under the trees. His job was to watch for boys. The wolf pack was
afraid of boys because some boys hunted wolves. So the young wolf
watched and waited in the forest, but no boys came. There was nothing
to do. He was bored.
Bored, bored, bored. He tried to think of something to make life more
exciting, and then he had an idea.
“Boy!” he yelled. “There’s a boy in the forest. Run for your lives!”
All the wolves were afraid and ran away. The young wolf laughed and
laughed at how silly they looked.
The wolves were angry. They told the young wolf to never cry “boy!”
unless a real boy had come. The young wolf didn’t listen.
The next day, he was bored again. “Help! I saw a boy, and he almost
got me!” he yelled.
The wolf pack thought it must be true, so they ran off again.
When they found out the truth, the wolf pack was very angry. They said,
“Never lie again.”
“The young wolf walked around the forest the next day, still laughing at
how he had tricked the pack. Suddenly, he smelled something . . . and
then he heard something . . . and finally he saw something. It was a boy!
The young wolf raced home. “A boy!” he cried. “It’s really a boy this
time!” 12
The Wolf Who Cried Boy: Common Core Passages
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No one believed him.
The young wolf didn’t know what to do. He ran away, but he ran the
wrong way—right into the boy!
“What are you doing?” the boy asked as he rubbed his head.
“I was running away,” the young wolf said. “Aren’t you here to shoot
wolves?”
“Yes,” the boy told him, “I want to shoot as many as I can.” He reached
behind his back.
“Help!” screamed the wolf, so scared that he couldn’t even move.
“Now just hold still,” said the boy as he brought out his camera. “I want to
shoot your photo.”
Click.
The Wolf Who Cried Boy: Common Core Passages
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Grade 2 Story Maps: Common Core Passages
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The Fossil Hunter
Grade 3, Story 1
I can’t believe that I have to stay with Aunt Megan. She’s really nice, but
she always wants me to go to work with her. She’s a ranger at a big state
park called Fossil Butte. She spends all day hiking up and down trails and
showing people around. My idea of a good time is to stay inside and play
video games.
Aunt Megan thinks it will be good for me to spend the whole day outside
enjoying the fresh air. What do I think? I think that walking for miles and
miles will be very boring.
She wants me to find a fossil. How do you find a fossil? Aunt Megan says I
need to investigate rocks very carefully. Looking at rocks is not fun.
But the sooner I find a fossil, the sooner I can get back to my video games.
I keep my eyes open, but all I see is regular old rocks.
We’re pretty high up the mountain now, heading into the trees. Aunt
Megan shows me jagged lines scratched into the trees where mountain
lions have sharpened their claws. I have to admit, it would be cool to see
a mountain lion. I look around. Aunt Megan is gone.
“Come on up here!”
I breathe a big sigh of relief. Aunt Megan is not a mountain lion’s dinner. I
scramble up toward the top of the mountain and toward Aunt Megan.
Since a lot of paleontologists have already been here searching for fossils,
I doubt that I will ever find one. I look down. I can’t believe that this was
once a huge lake full of fish and tropical plants and even alligators.
I’m trying to imagine an alligator climbing this mountain. Then I see
something through the trees that looks like rock on the ground with faint
The Fossil Hunter: Common Core Passages
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marks on it. As I get closer, I can hardly believe what I see. A fish fossil! That
little fish was hiding there in the rock for maybe a million years until I found
it.
“Have you discovered anything yet?” Aunt Megan calls. “If we don’t
hurry, you’ll miss your favorite TV show.”
“Who cares about TV? You won’t believe what I just found.”
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The Fossil Hunter: Common Core Passages
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City Search
Grade 3, Story 2
“What do you think?” Dad asked as he looked over Jade’s shoulder.
Jade looked at the schedule one more time to make sure. “I think that we
should take the 8:55 train. Then we can get off at 83rd Street.”
Dad nodded. “Good job reading the schedule; we’ll get there in no time
with you in charge. Have you decided what to get for your brother once
we’re there?”
Jade shook his head, and his shoulders slumped a little.
“Cheer up—we’ll find something that’s just right for him.” Dad walked with
Jade to the right train. While they waited to get on, they chatted about
what they might find for Martin’s birthday.
Once on the train, the world zoomed by just like the birthday ideas
zoomed through Jade’s head.
At the station on 83rd, they got out and walked toward the sports shop.
“Maybe we should get Martin a baseball hat or a sweatshirt,” Dad said.
“He would love some kind of baseball gift.”
“Maybe,” Jade said, but he was thinking that he needed something
better than a sweatshirt. Dozens of sweatshirts hung on the rack, and they
all looked the same. Jade wanted to get Martin something special.
When they left the sports store, Jade noticed a bus stop across the street.
He pulled out their bus schedule.
“Look, Dad. We could catch the 9:45 bus to Charleston Street.” There were
plenty of stores on Charleston Street, but Jade was thinking of one store in
particular.
City Search: Common Core Passages
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They boarded the bus, rode for a few blocks, and then got off at their stop.
Jade began walking toward a pet shop when his dad gently stopped him.
“I’m sorry, Jade, but Martin can’t have a pet. Pets aren’t allowed in his
apartment building.”
“Not even a fish?”
Dad shook his head and then said, “We can get on the trolley and go to a
bookstore. Martin needs a break sometimes at college, and he might like a
fun book.” Jade shrugged, checked the schedule, and found a trolley that
would be going past soon.
When they got to the store, Jade held his breath. What if they ran out of time
before finding something for Martin’s birthday?
He looked through the mysteries, adventure stories, and graphic novels, but
he couldn’t find anything that was just right. He needed something Martin
was interested in. Something he would enjoy. But also something different
and one-of-a-kind.
Out of the corner of his eye, Jade noticed a group of people. They looked
excited, and he wondered what could be so interesting at a bookstore.
A lady who worked there was telling customers about a new book that they
could have signed by the author. “In fact,” she told them, “this specific book
is about baseball, so both the author and a major league baseball player
are here to sign copies of it.”
Jade walked forward as if a magnet were pulling him. There sat a real author
and a real baseball player together at the same table.
Jade grabbed his dad’s arm. “Dad, we have to get it for Martin.”
Dad smiled and said, “Let’s get in line. I have a feeling that you found the
perfect gift.”
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City Search: Common Core Passages
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Yeh-Shen: A Chinese
Cinderella Story
Grade 4, Story 1
Yeh-Shen lived a happy life with her father, her stepmother, and her
stepsister. However, when her father became ill and died, Yeh-Shen’s life
changed. Her stepmother became mean and unfeeling, and she forced
Yeh-Shen to be a servant.
In spite of her heavy heart, Yeh-Shen tried to work hard. One day as she
washed the clothes in the river, a beautiful fish appeared. It sparkled in the
sunlight with scales like gems. Each day, the magical fish talked to YehShen, so she was happy again.
Yeh-Shen’s stepmother did not like to see her happy, so she followed YehShen and found out about the fish. That night, she caught the fish, killed
it, and cooked it. After dinner, Yeh-Shen came to take the dishes. She
asked, “What are those bones on your plate?” Her stepmother laughed.
“Your pretty fish was also a tasty fish!”
Yeh-Shen took the bones and put them in a little jar in her room because
she loved the fish and wanted to remember it.
In the spring, the town had a party that Yeh-Shen wanted to attend,
but her stepmother didn’t want her to go. She made sure Yeh-Shen had
nothing pretty to wear. Then she and her daughter left for the party
without Yeh-Shen.
When she was alone, Yeh-Shen went to her room and looked at the
little jar. Instead of fish bones, Yeh-Shen saw a beautiful tiny dress and a
tiny pair of golden shoes. She opened the jar and took them out, and
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Yeh-Shen: Common Core Passages
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suddenly they grew until they were the right size for her. Now she could go to
the party!
At the festival, everyone thought Yeh-Shen was beautiful—especially the
king, who did not look at anyone else. After the party, Yeh-Shen worried
that her stepmother would find out who she was, so she ran all the way
home. She ran so fast that one of her golden shoes fell off. When Yeh-Shen’s
stepmother came home, all she could talk about was the girl with the golden
slipper and how the king was looking for her.
Before long, the king arrived at Yeh-Shen’s home. “My daughter is the girl you
want,” said the stepmother. But when the king brought out the golden shoe,
it would not fit the girl’s large feet.
“Are you certain that this is your shoe?” the king asked. Yeh-Shen stepped
forward, took out her golden shoe, and said, “I wore the golden shoes at the
festival.”
Her stepmother’s face turned red, and she said, “That is not her shoe!”
But the king told her to be quiet as he put the slippers on Yeh-Shen’s tiny feet.
“You will be my wife,” he said to her. He took Yeh-Shen away with him, and
she was happy ever after.
Yeh-Shen: Common Core Passages
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Rhodopis: An Egyptian
Cinderella Story
Grade 4, Story 2
Rhodopis lived in Egypt, but she was born far away in Greece. Her hair was
not smooth and black like most Egyptians; instead, it was curly and yellow.
She lived as a servant, and she worked hard. The other servant girls did not
like Rhodopis because she was different. They gave her more work to do.
Each day, when Rhodopis had finished pulling weeds from the garden or
washing clothes in the river, she put on her special golden shoes and went
to a quiet place to practice dancing.
One day, Rhodopis heard that the pharaoh of Egypt had invited everyone
in the land to a celebration. She decided to wear her golden shoes, and
she was very happy.
The other servants did not like to see her happy, so they gave her so much
work that she could not go to the party. They told her to make the bread,
wash the clothes, sweep the floor, cook the soup, sew the torn clothes,
dust the rooms, go to the market, and feed the animals. Then they all left
for the party. Rhodopis tried not to cry while she started on the long list of
things to do.
Rhodopis went to the riverbank to wash clothes. She set her golden shoes
on a rock and began to scrub. As she was working, a hawk swooped
down and stole one shoe. At the same time, the pharaoh was watching his party. He sighed. He
wanted to find just the right girl for his wife, but so far no one had caught
his attention. Many of the girls were pretty, but he wanted a sign to help
him choose the right one.
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Rhodopis: Common Core Passages
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Just then, a hawk dove from the sky, dropped a golden shoe in the
pharaoh’s lap, and flew off.
The pharaoh picked up the shoe and said, “This was no accident.” Then
he stood and called his helpers to him. “Somewhere in Egypt is a girl who
fits this shoe,” he told them. “Whoever she is, I will bring her here and make
her my wife.”
The pharaoh’s servants spent many days searching throughout the
kingdom. While the pharaoh waited, he walked up and down his long
hallway, wondering what kind of girl would come.
At last, a servant told him that they found the girl. When she came to see
him, he held up the golden shoe and asked, “Is this yours?” Rhodopis was
too shy to speak, but she nodded and showed him the other shoe.
The servants were surprised that the pharaoh chose to marry Rhodopis.
She was not born in Egypt. The pharaoh said, “Her heart is Egyptian, and
she belongs with us.” Everyone was happy, and Rhodopis loved both
Egypt and the pharaoh all her life.
Rhodopis: Common Core Passages
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A Movie Mystery
Grade 5, Story 1
Main Event Movies is a small theater in a small town. But one night the
owner, Mr. Hardy, found himself in the middle of a story more exciting than
any movie. Somehow during the show, someone stole the cash box from
his office! The box had all the money in it that he had collected that week.
He had to get it back, but how could he find the thief?
Only three people could have known about the cash box. First of all, Mr.
Hardy interviewed Steve Starr, who sells tickets.
Steve:
I was taking tickets from the time that we opened at 6:30 p.m. until the
show started an hour later. Then I had to clean up for half an hour starting
at 9:00 p.m. I was so busy all night, it couldn’t have been me.
Mr. Hardy ran a hand through his hair. It sounded to him like Steve didn’t
have time to take anything. He wrote the time down in a notebook and
then went to ask the lady who was in charge of the movie projector,
Jenny Jones.
Jenny:
I was running the projector. I started at 6:45 p.m., and I didn’t finish up until
9:15 p.m. I’m afraid that you’ll have to look somewhere else for the thief.
Mr. Hardy scratched his nose. Jenny sounded too busy to have taken the
box. Maybe the thief was suspect number three, Robert Roberts. Mr. Hardy
went to ask him.
Robert:
Do you know how much popcorn I had to make tonight? I started
popping half an hour before the show started. Then I sold popcorn and
drinks to people until 9:00 p.m. I couldn’t even steal five minutes to sit
down, let alone steal the cash box.
A Movie Mystery: Common Core Passages
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Mr. Hardy looked at the notes in his notebook. It certainly was a mystery.
How could he figure out who the thief was? He needed a way to see who
was busy during the movie and who wasn’t. He thought for a minute and
then drew in his notebook:
This helped, but Mr. Hardy needed to see the information in a different
way so that he could see if there was one person who was not busy during
the movie.
Next he created this in his notebook:
Which person is the only one who could have had time to steal the cash
box out of Mr. Hardy’s office?
Once Mr. Hardy put the times into a chart, he knew that Steve was the
only person who could possibly be the thief. Even though Steve was busy
right before the movie and right after it, he wasn’t busy during the actual
movie. That’s when he must have slipped into Mr. Hardy’s office and taken
the box. After Mr. Hardy showed the evidence to Steve, the ticket-taker
confessed and gave the box back—with all the money.
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A Movie Mystery: Common Core Passages
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The Rogue Ring
Grade 5, Story 2
Saturday afternoon, Kate met Josh on the stairs of their apartment
building, as usual. But unlike most Saturdays, today they had something to
talk about besides baseball. Kate talked fast as she told Josh how Tony, a
boy from her class, had stolen the teacher’s wedding ring earlier that day.
“Maybe she just lost it,” Josh suggested.
“It would be really strange for Mrs. Garcia to lose her ring,” Kate said to
Josh. “She wears it all the time. I’ve never seen her without it at school.”
“What did she tell you about it?” Josh asked while he stood up and started
kicking at the bottom stair. “Did she blame Tony?”
“Well, she didn’t say he stole it. But she did tell me that Tony had been at
her house early this morning to collect money for the newspaper. He’s in
our class, but he also lives near her. He had to go inside and wait because
her hands were covered with dough when she answered the door, and
she didn’t want to get her purse all dirty.”
“What? Why would she answer the door with dough all over her hands?”
“She was in the middle of kneading bread dough, and it was all over the
counter. So Tony came into the kitchen with her and waited while she
washed her hands and got the money.”
Josh started pacing back and forth and then asked, “And you think that’s
when he took her ring?”
The Rogue Ring: Common Core Passages
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“It had to be. Like I said, she almost never takes it off, but she had set it on
the counter while she was baking. After she set aside the pan of dough to
rise, she washed up, and then she couldn’t find her ring anywhere. It looks
like Tony is a thief, which is really too bad.”
Josh kicked at the step with his foot again, and then he put his hands in his
pockets. “It just doesn’t seem like Tony,” he sighed.
“But it’s got to be him,” Kate replied. “No one else was in her house the
whole day, so who else could have taken it?”
Josh stared at the wall for a minute before a grin spread slowly across his
face. “Let’s go call Mrs. Garcia,” he told Kate. “Tony is innocent, and I
know where the ring is.”
Where is the ring, and what made Josh so sure that Tony didn’t take it?
Josh realized that there was another possibility for where Mrs. Garcia’s ring
went. It wasn’t stolen—it was hiding. When Mrs. Garcia set her ring down
on the counter, it was near the dough. In her haste to help Tony, she didn’t
realize that it got mixed into the loaf of bread. Fortunately, Kate and Josh
called her just before the pan went into the oven!
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The Rogue Ring: Common Core Passages
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Baseball Letters
Grade 6, Story 1
Written by Noelle Carter
Illustrated by
Lexile®: n/a, 369 words
Dear Chad,
Can I come play baseball with you guys after school?
Please?
Your friend,
Ashley
Ashley,
No.
Chad
Dear Chad,
Why? I brought my own glove.
Ashley
Ashley,
Girls do not play baseball, and it’s not a real glove if it’s pink.
Chad
30
Baseball Letters: Common Core Passages
Name:
Ashley!
What do you think you are doing? Just because you got a bunch of girls
together to throw a ball around, it doesn’t mean that you’re actually
playing baseball. And you know that we always play right after school, so
why did you have to take up the whole field?
Very angry,
Chad
Dear Chad,
According to the school’s rules, after-school activities that use the building
or the field must be scheduled by the secretary and approved by the
principal. As far as the school knows, you don’t have a real team.
Yours truly,
Ashley
Captain of the Purple Panthers Baseball Team
Dear Captain of Nothing But a Bunch of Girls Wearing Purple Shirts Who
Can’t Play Baseball,
Maybe you think you’re really smart because your girly team got the field
today and the principal thinks a pink baseball glove is cute, but we both
31
Name:
know that you cannot play baseball, your team cannot play baseball,
and, in a fair fight, my team would destroy your little girl club.
Chad
Captain of the REAL baseball team
Dear Captain of a Team That Doesn’t Even Have a Name,
Is that a challenge? Because my team would beat your team anytime
and anywhere. Bring it on.
Ashley
Captain of the Purple Panthers
To Ms. Purple:
When: Thursday after school
Where: The school field
Why: To watch the Baseball Bears destroy the Purple Panthers
Prize: Winner gets the field for the REST OF THE YEAR
From Captain Chad
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Dear Ashley,
Maybe we could work out a deal? I don’t know if I can handle not playing
baseball for the rest of the year.
Your friend,
Chad
P.S. I guess girls can be pretty good players sometimes.
Dear Chad,
You know, our school’s mascot is the eagle, so maybe that would be a
good name for a school team? And I was thinking that green shirts might
work for both boys and girls.
See you after school,
Ashley
33
Name:
The Mola
Grade 6, Story 2
Diego dipped the tip of his paintbrush into bright red paint and made a
long, smooth line across the paper to paint the tail feathers of a bird.
“Hey, look at Diego’s parrot!” Mary said, pointing to his paper.
Diego looked up and saw that many of his classmates were watching him,
and his cheeks turned as red as the parrot in his painting.
He was new at school, and, although he wanted to make friends, so much
attention made him nervous.
“Your painting is much better than mine,” Mary said as she looked sadly at
the green and purple mess on her paper. “I bet you’re going to win the art
contest this year.”
Diego glanced across the room at Thomas, the boy who had won the art
contest for the last two years.
Thomas looked angry, and Diego felt sick to his stomach knowing that he
was the reason why; he knew Thomas wanted to win the contest again
and that Thomas had heard Mary’s prediction.
“Your parrot looks like it’s made from lots of different pieces,” Kurt said.
“How did you think of painting it that way?”
Diego looked at the crowd of kids around him and then glanced over at
Thomas again before answering.
“It’s called a mola, and it’s from Panama. Except there they sew pieces
of cloth together to make pictures on clothes and pillows and stuff. My
34
The Mola: Common Core Passages
Name:
grandma has a parrot like this on a dress, so I didn’t really think of it myself.”
“Then maybe it shouldn’t go in the art contest,” Thomas said loudly.
No one paid any attention to Thomas because they were busy asking Diego
to show them how to paint mola designs.
Diego nervously explained that there wasn’t enough time before the end of
class. Really, he was hoping that if he didn’t make a big deal about his art,
Thomas wouldn’t be angry with him.
When the teacher told everyone to clean up, Diego saw that Thomas’s
fist was curled so tightly around his paintbrush that his knuckles had turned
white.
Diego worried that the paintbrush would snap in half any second, but most
of all he worried about what Thomas would do to him after class.
Diego removed his painting smock in a hurry and stuffed it into his bag, then
grabbed his tray and brushes and rushed to the sink to wash them.
He dodged the other students so that he could clean up and get out of the
classroom as fast as possible.
“Hey, Diego,” Mary called. He turned to look—and crash! Colors flew
through the air—red, green, blue, yellow—and Diego found himself
facedown on the floor with his cheek in a puddle of paint.
As he stood, his heart beat faster. Thomas was standing in front of him, his
white t-shirt splattered with paint and his hands balled up in fists.
“I … I …” Diego began, not knowing what to say, and he ducked his head
down towards his chest.
Thomas took a step toward Diego, but before Diego could find out what
he was planning to do, Kurt said, “Wow, Thomas, look at your shirt—it’s
awesome!”
“Yeah, it’s kind of like you have your own mola,” Mary added with a laugh.
35
Name:
Thomas looked down at his colorful shirt and said sarcastically, “Oh yeah?
Maybe I should enter myself in the art contest.”
“That’s a great idea!” Kurt said. “Would you mind if I make a shirt like
yours?”
Thomas looked surprised, and he stepped back a little, unclenching his
fists.
Mary agreed, “I can’t think of a better way to show that we’re artists!”
Kurt looked at Diego and nodded slightly. Soon Thomas left with a group
of students who were all talking about which clothes their parents would
let them paint.
Diego sighed with relief and went to get some paper towels to wipe the
paint off the floor.
“Can I help you with that?” Kurt asked.
“Thanks,” Diego told him.
“No problem,” said Kurt.
Diego looked toward the door to make sure that Thomas was really gone
and then said, “No, really. Thanks.”
Kurt smiled and held out his hand for a paper towel.
36
Name:
37
38
Leveled Reading
Informational Text
Compare and Contrast
Literary and Informational Text Passages
The texts of the literary and informational passages are provided as printouts. They
are organized by grade levels with paired literary and informational passages for
grades 2–6. These printouts can be used for classroom reading practice.
Informational Text Graphic Organizers
To extend the instruction of the informational text strand, graphic organizers are
provided for the passages students read. Completed organizers for each selection are
provided, as well as templates for identifying the main ideas and details of Imagine
Learning’s passages.
39
Name:
My Painting
Grade 2, Article 1
I love to paint. When I paint, I use my hands to hold the brush. I mix the
paint to create my own colors. Then I dip the brush in my bright colors and
swirl it onto the canvas. I create an animal from my imagination. I add
details so that my animal is interesting to look at. I hang my painting on the
wall when I am finished.
My Sculpture
Grade 2, Article 2
I love to make sculptures. I use my hands to shape the clay. I squish and
fold it to make different things. I use black and white clay to make an
animal from real life. I carve details with my sculpting tool to give my
animal a face. I put my sculpture on the table when I am finished.
40
My Painting, My Sculpture: Common Core Passages
Name:
Detail
Detail
Bright colors
Use my hand
Main Idea
Paintings
Detail
Create an animal
from imagination
Detail
Add details
Detail
Use my hands
Detail
Hang paintings on
the wall
Detail
Black and white clay
Main Idea
Sculpture
Detail
Make an animal from
real life
Detail
Carve details
Detail
Put sculpture on the
table
Grade 2 Graphic Organizers: Common Core Passages
41
Name:
Reduce. Reuse. Recycle.
Grade 3, Article 1
No one likes to see garbage on the ground. No one likes to see garbage
filling up oceans and landfills, either. There’s a lot you can do to help
keep the earth clean.
Reduce
The best way to keep garbage from piling up is to limit how much
you make. Think about how often you throw a box or wrapper away.
Buy snacks that come in bulk instead of little snack bags. Help plant a
garden so your family can eat fresh, unpackaged foods. When you use
less packaging, you reduce the garbage you create.
Reuse
Need to buy something new? Try reusing what you have instead. Learn
to sew and turn your old clothes into bags or toys. Save your plastic food
containers for storing leftovers. Or decorate them. Then you can use
them for holding toys or pens and pencils. Anything you do to keep your
stuff out of the garbage will help the earth.
Recycle
Paper, plastic bags, bottles, and other items can be made into new
stuff. Save your recyclables, and turn them in to your city’s recycling
center. You can even earn money by recycling soda cans and plastic
bottles.
You can make a big difference by practicing the three Rs regularly!
42
Reduce. Reuse. Recycle.: Common Core Passages
Name:
Make Your Own Recycled Paper
Grade 3, Article 2
Did you know that you can make your own recycled paper at home?
Here’s what you will need:
•newspaper, paper towels, or construction paper
•a dishpan
•a blender
•an 8 x 10 inch piece of small-holed screen
•a towel
•a smooth board
•a cotton cloth
Step 1:
Tear the paper into small pieces. Then fill a dishpan with warm water and
soak the pieces in it all night.
Step 2:
The next day, add more warm water to the dishpan and break the mixture
apart.
Step 3:
Place the mixture in your blender and add enough water to fill it halfway.
Blend the mixture in short bursts until it looks like mushy soup. You’ve
created pulp.
Step 4:
Cover the screen evenly with your pulp. Then lay a towel out and place
the screen on top. Press the board firmly onto the pulp, squeezing out the
water. Set the board aside when done.
Make Your Own Recycled Paper: Common Core Passages
43
Name:
Step 5:
Place the cotton cloth on a flat surface. Turn the screen over onto the
cloth and carefully remove it, leaving the paper on the cloth. You may
need to use a spatula to separate the paper from the screen.
Step 6:
Lay your paper out to dry. You can experiment by adding dried flowers,
glitter, or other add-ins when creating your pulp. Just think of all the
different kinds of paper you can make!
44
Make Your Own Recycled Paper: Common Core Passages
Name:
Main Idea
Keep the Earth Clean
Subtopic 1
Reduce
Subtopic 3
Recycle
Subtopic 2
Reuse
Details
• Bulk snack boxes
• Plant a garden.
Details
• Reuse old
clothes,
containers, etc.
Details
• Recycle soda
cans or plastic
bottles
Main Idea
Making Paper
Subtopic 1
Things you need
Details
• Newspaper
• Dishpan
• Blender
• Towel
Subtopic 3
Experiment
Subtopic 2
Steps
Details
• Tear, soak paper
• Make pulp
• Lay pulp out,
squeeze water
Details
• Add dried
flowers
• Add glitter
45
Name:
You and Your Blood
Grade 4, Article 1
Can you imagine carrying a gallon of milk everywhere you go? That would
be heavy! But you’re stronger than you think because you carry about
that much blood all the time. You can’t see your blood, but it’s constantly
flowing inside you. Blood travels around your body delivering things you
need to stay alive.
So how does blood travel? Your heart makes it happen. First it pumps
blood through your lungs, where the blood picks up oxygen from the air
you breathe. Then it pumps the blood around your body so the oxygen
can be delivered to your cells.
As it travels, your blood also delivers nutrients to every cell in your body.
Nutrients are the good things you get from food that help your body grow.
Blood has another important job of collecting waste that your cells don’t
need any more. One type of waste that blood collects is a gas called
carbon dioxide. Once your blood has traveled all around your body, it
returns to your lungs carrying carbon dioxide. You get rid of the carbon
dioxide when you breathe out, then your blood collects new oxygen to
take around your body again. Your blood works hard to keep you alive!
46
You and Your Blood: Common Core Passages
Name:
Your Pulse
Grade 4, Article 2
Think about a time when you were exercising a lot, or maybe a time when
you were scared. Could you feel your heart beating? If you could, you felt
your pulse.
Your heart pumps to move blood filled with oxygen around your body.
When you are working hard, your cells use a lot of oxygen. Your blood
needs to move faster so that it can deliver more oxygen to your cells. So
your heart pumps harder and faster.
But when you are sleeping, your heart pumps slowly. That’s because you
aren’t using a lot of energy, so your heart doesn’t need to work as hard.
You can feel your pulse to tell how hard your heart is working. Hold two
fingers of one hand to your other wrist, just below your thumb. You should
be able to feel the blood moving through your arm as your heart pumps.
To check your pulse rate, count how many heartbeats you feel in one
minute. A normal rate varies depending on your age, but ninety beats in
one minute is average. How fast is your heart beating right now?
Your Pulse: Common Core Passages
47
Name:
Main Idea
Blood
Subtopic 1
Blood travels
Subtopic 3
Blood collects waste
Subtopic 2
Blood delivers nutrients
Details
• Blood delivers
nutrients to cells
• Nutrients help
your body grow
Details
• Heart pumps
blood to lungs
• Blood delivers
oxygen
Details
• Carbon dioxide
• New oxygen
Main Idea
Pulse
48
Subtopic 1
When you work hard
Subtopic 2
When you sleep
Detail
• Your heart pumps
blood faster for
your body.
Detail
• Your heart pumps
slowly.
Subtopic 3
Checking your pulse
Detail
• Your pulse tells
how hard your
heart is working.
Name:
Archaeology
Grade 5, Article 1
Do you like to get dirty? Do you like to solve mysteries? What about going
camping? If you like all of these things, as well as the chance to have
your work become famous in a museum, then you might want to consider
becoming an archaeologist.
An archaeologist is a scientist who studies the past. Archaeologists find
and study all of the things that people left behind, things called artifacts.
Artifacts can be anything, such as old tools, dishes, toys, even bones.
Archaeologists use them to put together the story of what life was like a
long time ago.
Usually, artifacts aren’t just lying around, so archaeologists often have to
dig for them. Sometimes they dig with a shovel; sometimes they brush dirt
away with a paintbrush. Archaeologists use many different tools to make
sure that they don’t damage anything as they search for artifacts. If they
find a broken artifact, they spend a lot of time putting it back together.
Artifacts are precious because they tell archaeologists a lot about ancient
people. Some artifacts are put in museums so that when we visit them, we
can learn about the past too.
Archaeology: Common Core Passages
49
Name:
Underwater Dig
Grade 5, Article 2
Not all archaeologists work on land. Some archaeologists search for clues
to our past under the water.
These archaeologists use special tools to do their work. Scuba gear helps
them to stay underwater for a long time because it holds air for them to
breathe. Sonar helps archaeologists know where to look. It sends sound
waves underwater so they can see what an object is by its shape.
Sunken ships are the most common things archaeologists look for
underwater. No, archaeologists aren’t searching for treasure chests and
pirate gold, although sometimes they find them. Instead, they are looking
for clues about who was on the ship and why it sank.
Right now archaeologists are searching for four hundred ships that sank off
the coast of Vietnam during a battle more than seven hundred years ago.
If underwater archaeologists find these ships, they will stay busy for a long
time.
50
Underwater Dig: Common Core Passages
Name:
Main Idea
Archaeology
Subtopic 1
Archaeologists
Details
• Study the past
• Look for artifacts
Subtopic 3
Precious artifacts
Subtopic 2
Finding artifacts
Details
• Dig with a shovel
• Careful with
artifacts
Details
• Tell about
ancient people
• In museums
Main Idea
Underwater dig
Subtopic 1
Special tools
Details
• Scuba gear
• Sonar
Subtopic 2
Sunken ships
Details
• Looking for clues
about ships and
why they sank
Subtopic 3
Search for sunken ships
Details
• 400 sunken ships
• Off coast of
Vietnam
51
Name:
Maryn Roos: An Artist’s Memoir
Grade 6, Article 1
When I was really young, my mom used to sew dolls and stuffed animals to
earn extra money. I would often sit on the sewing room floor next to her. To
entertain myself, I would pick up scraps of fabric and ribbon and sew my
own creations. My mom always made sure I had plenty of materials to use.
I would make whatever I could imagine, but my favorite things to make
were puppets. I made some of them using cloth and extra buttons.
Sometimes I would draw a character on a piece of paper, cut it out, and
then glue it on a stick. Other times I would fold a stiff piece of paper in half,
draw the puppet’s front on one side, and then draw its back on the other
side. Then it could stand on its own.
Now that I’m a professional artist, I use my imagination to make my
puppets on the computer through digital illustration and animation.
Although I can’t hold these puppets, by animating them, I can make them
move and talk on their own!
52
An Artist’s Memoir: Common Core Passages
Name:
Maryn Roos: Biography of
an Artist
Grade 6, Article 2
When you’re a kid, is it possible to know what you’re going to be when
you grow up? For Maryn Roos, it was. From the time she was little, she
knew that she would be an artist. She was always imagining characters
and creating them out of fabric scraps from her mom’s craft room. But
there are many different paths an artist can take, and Maryn wanted to
figure out which one was right for her.
She first thought she would study fine art. But as she looked at the
different types—such as painting, sculpture, and printmaking—she wasn’t
interested in doing them for her career.
Next, she looked into film animation. She visited the Disney Animation
Studios in California and spoke with a head animator. She realized that
film animators often work for a long time animating a character that
someone else created. Maryn liked animation, but she wanted to create
her own characters.
Maryn knew that illustrators create art for books, magazines, and games,
and she realized that was the kind of art she wanted to create. So she
studied illustration in college, and since then she has illustrated many
children’s books and software activities that include the characters she
imagines.
Today, Maryn creates computer activities to help kids learn English.
She’s found the perfect combination of work for her as she helps design
characters, draws them, and brings them to life with animation.
Biography of an Artist: Common Core Passages
53
Name:
Name:
Main Idea
A Memoir
Subtopic 1
Sewing with mom
Subtopic 2
Making puppets
Subtopic 3
Professional artists
Details
• Mom sewed dolls
and animals
• Made own
creations
Details
• Used imagination
to make puppets
• Made different
kinds of puppets
Details
• Makes puppets
on the computer
Main Idea
Biography
Subtopic 1
Fine art?
Details
• Not interested in
painting,
sculpture or
printmaking
54
Subtopic 2
Film animation?
Subtopic 3
Illustrator!
Details
• Visited Disney
• Could not create
her own
characters
Detail
• Studies illustration
• Illustrates books
and computer
activities
Appendix: Home Letters
English Home Letter . . . . . . . . . . . . . . . . . . . . . . . .56
Arabic Home Letter . . . . . . . . . . . . . . . . . . . . . . . . 57
Chinese Simplified Home Letter . . . . . . . . . . . . . . . . . . .58
Chinese Traditional Home Letter . . . . . . . . . . . . . . . . . . 59
French Home Letter. . . . . . . . . . . . . . . . . . . . . . . . 60
Haitian Creole Home Letter . . . . . . . . . . . . . . . . . . . . 61
Hmong Home Letter . . . . . . . . . . . . . . . . . . . . . . . . 62
Japanese Home Letter . . . . . . . . . . . . . . . . . . . . . . .63
Korean Home Letter . . . . . . . . . . . . . . . . . . . . . . . .64
Marshallese Home Letter . . . . . . . . . . . . . . . . . . . . . .65
Portuguese Home Letter . . . . . . . . . . . . . . . . . . . . . . 66
Russian Home Letter . . . . . . . . . . . . . . . . . . . . . . . .67
Spanish Home Letter . . . . . . . . . . . . . . . . . . . . . . . .68
Tagalog Home Letter . . . . . . . . . . . . . . . . . . . . . . . .69
Vietnamese Home Letter . . . . . . . . . . . . . . . . . . . . . .70
(Date)
Dear Family,
Learning English is an exciting and rewarding experience. This school year your
child has the opportunity to begin learning English using computers. Our class will be
using a program called Imagine Learning.
Imagine Learning uses videos, stories, games, and recordings to engage learners.
Step-by-step, your child will learn valuable words in order to participate in classroom
conversations about science, math, and history. He or she will play games to help
remember these new vocabulary words. Your child will have many opportunities
to listen to fluent English speakers while practicing pronunciation and expression.
Additionally, your child will develop the ability to read stories and articles in English.
Your child’s comprehension will increase as he or she learns the meaning of new words
and answers questions about each story and article.
You can join in this learning adventure through the printouts and reports your
child will bring home. Here are some ways you can help your child learn at home:
• R
eview any stories that are brought home. Ask your child to read them to you.
• If your child brings home a sheet of words on cards, cut them out and help him
or her build speed in recognizing each word.
• As your child progresses to the more difficult stories, he or she will write down
important ideas in a chart, write a summary, and write how the story relates to
personal experiences. Ask your child to explain his or her writing.
I’m looking forward to a wonderful year of learning for your child. I hope you will
participate in the excitement as your child becomes a more fluent English speaker.
Your interest encourages your child’s success.
Sincerely,
56
English Home Letter
‫(التاريخ)‬
‫العائلة العزيزة‪،‬‬
‫إن تَ َعلُّم اإلنجليزية هو خبرة مثيرة ومجزية‪ .‬تتوفر لطفلكم في هذا العام الدراسي فرصة بدء تعلم‬
‫اإلنجليزية باستخدام أجهزة الكمبيوتر‪ .‬سيستخدم فصلنا الدراسي برنامجا يُدعى باسم ‪Imagine‬‬
‫‪.Learning‬‬
‫يستخدم برنامج ‪ Imagine Learning‬مقاطع الفيديو والحكايات واأللعاب والتسجيالت لجذب‬
‫المتعلمين‪ .‬خطوة بخطوة‪ ،‬سيتعلم طفلكم ويتذكر الكلمات القيمة بغرض المشاركة في محادثات الفصل عن‬
‫العلوم والرياضيات والتاريخ‪ .‬سيلعب‪/‬ستلعب األلعاب من أجل المساعدة على تذكر هذه المفردات الجديدة‪.‬‬
‫سيحظى طفلكم بالعديد من الفرص لالستماع إلى متحدثي اللغة اإلنجليزية بطالقة عند المشاركة بالنطق‬
‫والتعبير‪ .‬باإلضافة إلى أن طفلكم ستنمو لديه المقدرة على قراءة الحكايات والمقاالت باإلنجليزية‪ .‬سيزداد‬
‫استيعاب طفلكم حيث سيتعلم أو ستتعلم معنى الكلمات التي تُ ْقرأ وأيضا اإلجابة على األسئلة‪.‬‬
‫يمكنكم االنضمام إلى مغامرة التعلم هذه من خالل الحصول على مطبوعات منزلية و تقارير يُحضرها‬
‫طفلكم إلى المنزل‪ .‬إليكم بعض الطرق التي تمكنكم من مساعدة طفلكم على التعلم في المنزل‪:‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫مراجعة أية حكايات يجلبها طفلكم إلى المنزل‪ .‬اطلبوا من طفلكم قراءتها لكم‪.‬‬
‫إذا أحضر طفلكم ورقة تحتوي على كلمات في بطاقات‪ ،‬قوموا بقصها ومساعدته أو مساعدتها‬
‫على زيادة سرعة تَ َعرُّ ْفه على كل كلمة‪.‬‬
‫مع تقدم طفلكم نحو الحكايات األكثر صعوبة‪ ،‬سيقوم أو ستقوم بتدوين األفكار الهامة في مخطط‬
‫وكتابة ملخص وكيفية تعلق القصة بالخبرات الشخصية‪ .‬اطلبوا من طفلكم أن يشرح ما كتبه‪/‬‬
‫كتبته‪.‬‬
‫أتطلع إلى أن يقضي طفلكم سنة رائعة من التعلم‪ .‬أتمنى مشاركتكم في هذه التجربة المثيرة حيث يصبح‬
‫طفلكم متحدثا لإلنجليزية بطالقة أكثر‪ .‬ان إهتمامكم يشجع نجاح طفلكم‪.‬‬
‫و تفضلوا بقبول فائق التحية و االحترام‪،‬‬
‫‪57‬‬
‫‪Arabic Home Letter‬‬
‫‪Copyright © Imagine Learning, Inc.‬‬
(Date)
(日期)
亲爱的家长：
学习英语是一个令人兴奋且收获良多的体验。本学年我们将为您的孩
子提供使用计算机学习英语的机会。授课使用的程序名叫 Imagine
Learning。
Imagine Learning 通过视频、故事、游戏和录音来吸引学习者。您的
孩子将分阶段学习有用的单词，并在客堂上参与有关自然科学、数学和历
史的会话。孩子将通过玩游戏来帮助记忆这些有用的新单词。在练习发音
和表达时，孩子将有很多机会听到流利的英语范例。此外，孩子还将发展
阅读英文故事和文章的能力。通过学习单词以及回答问题，孩子的理解能
力也将得到提高。
您可以根据孩子带回来的打印资料和成绩单来一同参加该学习冒险活
动。以下是一些您可以在家中帮助孩子学习的方法：



复习带回家的所有故事。让孩子将这些故事读给你听。
如果孩子带回印有单词的卡片，请将单词剪下，帮助孩子提高认字
的速度。
当孩子学习到较难的故事时，可让他们将图中写下重要思想，并写
作故事摘要以及故事和个人经历的联系。并让孩子解释所写的内容
我期望您的孩子度过精彩的一年。并希望当孩子能说一口流利的英语
时，您能为他感到高兴。您的关心是孩子成功的动力。
真诚地，
58
Chinese Simplified Home Letter
(Date)
(日期)
親愛的家長：
學習英語是一種令人興奮且收穫良多的經驗。從本學年開始，您的孩
子將享有使用電腦學習英語的機會。因為我們將在授課時使用名為
Imagine Learning 的電腦程式。
Imagine Learning 使用影片、小故事、遊戲及錄音來提升學習者的興
趣。並逐步引導孩子學習常用單字，以便在課堂中進行有關科學、數學及
歷史的會話。孩子們可透過遊戲的過程加深對這些常用新單字的印象。在
練習發音及表達時，孩子們將有許多機會聆聽流暢的英語交談。除此之
外，孩子們更可發展閱讀英語故事及文章的能力。在閱讀及回答問題的過
程中，孩子可學習到單字的意義，並提升其理解能力。
您可以透過孩子帶回家中的列印文件及成績單，一同參與這項學習冒
險之旅。以下是您可以在家中幫助孩子學習的方式：
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一同複習孩子帶回家的故事，要求孩子讀故事給您聽。
如果孩子帶回家的是單字卡，請將它們裁剪成小張記憶卡，幫助孩
子能更快速地記住這些單字。
當孩子學習較困難的故事時，可讓他們在圖表上記下重點、寫出摘
要以及寫下故事及個人經驗相關的內容。並要求孩子說明其內容。
我們希望您的孩子在這一年中能有愉快的學習經驗。也希望您能親身
體驗這個讓人期待的過程，見證您孩子的英語會話能力更上一層樓。您對
孩子學習過程的關心是讓其成功的助力。
耑此，順頌
Chinese Traditional Home Letter
59
Chère famille,
(Date)
L’apprentissage de l’anglais est une expérience aussi stimulante que gratifiante.
Cette année scolaire, vous pouvez offrir à votre enfant la possibilité d’apprendre
l’anglais à l’aide d’un ordinateur. Nos cours sont basés sur un programme intitulé
Imagine Learning.
Imagine Learning utilise des vidéos, des histoires, des jeux et des enregistrements
qui savent séduire les élèves. Cours après cours, votre enfant apprendra des mots
utiles qui lui permettront de participer aux discussions de la classe sur les sciences, les
mathématiques et l’histoire. Il ou elle jouera à des jeux qui l’aideront à mémoriser ces
nouveaux mots de vocabulaire. Votre enfant disposera de nombreuses occasions
d’entendre parler des personnes de langue maternelle anglaise lors de ses exercices
de prononciation et d’expression. Votre enfant pourra en outre développer sa
capacité à lire des histoires et des articles en anglais. Sa compréhension des textes se
développera à mesure qu’il ou elle apprendra le sens des mots lus et des réponses aux
questions.
Vous pouvez participer à cette aventure de l’apprentissage par
l’intermédiaire des imprimés et des rapports que votre enfant ramène à la maison.
Voici plusieurs manières dont vous pouvez aider votre enfant à apprendre à la maison:
• Prenez connaissance de toutes les histoires que votre enfant ramène à la
maison. Demandez-lui de vous les lire.
• Si votre enfant ramène une page de mots sur des cartes, découpez-les et aidezle à reconnaître chaque mot de plus en plus vite.
• A mesure que votre enfant progresse vers des histoires plus difficiles, il ou elle
notera les idées les plus importantes dans un diagramme, rédigera un résumé
et écrira de quelle manière l’histoire se rapporte à ses expériences personnelles.
Demandez à votre enfant de vous expliquer ce qu’il ou elle a écrit.
Je me réjouis d’avance d’accueillir votre enfant
pour une merveilleuse année d’apprentissage.
J’espère que vous partagerez le plaisir de votre
enfant lorsque sa maîtrise de l’anglais se
renforcera de jour en jour. L’intérêt que vous
lui portez est un moteur important de la réussite
de votre enfant.
Sincères salutations,
60
French Home Letter
Chè fanmi,
(Date)
(Dat)
Apran angle se yon eksperyans ki bèl epi ki pwomèt rekonpans. Pandan
lane sa, pitit ou a te gen opòtinite pou li itilize òdinatè pou li kòmanse aprann
angle. Nan klas la, nou pral itilize yon pwogram ki rele Imagine Learning.
Pwogram Imagine Learning itilize videyo, kont/listwa, jwèt ak lòt materyèl
anrejistre pou li angaje elèv yo. Pazapa, pitit ou pral aprann anpil mo ki enpòtan
pou li kapab patisipe nan konvèsasyon ak parèy li nan klas la sou sijè tankou
lasyans, matematik ak istwa. Li pral aprann jwe jwèt ki pou ede li sonje nouvo mo
vokabilè sa yo. Timoun ou a pral gen anpil opòtinite pou li tande moun ki pale
angle byen pandan li menm li ap fè pratik sou pwononyasyon ak sou langaj li.
Anplis de sa, timoun ou a pral devlope kapasite pou li kont/listwa ak lòt kalite atik
an angle. Konpreyansyon timoun ou a pral grandi, epi ofi e amezi li ap aprann sans
ak siyifikasyon mo li ap li yo epi li ap kapab reponn kesyon yo poze yo.
Ou kapab patisipe nan eksperyans sa a tou atravè nòt li yo epi rapò pitit
ou ap pote lakay detanzantan. Men kèk fason ou kapab ede timoun nan aprann
epi fè devwa li yo lakay li:
• Revize ak timoun nan kèlkeswa listwa li pote a lakay. Mande li pou li fè lekti
yo otwva pou ou.
• Si timoun nan vini lakay ak yon lis mo vokabilè pou li aprann, ou ka dekoupe
yo, fè yon egzèsis ak li, epi ede li gen vitès nan rekonèt chak mo ki ekri.
• Ofi e amezi timoun nan ap fè pwogrè nan li listwa ki difisil, li bon pou timoun
nan ekri lide enpòtan yo sou yon kaye, li ka ekri tou yon rezime listwa a,
epi tou li kapab ekri ki relasyon ki genyen ant listwa/kont timoun nan li ak
eksperyans pèsonèl nan lavi li. Mande timoun nan pou li eksplike ou sa li
ekri a.
Mwen pa ka tann jou pou nou kòmanse yon lòt lane tounèf pou aprann pitit ou
a plis toujou. Mwen swete ou patisipe nan jwa ak kè kontan nou pou wè kijan pitit
ou kapab pale angle ak bon jan metriz. Plis ou demontre ou entèrese nan timoun
nan lè ou ankouraje li pou li aprann epi reyalize siksè.
Anpil salitasyon,
Haitian Creole Home Letter
61
Nyob Zoo Tsev Neeg,
(Hnub Tim)
Txoj Kev Kawm Lus Askiv yog ib yam zoo siab thiab txaus siab heev.
Xyoo kawm ntawv no koj tus menyuam muaj ib txoj kev los pib kawm lus Askiv
thaum nws siv cov computer. Peb lub chavchav kawm ntawv yuav siv ib qho
kev pab nruab rau hauv lub computer hu ua Imagine Learning (Xav Txog Txoj Kev).
Imagine Learning siv cov vis-dis-aus yees duab, cov dab neeg, thiab cov lus
uas tau muab kaw cia los txhawb kom cov neeg kawm mob siab kawm ntxiv.
Ib-khauj-ruam zuj zus, koj tus menyuam yuav kawm tej co lus uas yuav pab tau nws
tham hauv chav kawm ntawv txog tej zaj lus hais txog ntiaj teb, kev suav lej, thiab
tej kev kawm txog lub neej dhau los. Nws yuav ua si sib tw los pab nws nco cov
lus tshiab ntawm no. Koj tus menyuam yuav muaj ntau lub sijhawm los mloog rau
ib co neeg uas txawj hais lus Askiv thaum nws xyaum hais thiab muab cov lus los
piav qhia. Ntxiv mus, koj tus menyuam yuav pib nyeem tau dab neeg thiab tej co
dab neeg luv uas ua lus Askiv. Koj tus menyuam txoj kev to taub yuav loj hlob thaum
nws kawm seb cov lus tshiab ntawd txhais tau li cas thiab thaum nws teb lus rau
cov lus nug txog txhua zaj dab neeg thiab zaj dab neeg luv.
Koj koom tau nrog txoj kev kawm ntawm no thaum koj saib cov ntaub
ntawv luam tawm thiab cov ntawv qhia raws sijhawm uas koj tus menyuam nqa
los tsev. Ntawm no yog ib co kev uas koj pab tau koj tus menyuam kawm ntxiv
tom tsev:



Rov qab saib cov dab neeg uas nws tau nqa los tsev. Nug koj tus menyuam
kom nws muab nyeem rau koj.
Yog tias koj tus menyuam nqa ib daim ntawv los tsev nrog ib co lus uas tau
muab sau ua ib daim ib daim, muab txiav, thiab pab nws nco kom tau cov
lus nrawm zog qhov qub.
Thaum koj tus menyuam ua tau zoo zog thiab mus zuj zus rau cov dab neeg
uas nyuaj zog, nws yuav sau tej tswv yim tseem ceeb cia rau ib daim duab
ua tej kab, sau mentsis seb zaj dab neeg mus li cas, thiab sau seb zaj dab
neeg ntawd zoo li cas rau tej yam uas tau tshwm sim hauv nws lub neej. Nug
kom koj tus menyuam piav seb nws sau dabtsi.
Kuv vam tias xyoo no yuav yog ib xyoos uas zoo heev rau koj tus menyuam los
kawm. Kuv cia siab tias koj yuav koom nrog txoj kev zoo siab thaum koj tus menyuam
pib hais lus Askiv zoo zuj zus. Thaum koj xav paub ntau zog nws yuav txhawb kom koj
tus menyuam ua tau zoo ntxiv.
Sau Npe,
62
Hmong Home Letter
䢪日付䢫䢢
保護者の皆様䢢
䣋䣯䣣䣩䣫䣰䣧䢢䣎䣧䣣䣴䣰䣫䣰䣩は、お子さま一人ひとりのペースで英語を楽しく確実に身につけら
れるプログラムです。私たちはこのプログラムを英語の授業を取り入れています。䢢
䣋䣯䣣䣩䣫䣰䣧䢢䣎䣧䣣䣴䣰䣫䣰䣩は、ビデオ、ストーリー、ゲームなどの多彩なアクティビティや自分の
発音を録音できる機能があり英語が初めてのお子さまでも安心して学習できる環境
を提供します。単語学習においては生活に身近な単語からアカデミックな単語までを
段階を追って学習していきます。年齢にふさわしい単語から覚えることでお子様が幼
稚園、小学校、その他の社交の場でスムーズに会話に参加できるようプログラムされ
ております。習得できていない単語は繰り返しゲームなどで楽しみながら復習し簡単
に覚えられるよう工夫されております。また、ネイティブの子どもたちの会話風景を通し
て英語の発音や表現を練習しながら、流暢な英語を聴く機会もたくさんあります。さら
に、フォニックス学習で読み書きの基礎をしっかり身に付け、短いお話から次第に長い
文章を読む練習、内容を理解する練習といったリーディング力も養っていきます。䢢䢢
䢢
このプログラムではそれぞれのお子さまの学習内容に応じたプリントワークをお渡ししま
す。持ち帰ったプリントをご自宅で復習することにより、より一層の学習効果が得られ
ます。また定期的に学習状況レポートもお渡しいたします。ぜひお子さまに英語の授
業について聞いてあげてください。保護者さまのあたたかいサポートがお子さまの学習
成長には欠かせません。䢢
お子さまの素晴らしい成長を心よりお祈りしています。
敬具
Japanese Home Letter
63
(날짜)
학부모님,
영어를 배운다는 것은 즐겁고 값진 경험입니다. 이번 학년도에는 귀하의
자녀가 컴퓨터를 사용하여 영어 학습을 시작할 수 있습니다. Imagine
Learning 라는 프로그램을 사용하여 수업이 진행될 예정입니다.
Imagine Learning 는 비디오, 이야기, 게임 및 녹음된 내용을 사용하여
학생들의 학습 참여를 유도합니다. 귀하의 자녀는 과학, 수학 및 역사와
관련된 토론 참여에 중요한 단어들을 단계적으로 학습하게 됩니다.
게임을 통해 새로운 단어들을 암기할 수도 있으며, 발음과 표현들을
연습하는 동안 유창한 영어를 듣는 기회도 많을 것입니다. 또한, 영어로
된 이야기와 기사를 읽을 수 있는 능력도 향상시킬 수 있습니다. 귀하의
자녀는 읽은 단어들을 학습하고 문제에 답하면서 이해 능력을 증가시킬
것입니다.
귀하의 자녀가 집으로 가져가는 과제물과 보고서를 통해 학부모님께서도
이 학습 어드벤처에 동참하실 수 있습니다. 가정에서 귀하의 자녀가
학습하는 데 도움을 줄 수 있는 몇 가지 방법들이 여기에 있습니다.



자녀가 집으로 가져온 이야기를 검토한 후, 자녀에게 그것을
읽으라고 권합니다.
자녀가 단어 카드가 인쇄된 시트를 집으로 가지고 오면, 그것들을
잘라낸 후 각 단어를 빠르게 파악하도록 도와줍니다.
더 어려운 이야기를 학습하게 됨에 따라, 자녀는 차트에 그것에
대한 중요한 내용을 쓰고, 이야기를 요약하며, 그것이 어떻게
개인적 경험과 관련되는 지에 대해 쓸 것입니다. 자녀에게 자신이
쓴 글에 대해 설명해 보도록 권합니다.
귀하의 자녀에게 올해가 의미있는 학습의
시간이 되기를 바랍니다. 귀하의 자녀가
더욱 유창한 영어를 구사할 수 있도록 적극
참여해 주시기 바랍니다. 귀하의 관심이
자녀를 성공으로 이끌 수 있습니다.
감사합니다.
64
Korean Home Letter
(Raan)
Dear Bamele eo,
Katak kajin English ej juõn weween eo ekalimomo im ekabõkakkak. Ilo
iiõ in jikuul in ajiri eo nejim enaj jino katak kajin English ilo an kõjerbal computer.
Class eo am enaj kõjerbal juõn program eo na Imagine Learning.
Imagine Learning enaj kõjerbal video ko, bwebwenato ko, ikkure ko, im
recording ko ñan an ri katak ko bõk konaer. Ajiri eo enaj bõk jet buñtõn ko ko ilo
an katak naan ko raorõk bwe en maroñ bõk konan ilo kõnono ko ilo classroom
ikijieen science, bõnbõn, im history. Enaj bõk konan ilo ikkure ko renaj jibañe bwe
en kememej naan ko rekããl. Ajiri eo nejim enaj roñjake ro retijemlok ilo kajin English
ilo an kõkõmãlel ba naan ko im weween ba naan kein. Kobalok ilo weween, ajiri
eo nejim enaj katak weween riiti bwebwebwenato ko im nuuj ko ilo kajin English.
Ajiri eo enaj bareinwõt ejak kabeel eo ibben bwe en maroñ jelã melele in naan ko
im weween kajitõk kajitõkko.
Komaroñ kobalok ilo learning adventure in ilo am liñûr take-home printout
ko im report ko ajiri eo enaj bûkwaj ñan mweo. Lajarak in ej weween ko komaroñ
jibañ ajiri eo katak ilo mweo:
• E
tali bwebwenato ko enaj bûkwaj ñan mweo. Kajitõk bwe en riiti ñan kwe.
• Elañe ajiri eo enaj bûkwaj pepa in naan ko ilo card, mwijiti innem jibañe
bwe en mõkaj an jelã naan kane.
• Ilo an ajiri eo wõnmaanlok ñan bwebwenato ko rebben lok, enaj jei
melele ko raorõk ilo juõn chart, je meleleier ilo tukaduier, im je weween an
bwebwenato ko eierlok wõt weween mour eo an. Kajitõk ibben bwe en
kõmeleleik eok kõn melele kein an.
Ij remaanlok ñan juõn iiõ eo enaj emman im kalimomo ñan an ajiri eo katak.
I kõjatdikdik bwe kwõnaj bõk konam ilo an naj ajiri eo itok limonin in jino katak kajin
English. Itok limo ko am renaj kõmman bwe ajiri eo en tõban mejan kajjik eo an.
Ilo kautiej,
Marshallese Home Letter
65
(Data)
Prezada família,
Aprender inglês é uma experiência empolgante e compensadora.
Neste ano letivo, o seu filho terá a oportunidade de começar a aprender inglês
usando computadores. A nossa turma passará a usar um programa chamado
Imagine Learning.
O Imagine Learning utiliza vídeos, histórias, jogos e gravações para prender
a atenção dos alunos. Passo a passo, seu filho aprenderá palavras importantes
para participar de conversações na sala de aula sobre ciência, matemática e
história. Ele irá se divertir com jogos que o ajudarão a memorizar todo um novo
vocabulário. Seu filho terá muitas oportunidades de escutar pessoas fluentes em
inglês enquanto pratica pronúncia e expressão. Além disso, ele desenvolverá a
capacidade de ler histórias e artigos em inglês. A capacidade de compreensão
do seu filho aumentará à medida que ele aprender o significado das palavras
lidas e responder diversas perguntas.
Você poderá participar desta aventura de aprendizagem com as
impressões e os relatórios que seus filhos levarão para casa. Algumas formas como
você pode ajudar o seu filho a aprender em casa são:
• R
evise todas as histórias levadas para casa. Peça ao seu filho que as leia
para você.
• Se o seu filho levar para casa uma folha de palavras em cartões, corte-as e
ajude-o a ganhar velocidade no reconhecimento de cada palavra.
• À medida que seu filho avançar para histórias mais difíceis, ele anotará
idéias importantes em um gráfico, escreverá um resumo e redigirá como a
história se relaciona a experiências pessoais. Peça ao seu filho para explicar
o que ele escreveu.
Estamos ansiosos para começar um ano maravilhoso de aprendizado para o
seu filho. Esperamos que você participe da empolgação à medida que seu filho
se tornar cada vez mais fluente em inglês. O seu interesse estimula o sucesso do
seu filho.
Atenciosamente,
66
Portuguese Home Letter
(Дата)
Уважаемые родители!
Изучение английского языка – это полезное и увлекательное занятие.
В этом учебном году у Вашего ребенка есть возможность изучать английский
язык с помощью компьютера. Наш класс будет учиться по программе Imagine
Learning.
В программе Imagine Learning используются фильмы, рассказы,
песни, диалоги, рисунки и записи – все, что может заинтересовать детей.
Шаг за шагом Ваш ребенок будет изучать полезные слова, необходимые для
участия в обсуждении на уроке таких тем, как наука, математика и история.
Чтобы помочь детям быстрее запомнить новые слова, мы будем проводить
различные игры. Во время тренировки произношения и интонации, у детей
будет возможность послушать настоящую английскую речь. Кроме того, Ваш
ребенок будет учиться читать рассказы и статьи на английском языке. Также,
Ваш ребенок сможет лучше понимать английскую речь, изучая английские
слова при чтении и ответах на вопросы.
Вы тоже можете поучаствовать в обучении: Ваш ребенок будет
приносить домой различные печатные материалы и отчеты о своих успехах.
Вот некоторые идеи как Вы можете помочь Вашему ребенку изучать
английский дома:
• Повторите все рассказы, которые будут даваться на дом. Попросите
Вашего ребенка прочитать их Вам.
• Если Ваш ребенок принес домой листок со словами на карточках,
вырежьте карточки и помогите ребенку быстрее выучить эти слова.
• Как только Ваш ребенок сможет читать и понимать более сложные
рассказы, он или она будет записывать важные идеи в таблицу, писать
небольшие изложения и сочинения на тему рассказов. Попросите
Вашего ребенка объяснить, что он (или она) написал(а).
Я с нетерпением жду начала удивительного учебного года для Вашего
ребенка. Я искренне надеюсь, что Вы будете принимать участие, как только
Ваш ребенок станет лучше разговаривать на
английском языке. Ваш интерес способствует
успехам Вашего ребенка.
С уважением,
Russian Home Letter
67
Estimada familia:
(Fecha)
El aprendizaje del idioma inglés es un proceso emocionante y
gratificante. En este año escolar, su hijo(a) tiene la oportunidad de empezar
a aprender inglés con la ayuda de computadoras. Nuestra clase utilizará un
programa de nombre Imagine Learning.
Imagine Learning hace uso de videos, cuentos, juegos y grabaciones para
captar la atención de los alumnos. Paso a paso, su hijo(a) aprenderá palabras
útiles que le permitirán participar en conversaciones en el salón de clase en
cuanto a temas de ciencias, matemáticas e historia. También participará en
juegos que le ayudarán a recordar las palabras nuevas de vocabulario. Asimismo,
tendrá numerosas oportunidades de escuchar a hablantes con dominio del
inglés mientras practique la pronunciación y la expresión. Además, desarrollará
la capacidad para leer cuentos y artículos en inglés. Su comprensión aumentará
al aprender el significado de las palabras que le sean leídas, al igual que al
responder las preguntas.
Usted también puede participar en esta aventura de aprendizaje
a través de las hojas impresas y los informes que su hijo(a) llevará a casa. A
continuación se enumeran algunos modos en que puede ayudarle a aprender en
casa:
• R
epase los cuentos que lleve a casa. Pídale que se los lea.
• Si lleva a casa una hoja con palabras en tarjetas, recórtelas y ayúdele a
aumentar su velocidad al reconocer las palabras.
• A medida que el menor avance a los cuentos más desafiantes, escribirá sus
ideas en un diagrama, escribirá un resumen y escribirá la forma en que el
cuento se relaciona con sus experiencias personales. Pídale que le explique
lo que escriba.
Estamos entusiasmados por todo lo que su hijo(a)
aprenderá este año. Le invitamos a participar en
este emocionante proceso a medida que el
menor mejore su dominio del idioma inglés.
Su interés contribuirá al éxito de su hijo(a)
Atentamente,
68
Spanish Home Letter
Minamahal na Pamilya,
(Petsa)
Ang pag-aaral ng Ingles ay isang nakakapanabik at nakakapagbigaykasiyahan na karanasan. Sa taon na ito, may pagkakataon ang inyong anak
upang magsimulang matuto ng Ingles gamit ang mga computer. Gagamit ang
aming klase ng isang programa na tinatawag na Imagine Learning.
Ang Imagine Learning ay gumagamit ng mga video, kuwento, laro, at mga
recording upang matuon ang mga mag-aaral. Unti-unti, matututo ang inyong
anak ng mga mahahalagang salita upang makilahok sa mga pag-uusap sa silidaralan tungkol sa agham, matematika, at kasaysayan. Maglalaro siya ng mga laro
upang matulungang matandaan ang mga bagong salitang pang bokabularyong
ito. Magkakaroon sila ng maraming mga pagkakataon upang makinig sa matatas
na tagapagsalita ng Ingles habang nagsasanay sa pagbigkas at pagpapahayag.
Bukod pa dito, mapapagbuti ng inyong anak ang kakayahang magbasa ng mga
kuwento at artikulo sa Ingles. Ang pag-intindi ng inyong anak ay uunlad habang
natututunan niya ang kahulugan ng mga bagong salita at sagot sa mga tanong
tungkol sa bawat kuwento at artikulo.
Maaari kayong sumali sa pag-aaral na ito sa pamamagitan ng mga
printout na maiuuwi at ang kada ikatlong buwang pag-uulat na iuuwi ng inyong
anak. Narito ang ilang mga paraan na matutulungan ninyo sila na matuto sa
tahanan:
•
•
•
Pagbalik-aralan ang anumang mga kuwento na inuuwi sa tahanan.
Sabihin sa inyong anak na basahin ang mga ito sa inyo.
Kung mag-uuwi ang inyong anak ng mga salitang nakasulat sa card,
gupitin ang mga ito, at tulungan siyang bumilis sa pagkilala sa bawat
salita.
Habang sumusulong ang inyong anak sa mas mahirap na mga kuwento,
isusulat niya ang mga mahahalagang ideya sa chart, magsusulat ng
buod, at isusulat kung paano nakakaugnay ang kuwento sa personal
na mga karanasan. Sabihin sa inyong anak na ipaliwanag ang kanyang
isinulat.
Inaasahan ko ang magandang taon ng pag-aaral para sa inyong anak.
Umaasa ako na makikilahok kayo sa kasabikan nila habang nagiging mas
matatas sa pagsasalita ng Ingles. Hinihikayat
naming ang inyong interes sa tagumpay ng
inyong anak.
Taos-puso,
Tagalog Home Letter
69
(Ngày tháng)
Kính gửi Quý gia đình,
Học Tiếng Anh là một trải nghiệm thú vị và vô cùng đáng giá. Trong năm
học này, con quý vị sẽ có dịp được bắt đầu học tiếng Anh bằng máy vi
tính. Lớp học của chúng tôi sẽ sử dụng một chương trình mang tên
Imagine Learning.
Imagine Learning sử dụng băng video, các câu chuyện kể, trò chơi và
các đoạn băng thu âm để lôi cuốn học viên. Con quý vị sẽ dần dần học
được những từ hữu dụng để tham gia vào những các cuộc hội thoại
trong lớp về khoa học, toán học và lịch sử. Những trò chơi mà con quý vị
tham gia sẽ giúp các em mau nhớ các từ mới này. Con quý vị sẽ có
nhiều cơ hội được nghe người thành thạo tiếng anh nói đồng thời luyện
tập khả năng phát âm và diễn đạt. Ngoài ra, con quý vị cùng lúc sẽ phát
triển được khả năng đọc truyện và các bài viết bằng tiếng Anh. Khả năng
lĩnh hội của con quý vị sẽ tăng lên khi các em học được ý nghĩa của
những từ các em đọc cũng như khi trả lời câu hỏi.
Quý vị có thể tham gia vào chuyến phiêu lưu học tập này thông qua
những tài liệu phát về nhà cho học sinh và phiếu tổng kết mà con quý vị
sẽ mang về nhà. Dưới đây là một số cách thức mà quý vị có thể giúp con
mình học tại nhà:



Ôn lại bất kỳ câu chuyện nào con quý vị mang về nhà. Đề nghị
các em đọc những câu chuyện đó cho quý vị nghe.
Nếu con quý vị mang về nhà bảng từ được in trên những tấm thẻ
thì hãy cắt chúng ra và giúp các em tăng tốc độ nhận diện từ.
Khi con quý vị học lên những câu chuyện khó hơn, các em sẽ viết
lại những ý quan trọng vào một bảng, viết tóm tắt và viết về những
gì mà câu chuyện liên hệ tới bản thân. Đề nghị con quý vị giải
thích về những gì mà cháu viết ra.
Tôi mong đợi sẽ có một năm học tuyệt vời
dành cho con quý vị. Tôi hi vọng rằng quý
vị sẽ hòa chung niềm vui khi con quý vị trở
thành một người nói tiếng Anh thành thạo
hơn. Sự quan tâm của quý vị sẽ khuyến
khích con cái vươn tới thành công.
Kính thư
70
Vietnamese Home Letter
®
ISBN 978-09767205-1-5

Resource Guide, Volume 6

Transcription

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