Get Ready! COMPLETE PROGRAM FOR NEWCOMER/BEGINNER STUDENTS
©2021 Language, Literacy, Content Get Ready! COMPLETE PROGRAM FOR NEWCOMER/BEGINNER STUDENTS Welcome to Get Ready! is a comprehensive, standards- and evidence-based program developed specifically to address the unique needs of middle school newcomer multilingual learners. This multilevel program provides newcomers with academic language and literacy skills, enabling them to access grade-level content in science, social studies, math, music, and other electives. With the new Assess to Learn system, teachers can assess ongoing learning progress, discover skills strengths and needs, and personalize instruction!
The Get Ready! program and learning tools equip students with essential language and literacy skills, along with academic vocabulary development across diverse content areas. What to expect from Get Ready! • A comprehensive standards-based program developed to address the specific needs and learning styles of Newcomers • P edagogy tied to current standards and research • A rich curriculum that teaches basic communicative language as well as academic content and language (ELA, math, science, social studies, the arts, music, etc.) • A strong technology component with a personalized learning tool that targets instruction and better prepares students to participate in class and to transition to the next proficiency level • E ngaging multimedia: dramatic presentational and authentic videos, tutorials, audio recordings, and more Program Components: • S tudent Book • P ractice Book • T eacher Edition • A ssessment Program • PRIME—the only online learning environment created specifically for language and literacy • G et Reading! Leveled Readers with Teacher Guide (see page 22 for more details!) Get Ready! adheres to the following standards: • C CSS (ELA and Math) • N GSS (Science) • N CSS (Social Studies) • W IDA (National and International ELL) • C A ELD, TX ELPS, CEFR, ELT, and more 3
Get Ready! offers an unparalleled digital learning environment with integrated content, resources, and tools built to support language learning, and the Assess to Learn system for progress monitoring, proficiency assessments, and personalized instruction. FOR STUDENTS Plenty of practice The Get Ready! site provides students with hundreds of program-specific, thematically based, carefully scaffolded practice activities right at their fingertips. Safe environment With its uncluttered interface, innovative tools, and seamless textbook-technology integration, Get Ready! will help you reach students and build their love of language in a safe digital space. Engaging media Dramatic presentational video, authentic videos, and audio recordings by native speakers ... Get Ready! has it all. • Online Student Edition • Live communication practice • Interactive activities • Engaging and original media • Cultural content Vocabulary activities THE GET READY! DIGITAL EXPERIENCE 4 TECHNOLOGY
FOR TEACHERS Time-saving tools No need to spend time finding the perfect video, crafting scaffolded activities, creating assessments, or grading lots of homework. We’ve provided everything you need, including: • Online Teacher’s Edition • Assessment Program with Monitoring and Proficiency Assessments • Professional development • School-to-Home Connection Letters with activities in multiple languages Assess to Learn Create a personalized learning path for your multilingual learners and striving readers with standards-based Proficiency Assessments that tell you exactly where each student needs support and point you to the right resources to provide individualized instruction! The Assess to Learn system helps teachers ASSESS ongoing learning progress, DISCOVER skills gaps, and then PERSONALIZE instruction using standards-based lessons and activities. • Assess and Monitor student progress through standards-based proficiency assessments that check learners’ skills development. • Analyze and Discover skills gaps easily with analytics tools that show student progress towards important learning standards. Monitor ongoing student performance at a glance through comprehensive dashboards. • Plan and Personalize instruction by assigning standards-based lessons and activities. Easily search for student and teacher resources to customize instruction. • Teach or Reteach skills and content for practice and reinforcement. Differentiate instruction by assigning activities to the whole class, small groups, or individual students. Enhanced support Get all the guidance you need to use the Supersite to its fullest potential—from face-to-face presentations and training webinars by fellow educators, to prerecorded videos on a variety of topics. 5 TECHNOLOGY
Unit openers provide visual context for the unit theme Connect to Language In Get Ready!, students develop essential language and literacy skills, as well as academic concepts and vocabulary. An engaging illustrated scene introduces students to vocabulary and functional language in context. With PRIME, students receive additional vocabulary instruction and practice. Connect to the Theme video introduces students to the unit theme and activates prior knowledge. Each section of the unit starts with an Essential Question to stimulate thought and provoke inquiry. I have a notebook and a pencil. MY GOALS for this unit Language • Identify classroom objects • Ask for help • Say what I have • Say what I need Language Arts • Read a poem Science • Discuss how objects are designed Grammar Languages Language Arts Math Science Social Studies Electives Writing Grammar Languages Language Arts Math Science Social Studies Electives Writing Social Studies • Describe my community Math • Talk about the structure of math Art • Talk about and define art Writing • Write a poem Grammar Languages Language Arts Math Science Social Studies Electives Writing Grammar Languages Language Arts Math Science Social Studies Electives Writing Grammar Languages Language Arts Math Science Social Studies Electives Writing Grammar Languages Language Arts Math Science Social Studies Electives Writing CONNECT TO THE THEME Look and say 1. Who do you see? I see . 2. Where is she? She is . 3. What does she have? She has . 3UNIT In the Classroom Unit 3 | seventy-nine 79 Do you have a piece of paper? a pencil a computer a board a tablet a backpack a book a notebook a table Grammar Languages Language Arts Math Science Social Studies Electives Writing How does learning vocabulary help you become a better reader? ? ESSENTIAL QUESTION Do you have a tablet? No, I don’t have a tablet. connect to Language Tutorial 80 eighty | Unit 3 LANGUAGE & LITERACY a chair a piece of paper a desk a map a pen 1 Point to the classroom objects you have. Say the words. EXAMPLE: 2 Point to the classroom objects you don’t have. Say the words. EXAMPLE: 3 One word does not belong to each group. Draw an X on the word. EXAMPLE: pen • desk • pencil 1. book • desk • chair 2. computer • tablet • backpack 3. map • board • pencil 4. chair • notebook • piece of paper 5. backpack • book • board 4 Ask a classmate for classroom objects. Your classmate says yes or no. Take turns. Do you have a map? No, I don’t have a map. Do you have a piece of paper? Yes, I have a piece of paper. Here you go. a book a tablet Unit 3 | eighty-one 81 LANGUAGE & LITERACY Program components: • Student Book • Practice Book • Teacher’s Edition • Assessment • PRIME—the only online learning environment created specifically for language acquisition • Get Reading! Leveled Readers with Teacher’s Guide 6 WALK-THROUGH Get Ready! 9–12
Connect to Language Language in Action After students explore, learn, and practice the new content, they use it in communicative situations. Get Ready! provides a strong learning strategy strand throughout—listening, reading, writing, viewing. A dramatic presentational video introduces students to life in a US school and brings unit vocabulary and grammar to life. connect to Language in Action Can you help me? 1 2 3 4 5 6 THEO Hey! Do you have a piece of paper? JORGE Hey, Lin. Can you help me? LIN Of course. What do you need? JORGE I need a pencil. LIN No problem. I have a pencil. LIN I have markers. Do you have a marker? JORGE Yes, I have a marker. MRS. CARTER Lin, may I help you? LIN No, Mrs. Carter. Sorry. I need to find a pencil… JORGE …for me. LIN I have an umbrella. Do you need an umbrella? What? Men don’t use umbrellas? JORGE I need a pencil. LIN Ha! I have two dictionaries. Grammar Languages Language Arts Math Science Social Studies Electives Writing What do you need to think about before, during, and after watching a video? ? ESSENTIAL QUESTION LIN I just need to find the pencil. I have a book. I have a water bottle. I have a notebook. Do you need a piece of paper? JORGE No, I don’t need a piece of paper. 84 eighty-four | Unit 3 LANGUAGE & LITERACY 1 Check (✓) the objects Lin has in her backpack. desk map pen notebook pencil table book clock tablet umbrella computer dictionary 7 8 THEO Hey, again. Sorry… do you have a pencil? MRS. CARTER Jorge, Lin has a pencil. JORGE AND LIN Really? LIN I have a pencil? Where? Oh! My pencil! I do have a pencil! JORGE Thanks. LIN AND MRS. CARTER You’re welcome. 2 True or false ? EXAMPLE: Jorge needs help. 1. Jorge needs a pencil. 2. Jorge needs a piece of paper. 3. Jorge needs a pen. 4. Jorge needs an umbrella. true 1. Do you need a piece of paper? 2. Do you need to find the main office? 3. Do you need a tablet? 4. Do you need to go to the nurse’s office? 5. Do you need a dictionary? 6. Do you need to find the principal? 3 Work with two classmates. Ask and answer the questions. EXAMPLE: Do you need to find a pencil? Yes, I need to find a pencil. No, I don’t need to find a pencil. Unit 3 | eighty-five 85 LANGUAGE & LITERACY The Teacher’s Edition provides suggestions throughout for working with students with limited or interrupted formal education (SLIFE). 12 6 9 3 2 Draw a picture of your classroom. Label the objects and people. Talk about your picture with a classmate. 1 Listen to the English teacher talk about her classroom. Check (✓) the classroom objects you hear. 3 Take turns. Ask for classroom objects. Your classmate says yes or no. book backpack tablet board computer chair desk piece of paper pen notebook pencil table Grammar Languages Language Arts Math Science Social Studies Electives Writing Communicate Do you have a map? Yes, I have a map. Do you have a tablet? No, I don’t have a tablet. a TV a clock a door a globe a window a bulletin board a wastebasket EXAMPLE: You hear: I have a table... You check: table connect to Language LISTENING STRATEGY Listen for specific information Think about the information you are listening for. Focus on those words. MORE WORDS 82 eighty-two | Unit 3 LANGUAGE & LITERACY 4 Read. What do you visualize? 5 Complete the sentences about the text in Activity 4. EXAMPLE: Marcos has . 1. Marcos has . 3. Marcos does not have . 2. Marcos has . 4. Marcos does not have . 6 You are a student in each class. What objects do you have? What objects don’t you have? a chair READING STRATEGY Visualize When you read, make pictures in your head. I have a map. I don’t have a tablet. 1 2 MARCOS My day starts well! I understand my teacher. He tells me what to do. He says: “Sit down.” I have a chair. I sit down. “Open your book.” I have my book. I open my book. “Open your notebook.” I have my notebook. I open my notebook. “Take out your pencil. Write your name.” I do not have a pencil. I borrow a pencil. Now I have a pencil. I write my name. “Write three classroom objects.” I write three words. I write notebook, pen, eraser. “Erase one word.” I do not have an eraser. I cross out one word. MORE EXPRESSIONS cross out borrow erase take out Unit 3 | eighty-three 83 LANGUAGE & LITERACY 7 WALK-THROUGH Get Ready! 9–12
Connect to Phonics Connect to Reading Get Ready! provides systematic and explicit phonics instruction that is appropriate for teenage learners. Get Ready! includes a variety of reading genres, such as informational text, biography, narrative, poem, mystery, science fiction, and historical fiction. Culture notes encourage students to think about and celebrate their home culture and language. Get Ready! systematically covers the four language skills with strategy callouts—listening, speaking, reading, writing—plus grammar and culture. Poetry What makes a good poem? ? ESSENTIAL QUESTION Poetry is a type of writing. A work of poetry is called a poem. A poem tells about experiences, ideas, or feelings. A poem is written in separate lines. Sometimes the lines rhyme. Sometimes they do not rhyme. Poems sometimes have repeated rhythm. Read. Who is the author? What is the author’s message? I have a brand-new backpack, a folder, and a pen. But as I walk the hallway, do I see a friend? So much to learn, So much to see, So many different faces. So much to ask, So much to try, So many different places. I do not know my teachers Or where my desk will be. I do not know if I like the class Or if my classmates will like me. So much to learn, So much to see, So many different faces. So much to ask, So much to try, So many different places. I stand beside the classroom. I wait there for a while. My teacher asks me to come in. I enter with a smile. READING STRATEGY Understand the author‘s message An author is a person who writes something—a story, a poem, a play, or a report. The author writes a message. A message is the idea the author wants to teach you or tell you. CULTURE NOTE What poems do you know in your home language? By J. Trujillo New Things connect to Reading 90 ninety | Unit 3 LANGUAGE & LITERACY Reading 3 Draw a place in your school. Draw some of the faces you see there. Write the names. Talk about your pictures with a classmate. What do you learn? What do you see? What do you ask? What do you try? 2 Work with two classmates. Ask and answer questions about school. 1. What do you learn? 3. What do you ask? 2. What do you see? 4. What do you try? 1 The author says: 1. So much to . 4. So much to . 2. So much to . 5. So many different . 3. So much to . 6. So many different . Communicate The author’s message is about new people and places. Talk with a classmate. • Who do you know? • The last line of the poem says “I enter with a smile.” Do you enter the classroom with a smile? • What new school supplies do you have? • What things at school are new for you? • What places are different for you? Unit 3 | ninety-one 91 LANGUAGE & LITERACY 1 Listen. What is the beginning sound? Point to the letter. 2 Listen. What is the middle sound? Point to the letter. 3 Listen. What is the ending sound? Point to the letter. Consonants: b, n, k, v, w, j Listen to the letter sounds. Listen to the words. Repeat. What are the sounds that letters represent? ? ESSENTIAL QUESTION boy name key B b N n K k Middle Ending table sunny turkey oval flower injury tub can park vote water V v W w June J j b n k v w j b n k v w j b n k v w j abc connect to Phonics Tutorials 88 eighty-eight | Unit 3 LANGUAGE & LITERACY 2 Listen. Point to the word you hear. Phonics pattern: c-v-c If a word or syllable has only one vowel and it comes between two consonants, the vowel is usually short. These are called CVC words (consonant-vowel-consonant). 1 Say these words aloud. Focus on the short e sound. 3 Say each word. Focus on the beginning letter. 4 Decode. Listen and repeat. • A test is an exam. You use a pencil. • The name of the boy is Ben. Short vowel: e Listen to the letter sound. Listen to the words. Repeat. Communicate Review the letters and sounds. Then work with a classmate. Look around the room. Say words with b, n, k, v, w, j, and short e. exam test pencil E e ten hen web net bell men get red bed let egg end boy name key vote water June exam test pencil boy name key vote water June exam test pencil • I vote for prom king. • In June, I jump in the water. a backpack a wastebasket Unit 3 | eighty-nine 89 LANGUAGE & LITERACY 8 WALK-THROUGH Get Ready! 9–12
Connect to Grammar Grammar is presented in four manageable chunks in each unit. With PRIME, animated Grammar Tutorials entertain and inform students by pairing grammar rules with fun explanations, reinforcing the information. Pair work and group work activities encourage sharing and communicating. Connect to Language & Literacy videos include PSAs, songs, and other short videos for students to enjoy and evaluate. Communicate 1 Match the people with the objects or people. EXAMPLE: You hear: Hi. I’m Oscar. I have pens on my desk. You match: Oscar 3 Work with another pair. Ask and answer questions about the items and people. 2 Work with a classmate. Look around the classroom. Find the items and people in the list. Write the number. EXAMPLE: LISTENING STRATEGY Listen for noun forms The noun form—singular or plural—gives you important information. Do we have a boy in the classroom? Yes, we do. We have 12 boys in the classroom. Do we have a dictionary in the classroom? No, we don’t. 12 boys 1 clock 20 desks 0 dictionaries connect to Grammar Grammar Languages Language Arts Math Science Social Studies Electives Writing 1. Ling a. buses 2. Armando b. babies 3. Katia c. pens 4. Ali d. dictionaries 5. Mrs. Parker e. woman 6. Duc f. women 7. Suzi g. TVs 8. Abdi h. dictionary i. pencils items and people boy clock desk dictionary door girl glass man table TV window woman c 96 ninety-six | Unit 3 LANGUAGE & LITERACY f lower leaf stem 4 Read. Then retell the text. 5 Complete the sentences. EXAMPLE: A plant has two main . 1. Plants have a and a shoot. 4. The is below the ground. 2. The shoot has a and a . 5. The is above the ground. 3. Plants have flowers or . Self-evaluation Write the list in your notebook. Check (✓) what you can do. Review what you cannot do. I can... Yes No identify classroom objects ask for help say what I have say what I need identify the sounds of the consonants b, n, k, v, w, j, and the short vowel e make statements with the verb have ask and answer questions with have identify plural nouns Answer the questions. 1. What is the message of this unit? 2. Does the information in this unit help you? Explain. READING STRATEGY Retell When you retell, you talk about the important parts of a text. You use your own words. Plants have two main parts. One part is the root. Another part is the shoot. The shoot has a stem and a leaf. The shoot sometimes has flowers or fruits. The root is below the ground. The shoot is above the ground. Plants root shoot parts CONNECT TO LANGUAGE & LITERACY It’s not me, it’s you Unit 3 | ninety-seven 97 LANGUAGE & LITERACY The verb have Read the sentences with the verb have. How many different forms are there? Which subject pronouns use has? 1 Complete the sentences with a form of have. 2 Work with two classmates. Say what objects you have. Show the objects. 1. You a locker. 2. Daniel and Oscar a computer. 3. The school two floors. 4. Ms. Tran a table and a chair. 5. I a piece of paper. 6. Marina and I a map. EXAMPLE: Mike a pencil. has have I have a notebook. You have a computer. He has a pen. She has a backpack. It has a board. We have a globe. They have a tablet. How does learning grammar help you become a better reader? ? ESSENTIAL QUESTION PRONUNCIATION NOTE The s in has sounds like /z/. I have a tablet. MORE WORDS Yes, I have a marker. a calculator a cell phone a dictionary a marker a water bottle connect to Grammar Grammar Languages Language Arts Math Science Social Studies Electives Writing Tutorials I have markers. Do you have a marker? 92 ninety-two | Unit 3 LANGUAGE & LITERACY Questions and answers with have You use the helping verb do/does when you ask and answer questions with have. Which verb agrees with the subject—do or have? 1 Complete the questions (Q) and answers (A). 2 Work with a classmate. Look around the room. Ask and answer questions about what your classmates have. 1. Q: Tim and Vik a dictionary? A: Yes, they . 2. Q: the science lab a window? A: No, it . 3. Q: Ken a marker? A: Yes, he . 4. Q: you a locker? A: No, I . EXAMPLE: Q: Jen a pencil? A: No, she . Does have doesn’t Questions Answers Do I have a pencil? Yes, you do. No, you don’t. Do you have a computer? Yes, I do. No, I don’t. Does he have a pen? Yes, he does. No, he doesn’t. Does she have a backpack? Yes, she does. No, she doesn’t. Does the classroom have a clock? Yes, it does. No, it doesn’t. Do we have a marker? Yes, you do. No, you don’t. Do they have a tablet? Yes, they do. No, they don’t. Does John have a backpack? Yes, he does. Do Len and Will have a tablet? No, they don’t. Hey, again. Sorry… do you have a pencil? Unit 3 | ninety-three 93 LANGUAGE & LITERACY Self-evaluation allows students to recognize areas in which they need to further develop their skills. Metacognitive questions encourage students to think about their learning. 9 WALK-THROUGH Get Ready! 9–12
Academic content and language Different from unit to unit, other elective topics include: Business, Computer Science, Drama, Journalism, World Languages, Music, Physical Education, and Career and Technical Education. Engineering design What are the objects made of? The backpack is made of . The shirt is made of . The chair is made of . The school supplies are made of and . The objects are made of and . What do you think about when you design an object? ? ESSENTIAL QUESTION Materials wood canvas plastic steel cotton glass CONNECT TO Science Grammar Languages Language Arts Math Science Social Studies Electives Writing Readings 98 ninety-eight | Unit 3 CONTENT IMPORTANT In the United States, you put a decimal point between the whole number and the decimal part. 1.21 one and twenty-one hundredths You use a comma to show a new period like thousands. 1,234 one thousand two hundred thirty-four CONNECT TO Mathematics Grammar Languages Language Arts Math Science Social Studies Electives Writing Place value How can using the structure of mathematics help you? ? ESSENTIAL QUESTION How does understanding place value help you? The place of a digit in a number determines its value. The place value structure of numbers helps you determine the size of objects in the classroom. thousands period ones period decimals hundred thousands ten thousands thousands hundreds tens ones tenths hundredths thousandths 1 4 3 2 5 6 8 9 7 , . in words one hundred forty-three thousand two hundred fifty-six and eight hundred ninety-seven thousandths standard form 143,256.897 expanded form 1 × 100,000 + 4 × 10,000 + 3 × 1,000 + 2 × 100 + 5 × 10 + 6 × 1 + 8 × 0.1 + 9 × 0.01 + 7 × 0.001 Readings Match each classroom object with a measurement. Explain your answer. 1. the height of a classroom door 2. the width of the clock 3. the length of the classroom a. 0.6 feet b. 60 feet c. 6 feet 106 one hundred six | Unit 3 CONTENT Connect to Science Connect to Mathematics Connect to Electives Connect to Social Studies The content sections provide an explicit focus on building academic literacy while cultivating English language development. 10 WALK-THROUGH Get Ready! 9–12
Connect to Writing Get Ready! instructs students how to write with a variety of writing styles, such as stories, poems, informational texts, and biographies. Writing strategies present a student model, and the process writing steps guide students through completing and presenting a writing assignment. Grammar Languages Language Arts Math Science Social Studies Electives Writing A poem about your classroom Remember: A poem tells about experiences, ideas, or feelings. It is written in separate lines. Write a poem about your classroom experience. First, brainstorm ideas with a classmate. When you write your poem, you can use the outline below. Why do people write poems? ? ESSENTIAL QUESTION connect to Writing WRITING STRATEGY Brainstorm Work with classmates to think of many ideas. Then choose the ones you want to use. Title: By I am I see I hear I am I am I have I need I am I am I ask: You say: I am I Am Anita Anita Ramos Anita, from Honduras. desks and chairs, a door and windows. boys and girls and clocks and a TV. Anita, from Honduras. Anita, a student. a backpack with school supplies. to borrow a tablet. Anita, a student. Anita, in California. Can you help me? Of course! Anita, in California. 112 one hundred twelve | Unit 3 PUT IT ALL TOGETHER Present your poem to the class. Show the pictures. Speak clearly. Use your voice to show your feelings. Use gestures. Plan Look at your ideas and your pictures. Write a draft of your poem. A draft is not perfect. Put your ideas in separate lines. Plan your poem. Choose the ideas you want to use from your brainstorming. Visualize your poem by drawing diagrams or pictures. Reread your draft. Look at the Checklist. Make changes. Ask a classmate or your teacher for help. Rewrite your poem. Add pictures or photos. Draft Revise Present Checklist Does my poem tell my experiences? Do I use words to create images? Is the spelling correct? Is the capitalization and punctuation correct? Do I spell plural nouns correctly? Do I use the verb have correctly? No problem! Can you help me? Unit 3 | one hundred thirteen 113 PUT IT ALL TOGETHER Project and Connect to Media Projects provide ELs with an experiential way to synthesize unit learning in concrete, creative, and engaging ways! • Projects are linguistically and developmentally appropriate. • Projects provide a place for portable terms to be included in context and in relevant ways. • Projects build on funds of knowledge and promote cultural learning and response. Connect to Media provides students with access to authentic, award-winning short films. Students learn how to view media through a critical lens. A video about your backpack Work with a classmate. Plan and film videos called “This is my backpack.” In your video, you: • Give your name. Say where you are from. • Give the name of your school. • Show what’s in your backpack. • Say what you have and what you need. Present your videos to the class. Give an Oscar award for “Best Video.” Project Project How is a video about your backpack different from a written paragraph? ? ESSENTIAL QUESTION Underwater Dreams VIEWING STRATEGY Respond to media How does the video connect to what you know? What does it teach you? What questions do you have about it? Why is it important to have goals and dreams? ? ESSENTIAL QUESTION Project connect to Media Watch the video. Then answer the questions. Share your answers with the class. 1. Who do you see? 2. Where are they from? 3. What do they want to do? 4. What dreams do the other students have? 5. What dreams do you have? Media 114 one hundred fourteen | Unit 3 PUT IT ALL TOGETHER 11 WALK-THROUGH Get Ready! 9–12
connect to Language Language in Action Phonics Reading Grammar UNIT 1 INTRODUCTIONS page 7 pages 8–11 Hello and good-bye! • give your name • say hello and good-bye LISTENING STRATEGY: Listen for key words READING: People at School READING STRATEGY: Look at the pictures pages 12–15 What’s your name? • spell your first and last names • say thank you LISTENING STRATEGY: Preview the activity READING: English Class List READING STRATEGY: Predict pages 16–17 • consonants: m, s, t, f, d • short vowels: a, i pages 18–19 Informational text READING: Classroom Rules READING STRATEGY: What do you know? pages 20–25 • sentences and punctuation marks • capitalization • nouns • the verb be • classroom commands • say where you are from LISTENING STRATEGY: Listen for intonation READING: I’m... READING STRATEGY: Visualize UNIT 2 AT SCHOOL page 43 pages 44–47 Where is the principal? • talk about places in a school • identify school employees LISTENING STRATEGY: Listen for key words READING: Sofia Is Lost! READING STRATEGY: Infer pages 48–51 Where is the science lab? • ask where people and places are located • say what I need in school and for class LISTENING STRATEGY: Listen for locations READING: Science Lab Safety Rules READING STRATEGY: Use visual and contextual support pages 52–53 • consonants: r, g, l, h, c • short vowels: o, u pages 54–55 Mystery READING: The Missing Book READING STRATEGY: Repeated reading for fluency pages 56–61 • singular subject pronouns: I, you, he, she, it • plural subject pronouns: we, you, they • the verb be • articles: a or an; the LISTENING STRATEGY: Listen for the subject READING: Who Are We? READING STRATEGY: Look at the pronouns GET READY FOR ENGLISH! page 1 page 2 In school pages 3–4 The sounds of English pages 5–6 The English alphabet 12 SCOPE AND SEQUENCE Get Ready! 9–12
Science Social Studies Math Electives Writing Project Media pages 26–29 Introduction to science • talk about when I see and use science READING STRATEGY: Look for important words Science skill: Compare and contrast pages 30–33 Introduction to social studies • identify the areas of social studies READING STRATEGY: Activate prior knowledge Social studies skill: Compare and contrast pages 34–37 Introduction to mathematics • talk about when I see and use mathematics READING STRATEGY: Use headings pages 38–39 Introduction to electives • discuss elective classes pages 40–41 A story about school WRITING STRATEGY: Think about what you know page 42 An online post page 42 Back to School Song VIEWING STRATEGY: Visual thinking pages 62–65 Earth and the universe • identify objects in the universe READING STRATEGY: Use diagrams Science skill: Gather data pages 66–69 Citizenship and civic ideals • describe a good citizen READING STRATEGY: Use prior knowledge Social studies skill: Primary sources pages 70–73 Math operations • make sense of mathematics READING STRATEGY: Make sense of the problem pages 74–75 Music • talk about music in your school pages 76–77 An informational text about your school WRITING STRATEGY: Take notes page 78 An ad for your school page 78 Hubble: Galaxies Across Space and Time VIEWING STRATEGY: Make a prediction 13 SCOPE AND SEQUENCE Get Ready! 9–12
connect to Language Language in Action Phonics Reading Grammar UNIT 3 IN THE CLASSROOM page 79 pages 80–83 Do you have a piece of paper? • identify classroom objects • ask for help LISTENING STRATEGY: Listen for specific information READING: Marcos READING STRATEGY: Visualize pages 84–87 Can you help me? • say what I have • say what I need LISTENING STRATEGY: Listen for specific information READING: An Ad for School Supplies READING STRATEGY: Identify the main idea pages 88–89 • consonants: b, n, k, v, w, j • short vowel: e pages 90–91 Poetry READING: New Things READING STRATEGY: Understand the author’s message pages 92–97 • the verb have • questions and answers with have • plural nouns • more plural nouns LISTENING STRATEGY: Listen for noun forms READING: Plants READING STRATEGY: Retell UNIT 4 MY DAY page 115 pages 116–119 How many are there? • identify numbers to 100 LISTENING STRATEGY: Listen for specific information READING: The Survey Says... READING STRATEGY: Draw a conclusion pages 120–123 What time is it? • ask for and give the time • talk about activities LISTENING STRATEGY: Listen for specific information READING: A Meeting With Mr. Clark READING STRATEGY: Summarize pages 124–125 • consonants: p, y, x, q, z • review: short vowels: a, e, i, o, u pages 126–127 Science fiction READING: The Space Librarian READING STRATEGY: Identify sequence pages 128–133 • there is and there are • verbs (with I, you, he, she, it) • telling time (part 1) • telling time (part 2) LISTENING STRATEGY: Listen for key words READING: She Takes the Bus READING STRATEGY: Visualize 14 SCOPE AND SEQUENCE Get Ready! 9–12
Science Social Studies Math Electives Writing Project Media pages 98–101 Engineering design • discuss how objects are designed READING STRATEGY: Think of examples Engineering skill: Test designs pages 102–105 A community • describe my community READING STRATEGY: Use prior knowledge Social studies skill: Read signs and symbols pages 106–109 Place value • talk about the structure of math READING STRATEGY: Look for structure pages 110–111 Art • talk about and define art pages 112–113 A poem about your classroom WRITING STRATEGY: Brainstorm page 114 A video about your backpack page 114 Underwater Dreams VIEWING STRATEGY: Respond to media pages 134–137 Earth’s history • identify clues about Earth’s history READING STRATEGY: Read the captions Science skill: Use evidence pages 138–141 World geography • define geography READING STRATEGY: Use visual and contextual support Social studies skill: Five themes of geography pages 142–145 Measurement • discuss measurement and precision READING STRATEGY: Look for quantities pages 146–147 P.E. • describe physical activities pages 148–149 A science fiction story WRITING STRATEGY: Write details page 150 Present your school day page 150 What is “time”? VIEWING STRATEGY: Use prior knowledge 15 SCOPE AND SEQUENCE Get Ready! 9–12
connect to Language Language in Action Phonics Reading Grammar UNIT 5 MY CLASS SCHEDULE page 151 pages 152–155 I have a busy schedule! • talk about the school day • identify the days of the week and the months of the year LISTENING STRATEGY: Listen for what the speaker emphasizes READING: School Attendance: A Step to Success READING STRATEGY: Set a purpose for reading pages 156–159 Brrr… It’s cold! • describe the weather LISTENING STRATEGY: Ask for clarification READING: Weather Days READING STRATEGY: Fluency pages 160–161 • initial consonant blends pages 162–165 Expository text READING: Warm US Cities See Snowy Weather READING STRATEGY: Main idea and details pages 166–171 • capitalization • the verb be: the forms is and was • the preposition on + days and dates • the preposition in + months and seasons LISTENING STRATEGY: Listen for the verb form READING: The 5-Day Weather Forecast for Boston, Massachusetts READING STRATEGY: Read an infographic UNIT 6 MY FAMILY page 189 pages 190–193 All families are different • talk about family LISTENING STRATEGY: Set a purpose for listening READING: FAST FACTS: Barack Hussein Obama II READING STRATEGY: Reread to clarify pages 194–197 When is your birthday? • talk about birthdays • say your age • describe people LISTENING STRATEGY: Preview and listen for missing information READING: Birthday Celebrations Around the World READING STRATEGY: Use visual support pages 198–199 • final consonant blends • consonant clusters pages 200–203 Historical fiction READING: from The Kite Fighters READING STRATEGY: Summarize pages 204–209 • dates • adjectives • possessive adjectives • possessive of nouns LISTENING STRATEGY: Listen for specific details READING: Hairs READING STRATEGY: Activate your senses 16 SCOPE AND SEQUENCE Get Ready! 9–12
Science Social Studies Math Electives Writing Project Media pages 172–175 Weather • discuss weather and climate READING STRATEGY: Restate it Science skill: Predict pages 176–179 We come from all over the world • identify reasons people move from their country READING STRATEGY: Activate prior knowledge Social studies skill: Understand why pages 180–183 Data and graphs • use math tools READING STRATEGY: Reading a graph pages 184–185 Journalism • define journalism pages 186–187 An email WRITING STRATEGY: Know your audience page 188 Report the news page 188 Idiot With a Tripod VIEWING STRATEGY: Infer meaning pages 210–213 Inheritance • explain why family members look alike READING STRATEGY: Annotate Science skill: Explain pages 214–217 Ancient history • describe how the past influences today READING STRATEGY: Monitor comprehension Social studies skill: The past influences the present pages 218–221 Fractions • talk about fractions READING STRATEGY: Reading fractions pages 222–223 World languages • talk about the importance of world languages pages 224–225 A description WRITING STRATEGY: Give details page 226 Interview page 226 One Small Step VIEWING STRATEGY: Watch for feeling 17 SCOPE AND SEQUENCE Get Ready! 9–12
connect to Language Language in Action Phonics Reading Grammar UNIT 7 WHERE YOU LIVE page 227 pages 228–231 What’s your address? • give your address • talk about activities you do LISTENING STRATEGY: Listen for specific information READING: Address Please... READING STRATEGY: Use context to learn new vocabulary pages 232–235 What do you like to do? • talk about activities you like and don’t like • ask for information LISTENING STRATEGY: Listen for verb forms READING: Traditional Musical Instruments and Dances READING STRATEGY: Use text features pages 236–237 • consonant digraphs • complex blends and trigraphs pages 238–241 Biography READING: from Jim Thorpe’s Bright Path READING STRATEGY: Monitor comprehension pages 242–247 • information questions with be • information questions with do and does • the simple present tense • the words to, too, and two LISTENING STRATEGY: Listen for question words READING: Survey of 100 Students in Morristown READING STRATEGY: Read a graph UNIT 8 IN THE COMMUNITY page 265 pages 266–269 Who are the people in your community? • identify places in the community • name people in the community LISTENING STRATEGY: Listen for sequence words READING: Whose Job Is It? READING STRATEGY: Summarize pages 270–273 How do you get to school? • talk about transportation LISTENING STRATEGY: Use what you know READING: An Ancient City READING STRATEGY: Predict pages 274–275 • long vowels pages 276–279 Career interest test READING: What Career Is Right for You? READING STRATEGY: Make an inference pages 280–285 • connecting words • can and can’t • prepositions of location • commands to give directions LISTENING STRATEGY: Preview the activity READING: from The Sign Painter READING STRATEGY: Understand dialogue 18 SCOPE AND SEQUENCE Get Ready! 9–12
Science Social Studies Math Electives Writing Project Media pages 248–251 Forces and motion • explain forces and motion READING STRATEGY: Read again Science skill: Investigate pages 252–255 Symbols of the United States • describe symbols READING STRATEGY: Summarize Social studies skill: Apply pages 256–259 Geometry • talk about geometry READING STRATEGY: Draw a picture pages 260–261 Computer science • talk about the importance of technology pages 262–263 A biography WRITING STRATEGY: Retell page 264 Present a how-to poster page 264 The Dogist VIEWING STRATEGY: Listen for key words pages 286–289 Energy • discuss forms of energy READING STRATEGY: Preview Science skill: Classify pages 290–293 Types of governments • identify and describe types of governments READING STRATEGY: Monitor and clarify Social studies skill: Compare and contrast pages 294–297 Algebra • talk about algebra READING STRATEGY: Ask questions pages 298–299 Career and technical education • talk about the importance of technology pages 300–301 A summary of an experience WRITING STRATEGY: Vary your sentences page 302 A tour of your community page 302 Soar VIEWING STRATEGY: Watch for a message 19 SCOPE AND SEQUENCE Get Ready! 9–12
connect to Language Language in Action Phonics Reading Grammar UNIT 9 EATING AND SHOPPING page 303 pages 304–307 What do you want to eat? • talk about food and meals • say what you want to eat • discuss money and prices LISTENING STRATEGY: Listen for specific information READING: Rosalie’s Café READING STRATEGY: Use visual and contextual support to develop vocabulary pages 308–311 What do you want to buy? • say what you want to buy • describe clothes and colors LISTENING STRATEGY: Listen for key words READING: Cool Clothes READING STRATEGY: Use headings pages 312–313 • r-controlled vowels pages 314–317 Folktale READING: The Paper Crane READING STRATEGY: Understand text structure pages 318–323 • the words some and any • present continuous tense (affirmative) • present continuous tense (negative) • present continuous tense (questions) LISTENING STRATEGY: Listen for the type of question READING: I Am Offering This Poem READING STRATEGY: Retell UNIT 10 HEALTH AND SAFETY page 341 pages 342–345 How do you feel? • name parts of the body • talk about how you feel LISTENING STRATEGY: Repeated listening READING: Are You Healthy? READING STRATEGY: Use support from your classmates or teacher pages 346–349 I had a little accident • discuss school emergencies • identify weather emergencies LISTENING STRATEGY: Listen for reasons READING: School Safety and Fire Drills READING STRATEGY: Use visuals to develop background knowledge pages 350–351 • vowel diphthongs pages 352–355 Play READING: The Poster Contest READING STRATEGY: Fluency: Phrasing pages 356–361 • the simple past tense (regular verbs) • the simple past tense (irregular verbs) • the simple past tense (negative) • the simple past tense (questions) LISTENING STRATEGY: Listen for clues READING: First Aid READING STRATEGY: Take notes 20 SCOPE AND SEQUENCE Get Ready! 9–12
Science Social Studies Math Electives Writing Project Media pages 324–327 Food webs • talk about how living things are connected READING STRATEGY: Cause and effect Science skill: Create models pages 328–331 Economics • discuss economics and money READING STRATEGY: Connect to real life Social studies skill: Financial literacy pages 332–335 Modeling • use algebra in everyday situations READING STRATEGY: Represent the situation pages 336–337 Business • identify what you learn in business class pages 338–339 A description WRITING STRATEGY: Organize by paragraph page 340 A fashion show page 340 Amistad VIEWING STRATEGY: Listen for the gist pages 362–365 Body systems • talk about how body systems work together READING STRATEGY: Say it aloud Science skill: Communicate pages 366–369 The United States federal government • describe the organization of the US government READING STRATEGY: Monitor and clarify Social studies skill: Generalize pages 370–373 Statistics • use statistics to make an argument READING STRATEGY: Analyze a person's reasoning pages 374–375 Drama • discuss drama at your school pages 376–377 Point of view WRITING STRATEGY: Give examples page 378 The pros and cons page 378 Right Footed VIEWING STRATEGY: Think critically GLOSSARY page 379 CREDITS page 388 INDEX page 393 21 SCOPE AND SEQUENCE Get Ready! 9–12
Get Reading! is a multilevel reading library specifically designed to address the needs of newcomers and multilingual students. • The Get Reading! library can be used to accompany Get Ready!—or as a leveled reading library for any ELD program. • Each of the 10 units of Get Ready! is accompanied by 4 Get Reading! readers: • 10 ELA (fiction) titles • 10 science titles • 10 social studies titles • 10 math titles • Each reader is written at 3 proficiency levels (Newcomer/Beginning; Intermediate; High Intermediate) for a total of 120 readers. • Students can choose the level they want to read—or start with one and progress as they improve their reading skills. • The readers are available in print and online with audio. • The Teacher’s Guide includes vocabulary and reading comprehension lessons, activities, and assessments. Get Reading! companion program offers even more support Get Reading! A SERUM X Get Reading! Discover the Supersite—the only online learning environment created specifically for language acquisition. SERUM X SCIENCE Reader Level: A Level A Level B Level C • For Entering/ Emerging/Beginning readers • Up to 600 words per story • Readability levels of approximately 200-400L • Picture dictionary • For Developing/Lowintermediate readers • Up to 1000 words per story • Readability levels of approximately 400-600L • Key word vocabulary list • For Expanding/Highintermediate readers • Up to 2000 words per story • Readability levels of approximately 600-800L • Key word vocabulary list SCIENCE Welcome to the Get Reading! Leveled Readers. This library of 120 readers can be used with the Get Ready! series or as a Leveled Reading Library for any English learner program. The Get Reading! library makes content area connections with language arts, science, social studies, and math at three levels—Newcomer/Beginning, Low Intermediate, and High Intermediate. Students can choose the level they want to read or start with one level and progress to higher levels as their reading skills improve. A sick doctor has big plans. He wants to feel better—fast! What can he do? ELL21_R37_A_Serum-X_Cover.indd 4-1 11/15/2019 2:58:56 PM Get Reading! A led Readers. This library of 120 readers eries or as a Leveled Reading Library for et Reading! library makes content area ence, social studies, and math at three Intermediate, and High Intermediate. want to read or start with one level and ding skills improve. upersite—the only online learning reated specifically for language acquisition. ELA Reader Level: A B Level C eloping/Lowdiate readers 000 words y lity levels oximately L d ary list • For Expanding/Highintermediate readers • Up to 2000 words per story • Readability levels of approximately 600-800L • Key word vocabulary list . She lives in the United ball game. Luis learns sn’t always football! Football Isn’t Football? ELA 12/17/2019 11:57:31 AM Get Reading! B Get Reading! Discover the Supersite—the only online learning environment created specifically for language acquisition. Level A Level B Level C • For Entering/ Emerging/Beginning readers • Up to 600 words per story • Readability levels of approximately 200-400L • Picture dictionary • For Developing/Lowintermediate readers • Up to 1000 words per story • Readability levels of approximately 400-600L • Key word vocabulary list • For Expanding/Highintermediate readers • Up to 2000 words per story • Readability levels of approximately 600-800L • Key word vocabulary list Welcome to the Get Reading! Leveled Readers. This library of 120 readers can be used with the Get Ready! series or as a Leveled Reading Library for any English learner program. The Get Reading! library makes content area connections with language arts, science, social studies, and math at three levels—Newcomer/Beginning, Low Intermediate, and High Intermediate. Students can choose the level they want to read or start with one level and progress to higher levels as their reading skills improve. Our World Sometimes people are the same. Sometimes people are different. How can we all live together? Our World SOCIAL STUDIES Reader Level: B SOCIAL STUDIES ELL21_R03_B_Our_World_Cover.indd 4-1 12/17/2019 11:26:43 AM Get Reading! C Get Reading! Discover the Supersite—the only online learning environment created specifically for language acquisition. MATH Reader Level: C Math with Monkeys! Welcome to the Get Reading! Leveled Readers. This library of 120 readers can be used with the Get Ready! series or as a Leveled Reading Library for any English learner program. The Get Reading! library makes content area connections with language arts, science, social studies, and math at three levels—Newcomer/Beginning, Low Intermediate, and High Intermediate. Students can choose the level they want to read or start with one level and progress to higher levels as their reading skills improve. Mr. Lee has many monkeys. He doesn’t have much money. How can he keep his monkeys happy? Math with Monkeys! Level A Level B Level C • For Entering/ Emerging/Beginning readers • Up to 600 words per story • Readability levels of approximately 200-400L • Picture dictionary • For Developing/Lowintermediate readers • Up to 1000 words per story • Readability levels of approximately 400-600L • Key word vocabulary list • For Expanding/Highintermediate readers • Up to 2000 words per story • Readability levels of approximately 600-800L • Key word vocabulary list MATH ELL21_R08_C_Monkey-Math_Cover.indd 4-1 11/15/2019 2:25:39 PM 22
Level A • For Entering/Emerging/Beginning readers • Up to 600 words per story • Readability levels of approximately 200–400L • Picture dictionary 40 readers Level B • For Developing/Low Intermediate readers • Up to 1000 words per story • Readability levels of approximately 400–600L • Key word vocabulary list 40 readers Level C • For Expanding/High Intermediate readers • Up to 2000 words per story • Readability levels of approximately 600–800L • Key word vocabulary list 40 readers Explore the differentiated proficiency levels of the readers below: 2 snake cat turtle fish bird 3 This is Mr. Lee. Mr. Lee likes animals. Look. Count. He has eleven animals. That is a lot of animals! Mr. Lee likes all animals. But he loves monkeys. Count the monkeys. Mr. Lee has .... Mr. Lee loves monkeys. He likes them a lot. monkey Monkey_math_A_R4.indd 2-3 8/1/2019 7:08:59 AM A < TK > 2 3 Monkey Supplies • food • toys • doctor visits • medicine • special treats (bananas) This is Mr. Lee. Mr. Gao just loves animals. He has a lot of pets. He has a fish, bird, cat, turtle, a snake, and more! Mr. Lee spends a lot of time with his animals. He gives them healthy food. He cleans them. He plays with them every day. It’s a lot of work, but it’s very fun! Mr. Gao loves all of his pets. But his favorite animals are his monkeys! “My monkeys are funny and friendly,” says Mr. Gao. He plays games with them all the time. They make him laugh and he loves it! Mr. Gao has six monkeys. He doesn’t think that’s a lot. However, there’s one problem. Monkeys are expensive pets! snake cat turtle fish bird It is expensive to have monkeys. It costs a lot of money. Monkey_math_B_R4.indd 2-3 8/1/2019 7:09:40 AM B 3 snake cat turtle fish bird 2 Mr. Lee is a math teacher and a great animal lover. He has so many different types of pets! He has a beautiful goldfish, a colorful bird, a sweet little cat, a sleepy turtle, a really unusual snake, and more! When he’s not teaching, Mr. Lee enjoys spending time with his animals. He feeds them healthy foods every day and makes sure to keep their homes very clean. He also plays with them as much as he can. It can be a lot of work, but he feels it’s really worth it. He says it makes him healthier and happier! Why Pets are Good for You 1. Getting out with your pet man make you exercise more. 2. Pets are often more like friends, which can stop you from being lonely. 3. Being around animals can reduce feelings of stress. 4. Pets can help you meet other people, often other pet lovers! 5. Being around animals can improve your body’s ability to fight sickness and disease. 6. Some animals can protect you from other animals or common dangers. 7. Research shows that owning a pet helps make you happier in general! Monkey_math_C_R4.indd 2-3 8/1/2019 7:10:31 AM C 23
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