PROGRAM SAMPLER Learn more online at learn.vistahigherlearning.com/bridges VISTA HIGHER LEARNING BRIDGES to Literature and Content B NEW PROGRAM FOR MULTILINGUAL LEARNERS AND STRIVING READERS For Grades 6-8
Go beyond the textbook and experience the complete online program—interactive activities, communication tools, all audio and video, and more. Contact your Vista Representative to request your access today: vistahigherlearning.com/support/find-a-rep IMPORTANT—Request Trial Access!
BRIDGES to Literature and Content Bridges to Literature and Content is a comprehensive, standards-based literacy program designed to empower middle school students to become stronger, independent readers. This powerful print and digital solution develops academic language and literacy skills through authentic texts and content-driven lessons, while addressing the proficiency needs of every student. Sample Book Contents IntroductiontoBridges. ............................................. 2 DigitalExperience................................................. 4 BridgesLevelBScopeandSequence..................................... 6 UnitWalkthrough............................................. 16 ProgramPhilosophy&Research.................................... 24 AssessmentOverview........................................... 26 TeacherEditionUnit1........................................... 28 PracticeBookUnit1............................................ 76 VISTA HIGHER LEARNING B BRIDGES to Literature and Content BLC23_G7_fcvr.indd 10 25/06/21 11:09 a. m. VISTA HIGHER LEARNING BRIDGES to Literature and Content C BLC23_G8_fcvr.indd 10 25/06/21 11:19 a. m. VISTA HIGHER LEARNING A BRIDGES to Literature and Content BLC23_G6_fcvr.indd 10 25/06/21 11:13 a. m.
BRIDGES to Literature and Content NEW PROGRAM FOR MULTILINGUAL LEARNERS AND STRIVING READERS for Grades 6–8 Bridges is a comprehensive, standards-based literacy program designed specifically for middle school multilingual/English learners and striving readers. The program is highly engaging and features a robust and unparalleled online component that includes multimedia reading support, vocabulary and grammar tutorials, video chats, and more! Print and digital solutions address the needs of all learners. Welcome to ©2023 | 3 levels | 10 units per level
To preview this collection, look at the titles and images. Read the first and last sentences of each memoir. 1. What do the authors have in common? 2. What do the authors write about? 3. What do the images tell you about the topics? A memoir is a personal narrative. It is a true story from a person’s past. A memoir uses the first person—I, me, myself, mine—to narrate. Each memoir in this collection includes a short biography of the author. A biography tells facts about the author. Text Genre MEMOIR Preview 8 UNIT 1 Honoring Our Ancestors ESSENTIAL QUESTION Why are our ancestor’s stories important to our lives? ? READING BLC23_SE_LB_U01_008-017_RD.indd 8 8/30/21 11:28 AM My uncle used to say that my father could eat twelve bowls of rice at one time. My brothers and I would widen our eyes with wonder. Later, I learned that there was little to eat in the Chinese village where my father grew up. Stories of fantastic feasts fed his stomach instead. My father came to America on a big ship. He was scared and didn’t know what lay ahead of him. He worked in a Chinese restaurant, politely serving food and cleaning dishes. But behind the soft smile he was Guan Gong, the mighty warrior, the god of martial arts and scholar in Chinese folklore. “He can wrestle a tiger with one hand,” said my uncle in a deep whisper. “Just feel his muscles.” We reached out to touch the arms that were hard from lifting huge plates of food and marveled. That is the way I remember my father and all the people who came from China to seek their fortunes—brave, strong, facing a new land with the spirit of Guan Gong to guide their way. 1 2 3 MY FATHER Fook Tow Hom written by Nancy Hom 1. Supporting evidence What clue words are evidence that Nancy thinks her father is brave and strong? 2. Characters In what ways is Nancy‘s father strong? Check In mighty very strong fortunes successes, money GLOSSARY 9 UNIT 1 Honoring Our Ancestors 903928513_HonoringOur Ancestors_US_PB_Text_Size:216x273mm128gM/A 16 《敬仰祖先（美平）》 2021.05.22 149 正常红 Honoring Our Ancestors_US_PB_P01-32.indd 16 21-5-25 15:30 Nancy Hom is an artist, mother, designer, and executive director of an Asian American arts organization. She was born in Toisan, China, in 1949 and grew up in New York City. She now lives in San Francisco with her photographer husband, Bob Hsiang, and their daughter, Nicole. BLC23_SE_LB_U01_008-017_RD.indd 9 8/30/21 11:28 AM What to expect with Bridges • Develops proficiency in the vocabulary, reading, listening, speaking, writing, and grammar skills that are vital to success in school and in life. • Promotes academic language development and scaffolds reading and writing skills. • Engages students with rich, motivating literary texts and engaging informational texts in science, social studies, math, and other content areas. • Helps students access grade-level content with scaffolded supports. • Engages students with authentic media and a rich digital learning environment designed specifically to support language learning. • Lets teachers create a personalized learning path with Assess to Learn, standards-based proficiency assessments that tell exactly where each student needs support and point to the right resources to provide individualized instruction! VISTA HIGHER LEARNING B BRIDGES to Literature and Content BLC23_G7_fcvr.indd 10 25/06/21 11:09 a. m. 3
DIGITAL EXPERIENCE An unparalleled digital learning environment with integrated content, resources, and tools built to support literacy and language learning FOR STUDENTS Plenty of practice With Bridges Supersite, students have hundreds of program-specific, thematically based, and carefully scaffolded practice activities right at their fingertips. Safe environment With its innovative tools and seamless textbook-technology integration, the Bridges Supersite will help you reach students and build their skills in a safe digital space. Engaging media With scripted and authentic videos, embedded audio, vocabulary tutorials, grammar tutorials, and more … Bridges has it all. BRIDGES • Interactive vText (online Student Edition) • Online activities with corrective feedback • Interactive tutorials • Video Virtual Chats • Integrated audio and video 4
DIGITALEXEPERIENCE 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 Guide • Assessment Program with Progress Monitoring and Proficiency Assessment • 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 Progress Monitoring and 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 progress monitoring and proficiency assessment to check learners’ skills development and “sum” of learning. • 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 faceto-face presentations and training webinars by fellow educators to pre-recorded videos on a variety of topics. 5
SCOPE & SEQUENCE B SCOPE AND SEQUENCE Unit 1 Unit Introduction before you Read Reading after you Read bridges to Oral Language U Discovering Your Roots page 2 BIG IDEA Your personality traits, special stories, and history make up your identity. pages 2–3 • Video Bridges to the Theme: Identity • What You Bring • From Your Perspective • Goals for This Unit pages 4–7 • Use Prior Knowledge • Build Background • Develop Vocabulary • READING STRATEGY Identify Supporting Evidence pages 8–17 Honoring Our Ancestors edited by Harriet Rohmer • Text Genre: Memoir pages 18–19 • Apply the Reading Strategy: Identify Supporting Evidence • Video Book Club: Honoring Our Ancestors • Book Club Discussion pages 20–21 An Audiovisual Profile LISTENING STRATEGY Find Supporting Evidence SPEAKING STRATEGY Focus on Supporting Evidence Unit 2 Unit Introduction before you Read Reading after you Read bridges to Oral Language U First Impressions page 42 BIG IDEA Making a good first impression is important. pages 42–43 • Video Bridges to the Theme: Making an Impression • What You Bring • From Your Perspective • Goals for This Unit pages 44–47 • Use Prior Knowledge • Build Background • Develop Vocabulary • READING STRATEGY Analyze How Characters Change pages 48–61 “Seventh Grade“ by Gary Soto • Text Genre: Realistic Fiction pages 62–63 • Apply the Reading Strategy: Analyze How Characters Change • Video Book Club: “Seventh Grade” • Book Club Discussion pages 64–65 An Interview LISTENING STRATEGY Make Inferences SPEAKING STRATEGY Think About Your Audience iv BRIDGES to Literature and Content, Book B: SCOPE AND SEQUENCE BLC23_SE_LB_FM_vi-xiii_3.indd 4 9/16/21 11:28 AM
SCOPE & SEQUENCE B bridges to Grammar bridges to Language Arts bridges to Science bridges to Mathematics bridges to Writing bridges to Media pages 22–25 • simple past tense: regular verbs • simple past tense: irregular verbs pages 26–29 • “I’m Nobody! Who are you?“ by Emily Dickinson • Text Genre: Poetry • Text Elements: Literary Features: Poetry • Tools for Writing: Punctuation Basics • Build Vocabulary: Loan Words pages 30–31 Earth’s Story pages 34–35 Applying Ratios and Proportions pages 38–40 Write a personal narrative WRITING STRATEGY Write a Hook page 41 Video VIEWING STRATEGY Predict bridges to Social Studies bridges to Technology pages 32–33 Celebrating Our Stories pages 36–37 Your Online Identity bridges to Grammar bridges to Language Arts bridges to Science bridges to Mathematics bridges to Writing bridges to Media pages 66–68 • modal verbs • direct and indirect speech pages 70–73 • Excerpt from Who Are You Today, Maria? by Judith Ortiz Cofer • Text Genre: Realistic Fiction • Literary Features: Mood • Tools for Writing: Punctuation for Dialogue • Build Vocabulary: Idioms pages 74–75 The Engineering Design Process pages 78–79 Visualize Percents pages 82–84 Write a short fiction story WRITING STRATEGY Think About Your Characters page 85 Video VIEWING STRATEGY Ask Questions bridges to Social Studies bridges to World Languages pages 76–77 Dealing with First Impressions pages 80–81 Languages of the World v BRIDGES to Literature and Content, Book B: SCOPE AND SEQUENCE BLC23_SE_LB_FM_vi-xiii_3.indd 5 9/16/21 11:28 AM
SCOPE & SEQUENCE B SCOPE AND SEQUENCE Unit 3 Unit Introduction before you Read Reading after you Read bridges to Oral Language U Moments of Change page 86 BIG IDEA The decisions we make every day offer an opportunity to learn and grow. pages 86–87 • Video Bridges to the Theme: Decisions • What You Bring • From Your Perspective • Goals for This Unit pages 88–91 • Use Prior Knowledge • Build Background • Develop Vocabulary • READING STRATEGY Analyze the Events in a Plot pages 92–103 “At the Beach“ by Lulu Delacre • Text Genre: Realistic Fiction pages 104–105 • Apply the Reading Strategy: Analyze the Events in a Plot • Video Book Club: “At the Beach” • Book Club Discussion pages 106–107 A Fable LISTENING STRATEGY Analyze the Plot SPEAKING STRATEGY Focus on the Plot Unit 4 Unit Introduction before you Read Reading after you Read bridges to Oral Language U The Weird and Wild World of Nature page 130 BIG IDEA Animals have special characteristics that help them survive in their environments. pages 130–131 • Video Bridges to the Theme: Natural Abilities • What You Bring • From Your Perspective • Goals for This Unit pages 132–135 • Use Prior Knowledge • Build Background • Develop Vocabulary • READING STRATEGY Make Inferences and Draw a Conclusion pages 136–147 “The Flamingo’s Legs“ “A Story About Two Flamingos“ by Emma Romeu • Text Genre: Informational Science Text and a Fable pages 148–149 • Apply the Reading Strategy: Make Inferences and Draw a Conclusion • Video Book Club: “The Flamingo’s Legs” • Book Club Discussion pages 150–151 A Description LISTENING STRATEGY Listen for Cause and Effect SPEAKING STRATEGY Synthesize Information vi BRIDGES to Literature and Content, Book B: SCOPE AND SEQUENCE BLC23_SE_LB_FM_vi-xiii_3.indd 6 9/16/21 11:28 AM
SCOPE & SEQUENCE B bridges to Grammar bridges to Language Arts bridges to Science bridges to Mathematics bridges to Writing bridges to Media pages 108–111 • noun groups with adjectives • prepositional phrases pages 112–117 • Excerpt from They Eat Sunshine, Not Zebras by Dara Murphy • Text Genre: Drama • Text Elements: Elements of Drama • Tools for Writing: Complete Sentences • Build Vocabulary: Base Words and Affixes pages 118–119 Examine Environmental Responsibility pages 122–123 Adding and Subtracting Integers pages 126–128 Write a response to literature WRITING STRATEGY State Your Opinion page 129 Video VIEWING STRATEGY Visual Thinking bridges to Social Studies bridges to Personal Finance pages 120–121 Being Part of a Community pages 124–125 Managing Money bridges to Grammar bridges to Language Arts bridges to Science bridges to Mathematics bridges to Writing bridges to Media pages 152–155 • simple present tense • infinitives pages 156–159 • “Something Told the Wild Geese“ by Rachel Field “A Jelly-Fish“ by Marianne Moore • Text Genre: Poetry • Text Elements: Sound Devices in Poetry • Tools for Writing: Capitalization • Build Vocabulary: Reference Tools pages 160–161 Levels of Organization pages 164–165 Multiplying and Dividing Integers pages 169–170 Write a description WRITING STRATEGY Use Sources page 171 Video VIEWING STRATEGY Listen for Key Words bridges to Social Studies bridges to Theater pages 162–163 The Effects of Technology on Society pages 166–167 Portraying Unique Characters vii BRIDGES to Literature and Content, Book B: SCOPE AND SEQUENCE BLC23_SE_LB_FM_vi-xiii_3.indd 7 9/16/21 11:28 AM
SCOPE & SEQUENCE B SCOPE AND SEQUENCE Unit 5 Unit Introduction before you Read Reading after you Read bridges to Oral Language U Dreams of a Better Society page 172 BIG IDEA Societies often make rules that reflect their values. pages 172–173 • Video Bridges to the Theme: A Perfect World • What You Bring • From Your Perspective • Goals for This Unit pages 174–177 • Use Prior Knowledge • Build Background • Develop Vocabulary • READING STRATEGY Analyze How Setting Affects Plot pages 178–189 Excerpt from The Giver by Lois Lowry • Text Genre: Dystopian Fiction pages 190–191 • Apply the Reading Strategy: Analyze How Setting Affects Plot • Video Book Club: The Giver • Book Club Discussion pages 192–193 Drama LISTENING STRATEGY Listen for the Argument SPEAKING STRATEGY Identify the Conflict Unit 6 Unit Introduction before you Read Reading after you Read bridges to Oral Language U Good Trouble page 216 BIG IDEA People’s voices are powerful in causing change. pages 216–217 • Video Bridges to the Theme: Injustice • What You Bring • From Your Perspective • Goals for This Unit pages 218–219 • Use Prior Knowledge • Build Background • Develop Vocabulary • READING STRATEGY Determine the Central Idea pages 222–233 John Lewis in the Lead: A Story of the Civil Rights Movement by Jim Haskins • Text Genre: Narrative Nonfiction pages 234–235 • Apply the Reading Strategy: Determine the Central Idea • Video Book Club: John Lewis in the Lead: A Story of the Civil Rights Movement • Book Club Discussion pages 236–237 A Student Presentation LISTENING STRATEGY Listen for Details SPEAKING STRATEGY Engage the Audience viii BRIDGES to Literature and Content, Book B: SCOPE AND SEQUENCE BLC23_SE_LB_FM_vi-xiii_3.indd 8 9/16/21 11:28 AM
SCOPE & SEQUENCE B bridges to Grammar bridges to Language Arts bridges to Science bridges to Mathematics bridges to Writing bridges to Media pages 194–197 • perfect verb tenses • progressive tense pages 198–203 • Excerpt from Divergent by Veronica Roth • Text Genre: Dystopian Fiction • Literary Features: Point of View • Tools for Writing: Fragments and Complete Sentences • Build Vocabulary: Word Choice pages 204–205 Human Population Growth pages 208–209 Equivalent Expressions pages 212–214 Write a literary essay WRITING STRATEGY Use Quotations as Evidence page 215 Video VIEWING STRATEGY Watch for a Message bridges to Social Studies bridges to Art pages 206–207 Local, State, and Federal Government pages 210–211 Illustrating Literature bridges to Grammar bridges to Language Arts bridges to Science bridges to Mathematics bridges to Writing bridges to Media pages 238–241 • independent clauses and compound sentences • dependent clauses pages 242–245 • Excerpt from Dear Mrs. Parks: A Dialogue with Today’s Youth by Rosa Parks • Text Genre: Correspondence • Text Elements: Elements of Correspondence • Tools for Writing: Connectors • Build Vocabulary: Meaning from Context pages 246–247 Explore How Bridges Work pages 250–251 Solving Equations pages 254–256 Write a persuasive letter WRITING STRATEGY Structure a Letter pages 257 Video VIEWING STRATEGY Activate Prior Knowledge bridges to Social Studies bridges to Music pages 248–249 A Civil Rights Leader pages 252–253 Examine the Music of Protest ix BRIDGES to Literature and Content, Book B: SCOPE AND SEQUENCE BLC23_SE_LB_FM_vi-xiii_3.indd 9 9/16/21 11:28 AM
SCOPE & SEQUENCE B SCOPE AND SEQUENCE Unit 7 Unit Introduction before you Read Reading after you Read bridges to Oral Language U Fear of the Unknown page 258 BIG IDEA Fear causes people to react in different ways. pages 258–259 • Video Bridges to the Theme: Fear • What You Bring • From Your Perspective • Goals for This Unit pages 260–263 • Use Prior Knowledge • Build Background • Develop Vocabulary • READING STRATEGY Connect to a Screenplay pages 264–273 Excerpt from “The Monsters Are Due on Maple Street“ by Rod Serling • Text Genre: Science Fiction Screenplay pages 274–275 • Apply the Reading Strategy: Connect to a Screenplay • Video Book Club: “The Monsters Are Due on Maple Street” • Book Club Discussion pages 276–277 A Podcast LISTENING STRATEGY Listen for the Claim SPEAKING STRATEGY State a Claim Unit 8 Unit Introduction before you Read Reading after you Read bridges to Oral Language U A Sense of Home page 298 BIG IDEA We connect with places in our lives. pages 298–299 • Video Bridges to the Theme: Home • What You Bring • From Your Perspective • Goals for This Unit pages 300–303 • Use Prior Knowledge • Build Background • Develop Vocabulary • READING STRATEGY Analyze Elements of Poetry pages 304–311 Excerpt from America, My New Home by Monica Gunning • Text Genre: Poetry pages 312–313 • Apply the Reading Strategy: Analyze Elements of Poetry • Video Book Club: America, My New Home • Book Club Discussion pages 314–315 Three Descriptions LISTENING STRATEGY Identify Speaker’s Purpose SPEAKING STRATEGY Express Degrees of Certainty x BRIDGES to Literature and Content, Book B: SCOPE AND SEQUENCE BLC23_SE_LB_FM_vi-xiii_3.indd 10 9/16/21 11:28 AM
SCOPE & SEQUENCE B bridges to Grammar bridges to Language Arts bridges to Science bridges to Mathematics bridges to Writing bridges to Media pages 278–281 • pronounantecedent agreement • future tense pages 282–285 • Excerpt from Blackwater by Eve Bunting • Text Genre: Mystery • Text Elements: Literary Features: Foreshadowing • Tools for Writing: Apostrophes • Build Vocabulary: Homophones pages 286–287 Fear and the Brain pages 290–291 Using Circles pages 294–296 Write a research paper WRITING STRATEGY Evaluate Sources page 297 Video VIEWING STRATEGY Respond to Media bridges to Social Studies bridges to Physical Education pages 288–289 Fear and Propaganda pages 292–293 Fear and Competition bridges to Grammar bridges to Language Arts bridges to Science bridges to Mathematics bridges to Writing bridges to Media pages 316–319 • indefinite pronouns • relative clauses pages 320–325 • Excerpt from Where on Earth? The Ultimate Atlas of What’s Where in the World • Text Genre: Nonfiction Reference • Text Elements: Reference Features • Tools for Writing: Active and Passive Voice • Build Vocabulary: Greek and Latin Roots pages 326–327 Information Technology pages 330–331 Measure Surface Area and Volume pages 334–336 Write a Poem WRITING STRATEGY Use Poetry Devices pages 337 Video VIEWING STRATEGY Watch for the Gist bridges to Social Studies bridges to Journalism pages 328–329 A Powerful Symbol pages 332–333 Explore Journalism xi BRIDGES to Literature and Content, Book B: SCOPE AND SEQUENCE BLC23_SE_LB_FM_vi-xiii_3.indd 11 9/16/21 11:28 AM
SCOPE & SEQUENCE B SCOPE AND SEQUENCE Unit 9 Unit Introduction before you Read Reading after you Read bridges to Oral Language U Finding Your Way page 338 BIG IDEA A challenge can be an opportunity. pages 338–339 • Video Bridges to the Theme: Challenges • What You Bring • From Your Perspective • Goals for This Unit pages 340–343 • Use Prior Knowledge • Build Background • Develop Vocabulary • READING STRATEGY Identify Themes pages 344–357 Excerpt from Other Words for Home by Jasmine Warga • Text Genre: Novel in Verse pages 358–359 • Apply the Reading Strategy: Identify Themes • Video Book Club: Other Words for Home • Book Club Discussion pages 360–361 A Podcast Discussion LISTENING STRATEGY Listen for Fact and Opinion SPEAKING STRATEGY Request Additional Information Unit 10 Unit Introduction before you Read Reading after you Read bridges to Oral Language U Dealing with the Unexpected page 382 BIG IDEA Hope and perseverance can help solve expected and unexpected challenges. pages 382–383 • Video Bridges to the Theme: Positive Thinking • What You Bring • From Your Perspective • Goals for This Unit pages 384–387 • Use Prior Knowledge • Build Background • Develop Vocabulary • READING STRATEGY Evaluate Changes in Tone pages 388–397 Excerpt from Hatchet by Gary Paulsen • Text Genre: Realistic Fiction pages 398–399 • Apply the Reading Strategy: Evaluate Changes in Tone • Video Book Club: Hatchet • Book Club Discussion pages 400–401 A Meteorology Report LISTENING STRATEGY Listen for Sequence SPEAKING STRATEGY Use Sequence Words xii BRIDGES to Literature and Content, Book B: SCOPE AND SEQUENCE BLC23_SE_LB_FM_vi-xiii_3.indd 12 9/16/21 11:28 AM
SCOPE & SEQUENCE B bridges to Grammar bridges to Language Arts bridges to Science bridges to Mathematics bridges to Writing bridges to Media pages 362–365 • comparative adjectives • superlative adjectives pages 366–369 • “The Importance of Taking Risks in Life“ by Miranda Buckhannon • Text Genre: Argument • Text Elements: Nonfiction Features: Structure of an Argument • Tools for Writing: Transitions • Build Vocabulary: Meaning from Context pages 370–371 Seasons on Earth pages 374–375 Angles pages 378–380 Write an argument essay WRITING STRATEGY Support a Claim page 381 Video VIEWING STRATEGY Infer Meaning bridges to Social Studies bridges to Career and Technical Education pages 372–373 Causes of Migration pages 376–377 Careers in the Arts bridges to Grammar bridges to Language Arts bridges to Science bridges to Mathematics bridges to Writing bridges to Media pages 402–405 • active and passive voice • imperative and subjunctive moods pages 406–411 • Excerpt from Biomimicry: Inventions Inspired by Nature by Dora Lee • Text Genre: Nonfiction Science • Text Elements: Nonfiction Features: Text Organization • Tools for Writing: Hyphens, Colons, Dashes, and Ellipses • Build Vocabulary: Connotation and Denotation pages 412–413 How Plants Survive pages 416–417 Statistics and Probability pages 420–422 Write an essay using sources WRITING STRATEGY Write a Strong Conclusion page 423 Video VIEWING STRATEGY Think Critically bridges to Social Studies bridges to Health pages 414–415 Exploring the Unknown pages 418–419 Nutrition xiii BRIDGES to Literature and Content, Book B: SCOPE AND SEQUENCE BLC23_SE_LB_FM_vi-xiii_3.indd 13 9/16/21 11:28 AM
Student Book • Ten thematic units • A variety of culturally diverse literary and informational reading selections across the content areas • Motivating activities designed to develop language, literacy, and content • Includes the domains of listening, speaking, reading, writing, as well as viewing Interactive Student Book, practice activities, and engaging media Program COMPONENTS A flexible online learning platform supports digital-only and hybrid learning models. TRY IT FOR YOURSELF! vhlcentral.com is a comprehensive, standards-based literacy program designed to empower middle school students to become stronger independent readers. This powerful print and digital solution develops academic language and literacy skills through authentic texts and content-driven lessons, helping striving readers achieve grade-level proficiency. BRIDGES to Literature and Content VISTA HIGHER LEARNING B BRIDGES to Literature and Content BLC23_G7_fcvr.indd 10 25/06/21 11:09 a. m. VISTA HIGHER LEARNING BRIDGES to Literature and Content C BLC23_G8_fcvr.indd 10 25/06/21 11:19 a. m. VISTA HIGHER LEARNING A BRIDGES to Literature and Content BLC23_G6_fcvr.indd 10 25/06/21 11:13 a. m. VISTA HIGHER LEARNING B BRIDGES to Literature and Content BLC23_G7_fcvr.indd 10 25/06/21 11:09 a. m. WALK-THROUGH 16
Teacher’s Edition • Point-of-use teaching suggestions • Differentiated instruction • Formative assessment • Pacing guides • Instructional routines Online teaching tools and resources for increased engagement and flexibility Practice Book • Writing and listening activities that practice and reinforce concepts and skills Interactive online activities for greater support and faster feedback Aproximaciones al estudio de la literatura hispánica VISTA HIGHER LEARNING B BRIDGES to Literature and Content to Literature and Content B BRIDGES TEACHER'S EDITION TE Bridges_TE.indd 15 31/08/21 2:35 PM Assessment • Diagnostic test • Section quizzes and unit tests • Writing and speaking prompts and rubrics Digital assessment tools for increased testing options Administer pre-built online quizzes and tests or develop your own—such as open-ended writing prompts or chat activities. You can also add your own text reference, image reference, or word bank to a section of a test. to Literature and Content BRIDGES Practice Book B Practice Book to Literature and Content BRIDGES B BLC23_PWB-SE_B_cover.indd Todas las páginas 31/08/21 3:40 p. m. to Literature and Content BRIDGES Assessment Program B to Literature and Content B BRIDGES Assessment Program BLC23_ASP_B_cover.indd Todas las páginas 31/08/21 3:29 p. m. 17
BRIDGES TO The Theme Make a list of people, places, and things that demonstrate who you are. Think about: • people in your life • places you go • things you do • books, music, games Talk about your list. Identify things that are easy for you (strengths). Identify things that are difficult for you (challenges). • waking up on time • getting homework done • putting down your phone • talking to other kids • talking to adults What You Bring From Your Perspective Identity MY GOALS for this unit Reading Honoring Our Ancestors edited by Harriet Rohmer Oral Language Audiovisual profile Grammar • simple past tense: regular and irregular verbs Language Arts “I’m Nobody! Who Are You?” by Emily Dickinson Science Discover the geological timeline Social Studies Compare world celebrations Mathematics Apply ratios and proportions Technology Evaluate guidelines for online behavior Writing Write a personal narrative Media The Candle Annie Victor Catalina UNIT 1 3 BLC23_SE_LB_U01_002-003_UO.indd 3 8/30/21 11:01 AM BIG IDEA Your personality traits, special stories, and history make up your identity. ROOTS Discovering Your UNIT 1 2 Unit 1 BLC23_SE_LB_U01_002-003_UO.indd 2 8/30/21 11:01 AM BEFORE YOU READ Helen Zughaib Stephen Von Mason Nancy Hom Maya Christina Gonzalez Enrique Chagoya George Crespo KEY Beirut, Lebanon Knoxville, Tennessee Toisan, China Mexico (central) Mexico City Puerto Rico You will read a collection of stories by artists about their ancestors. Read the dictionary definition of ancestor. Answer the questions. 1. Name one of your ancestors. 2. Where did your ancestor live? 3. What else do you know about your ancestor? This map of the world shows where the artists’ ancestors are from. Read the map. 1. Use the color coding in the key to locate and talk about where each artist’s ancestor is from. Helen Zughaib’s ancestor is from . . . 2. Locate and talk about the place where one or more of your ancestors are from. Use Prior Knowledge ANCESTORS Build Background THE GEOGRAPHY OF THEIR ANCESTORS My great-grandfather Julio is my ancestor. He lived in Puerto Rico. He moved to the United States when he was 16 years old. ancestor (noun) 'an-ses-turr a person from your family who lived before you UNIT 1 4 BLC23_SE_LB_U01_004-007_BR.indd 4 8/30/21 11:58 AM The text Honoring Our Ancestors includes these words. Match each sentence to a picture. Which words do you already know? 1. My coach advised me to visualize the ball going into the basket. 2. Cats are brave explorers, but they can get into trouble. 3. The doctor was a pioneer in medicine because she was the first to use a new type of technology. 4. Music inspires me, and when people listen to my music, that inspires me, too. 5. We dedicate this performance to our drama teacher. 6. Flowers are a source of food for many insects. Develop Vocabulary C D E F A B USE THE VOCABULARY Talk about each image. Use the new words. TUTORIAL In picture D, the insect is using a flower as a source of food. I know that flowers are also a source of food for birds. 5 UNIT 1 BLC23_SE_LB_U01_004-007_BR.indd 5 8/30/21 11:58 AM You will read memoirs (stories about people’s pasts) by visual artists in the United States. The artists write about their ancestors. As you read, think about the most important idea. This is called the central idea (main idea). To find the central idea, look for supporting evidence. Supporting evidence is something that proves what you say. • Look at the title, author, and images. • Look for details about people and places. • Look for clue words that are repeated or related. A Read the memoir “My Grandmother Miriam Sultani Zughaib” and look at the images. 1. What is the title and who is the author? 2. What do you see in the images? 3. Write three clue words from the text. details about people details about places repeated or related words title and author images CENTRAL IDEA Reading Strategy IDENTIFY SUPPORTING EVIDENCE Memoir is a loan word from French. It means memory. English has many loan words. Do you know any? CULTURE NOTE Supporting Evidence Organizer ACADEMIC VOCABULARY support (verb) DEFINITION to help show that something is true EXAMPLE Make sure you support your ideas with details. WORD FORMS supporting, supported, supportive UNIT 1 6 BEFORE YOU READ BLC23_SE_LB_U01_004-007_BR.indd 6 8/30/21 11:58 AM My Grandmother Miriam Sultani Zughaib by Helen Zughaib This is Teta, my Lebanese grandmother. (Teta means “grandmother” in Arabic). She grew up in Syria and Lebanon and came to America after World War II. The man in the picture frame is Teta’s husband, my grandfather. When I was a child, I loved going to Teta’s house—it was so warm and always smelled delicious. Teta would pinch my cheek and say, “I love you, I love you, I love you!” Scraps of cloth, thread and yarn were everywhere. Teta was a wonderful seamstress. The clothes she made were beautiful and so unusual that you never knew what she would put together. I learned about colors and patterns from Teta. While we were knitting, she would share stories about her childhood. She was an educated woman, which was very unusual in those days. She often advised me to “put education in your heart, not boys!” Well, thanks to you, Teta, I put art in my heart, too. 1 2 A Use these ideas or ideas of your own to complete a supporting evidence organizer. • Teta was from Lebanon. • Teta inspired Helen to be educated and creative. • educated, education, color, pattern, art, knitting • Teta made colorful clothes. • The painting shows colors and patterns. • “My Grandmother, Miriam Sultani Zughaib” by Helen Zughaib PRACTICE THE READING STRATEGY UNIT 1 7 BLC23_SE_LB_U01_004-007_BR.indd 7 8/30/21 11:58 AM Unit Opener • A Big Idea introduces the unit’s central concept. • What You Bring and From Your Perspective activities address students’ self-awareness and activate their prior knowledge. • My Goals introduce learning outcomes. Before You Read • An introduction to the reading activates prior knowledge and builds background. • Key words from the reading are introduced and practiced. • A Reading Strategy supports reading comprehension. • Key academic vocabulary words help students comprehend and discuss text across different subject areas. A Bridges to the Theme video introduces a group of young people talking about the theme. • Vocabulary Tutorials provide practice and reinforcement. • Video Virtual Chats encourage students to develop listening and speaking skills. WALK-THROUGH 18
WALK-THROUGH To preview this collection, look at the titles and images. Read the first and last sentences of each memoir. 1. What do the authors have in common? 2. What do the authors write about? 3. What do the images tell you about the topics? A memoir is a personal narrative. It is a true story from a person’s past. A memoir uses the first person—I, me, myself, mine—to narrate. Each memoir in this collection includes a short biography of the author. A biography tells facts about the author. Text Genre MEMOIR Preview 8 UNIT 1 Honoring Our Ancestors ESSENTIAL QUESTION Why are our ancestor’s stories important to our lives? ? READING BLC23_SE_LB_U01_008-017_RD.indd 8 8/30/21 11:28 AM My uncle used to say that my father could eat twelve bowls of rice at one time. My brothers and I would widen our eyes with wonder. Later, I learned that there was little to eat in the Chinese village where my father grew up. Stories of fantastic feasts fed his stomach instead. My father came to America on a big ship. He was scared and didn’t know what lay ahead of him. He worked in a Chinese restaurant, politely serving food and cleaning dishes. But behind the soft smile he was Guan Gong, the mighty warrior, the god of martial arts and scholar in Chinese folklore. “He can wrestle a tiger with one hand,” said my uncle in a deep whisper. “Just feel his muscles.” We reached out to touch the arms that were hard from lifting huge plates of food and marveled. That is the way I remember my father and all the people who came from China to seek their fortunes—brave, strong, facing a new land with the spirit of Guan Gong to guide their way. 1 2 3 MY FATHER Fook Tow Hom written by Nancy Hom 1. Supporting evidence What clue words are evidence that Nancy thinks her father is brave and strong? 2. Characters In what ways is Nancy‘s father strong? Check In mighty very strong fortunes successes, money GLOSSARY 9 UNIT 1 Honoring Our Ancestors 903928513_HonoringOur Ancestors_US_PB_Text_Size:216x273mm128gM/A 16 《敬仰祖先（美平）》 2021.05.22 149 正常红 Honoring Our Ancestors_US_PB_P01-32.indd 16 21-5-25 15:30 Nancy Hom is an artist, mother, designer, and executive director of an Asian American arts organization. She was born in Toisan, China, in 1949 and grew up in New York City. She now lives in San Francisco with her photographer husband, Bob Hsiang, and their daughter, Nicole. BLC23_SE_LB_U01_008-017_RD.indd 9 8/30/21 11:28 AM A Choose one story. Make a supporting evidence organizer. Show the central idea and supporting evidence. B Talk about the story you chose and why you chose it. Then, present your supporting evidence organizer. Apply the Reading Strategy IDENTIFY SUPPORTING EVIDENCE BOOK CLUB Honoring Our Ancestors I chose the story . . . I chose it because . . . The central idea is . . . The evidence that supports this idea is . . . DISCUSSION STARTERS You can find supporting evidence in each text. For example, in the memoir . . . One story that inspired me is . . . These stories share a central idea, which is . . . UNIT 1 18 AFTER YOU READ BLC23_SE_LB_U01_018-019_AR.indd 18 8/30/21 11:31 AM ACADEMIC VOCABULARY recommend (verb) DEFINITION to say that something is good EXAMPLE I recommend the documentary film series Blue Planet. It’s amazing! WORD FORMS recommended, recommending, recommendation This book is called Honoring Our Ancestors. It is a collection of . . . In this collection, I recommend reading . . . because . . . DISCUSSION STARTERS A Discuss the questions. Use the word box or your own ideas. 1. What did the artists learn from their ancestors? 2. How do they show this in their paintings? 3. How do they show this in their memoirs? 4. What do the artists have in common? B Answer. 1. Describe the collection Honoring Our Ancestors. 2. Choose a memoir to recommend. Describe the memoir and tell why you recommend it. C Making connections 1. Which artist’s story did you like the most, and why? 2. Which artist is most similar to you, and why? 3. Which painting did you like the best, and why? D Choose one of your ancestors. Write about how you are similar to this person. Use two pieces of evidence to support your answer. Write a REACTION ! Book Club Discussion Words to Use healing education pioneers strength connection to nature support and love Helen Zughaib Nancy Hom Stephen Von Mason Maya Christina Gonzalez George Crespo Enrique Chagoya UNIT 1 19 BLC23_SE_LB_U01_018-019_AR.indd 19 8/30/21 11:31 AM 12 UNIT 1 Honoring Our Ancestors BLC23_SE_LB_U01_008-017_RD.indd 12 8/30/21 11:28 AM MY GREAT- GRANDMOTHER Refugio Morales written by Maya Christina Gonzalez My great-grandmother Refugio may have been a curandera—a traditional healer who made her own medicines from plants and herbs. I met her only once, when I was very young. I don’t know much about her life, but she has always inspired me. This is the way I imagine her telling her story: I am Refugio. I was born in 1898 in the heart of Mexico. People call me the “Galloping Curandera” because I ride through the desert on my horse to do my healing work. When someone is sick, I don’t listen to their words as much as I listen to their hearts and their bodies.Then I gallop into the desert to find the perfect plant to help them get better. In the desert, I listen to the voices of the plants.They call out my name and tell me their healing stories.That is how I learned to be a curandera—by listening to things you think have no voice.This is my joy, so this is my work. 1 2 3 healer a person who helps sick people galloping running like a horse voices people’s sounds and words joy great happiness GLOSSARY 13 UNIT 1 Honoring Our Ancestors ACADEMIC VOCABULARY quote (noun) DEFINITION the exact words someone says EXAMPLE If you use a quote in your writing, make sure to include who is speaking. WORD FORMS quoted, quoting, quotation 1. Supporting evidence Reread the grandmother’s words. Find a quote that shows evidence of Refugio’s work. 2. Use images What details from the text are also in the painting? Check In Maya Christina Gonzalez is an artist and illustrator whose work is shown in many galleries. She loves to work in the schools, teaching children about art. Maya was born in Lancaster, California, in 1964 and now lives in San Francisco, California. BLC23_SE_LB_U01_008-017_RD.indd 13 8/30/21 11:28 AM Students follow along with an audio recording of the text. The recording provides a model for pronunciation and fluency. Reading • Students read literary and informational texts. • The text genre is introduced, followed by a preview of the reading selection. • Systematic Check In questions provide ongoing evaluation. After You Read • Apply the Reading Strategy section supports reading comprehension. • Book Club Discussion encourages students to express their own ideas about the text. • Academic Vocabulary and Discussion Starters provide additional supports. Book Club video provides a model of students engaged in an academic discussion of the reading selection. 19
WALK-THROUGH Presentation FOCUS ON SUPPORTING EVIDENCE You listened to two student presentations called “I am.” Think about yourself. What is an important idea about yourself that you would like to share? A Brainstorm. Write a list of words that are related to your central idea. B Discuss your list. Think of 3–4 pictures you can use to go with your words. C Use a supporting evidence organizer to plan a presentation about yourself. ACADEMIC VOCABULARY brainstorm (verb) DEFINITION to think of many ideas without stopping—by yourself or in a team EXAMPLE Let’s brainstorm food ideas for the class party. WORD FORMS brainstormed, brainstorming D Present your “I am” audiovisual profile. Use your visual. When you speak, look at your audience. Speak slowly and clearly. E Listen to your classmates’ “I am” audiovisual profiles. Answer these questions for each profile. 1. What is the title, speaker name, and date? 2. What is the central idea? 3. What two pieces of supporting evidence do you hear? 4. How does the visual support the central idea? Focus on Supporting Evidence You will give a presentation about you. When you prepare your presentation, think about the supporting evidence that shows something important about you. SPEAKING STRATEGY UNIT 1 21 BLC23_SE_LB_U01_020-021_BOL.indd 21 8/30/21 11:39 AM A Listen to the first presentation and look at the visual. Identify the central idea. An Audiovisual Profile B Listen to the second presentation. Complete a supporting evidence organizer. Consider these questions when you make your organizer. • What is the title of the presentation? • Who is the speaker? • What clue words do you hear? I am MATH making designs with geometry where I went for my birthday celebrating Pi Day my future career I am math. Find Supporting Evidence Listen for supporting evidence for the central idea. Ask yourself: • What is the title? • Who is the speaker? • What clue words do you hear? • What clue words do you see in the visuals? • How do the text and visuals support the central idea? LISTENING STRATEGY UNIT 1 20 BRIDGES TO ORAL LANGUAGE BLC23_SE_LB_U01_020-021_BOL.indd 20 8/30/21 11:39 AM BRIDGES TO GRAMMAR Uncle Tulu came into the world in 1965. For the first 26 years of his life, he lived in Ghana. He worked as a nurse there. He loved his job, and he especially enjoyed helping children. In fact, he dedicated himself to working with children at the hospital. When I was little, Uncle Tulu came to live with us. He inspired me with his cooking. Every day, he cooked dinner for us, and the scents of Ghanaian cuisine filled our home. As I grew older, I learned more about Uncle Tulu, and he continued to influence me in good ways. Uncle Tulu was a great athlete and an excellent handball player. We played handball together every Saturday on the local court. When I joined the handball team at school, I was the best player! A few years ago, Uncle Tulu moved to California for work. I didn’t see him for a whole year. I missed him a lot. A Read the personal narrative. Grammar in Action My Uncle Tulu Use the simple past tense to show that an action has already happened. • Form the simple past of regular verbs by adding -ed or -d to the base verb. showed shared I learned about colors and patterns from Teta. • Form the negative of the simple past with did + not + base verb. My father didn’t know what lay ahead of him. A base verb is a verb without any endings. This is the form you find in a dictionary. Base Verbs Simple Past flow flowed influence influenced did not = didn’t Simple Past Tense: Regular Verbs UNIT 1 22 TUTORIAL Ghana Cote d’lvoire BLC23_SE_LB_U01_022-025_BG.indd 22 9/15/21 12:21 PM B Identify the simple past tense regular verbs in “My Uncle Tulu.” C Read the sentences from Honoring Our Ancestors. Identify the simple past tense verb. Identify the base form of the verb. 1. I painted him holding a traditional planting stick and releasing seeds into the ground. 2. He started Tennessee State’s music department. 3. I learned about colors and patterns from Teta. 4. He loved working with plants. D Write the sentences in the simple past tense. 1. Uncle Tulu lives in California. Uncle Tulu lived in California. 2. He works in a hospital. 3. He plays handball on the weekend. 4. I visit him on holidays. 5. We enjoy delicious Ghanaian food. 6. Uncle Tulu inspires us to learn about Ghana. E Complete the sentences with the simple past tense of the verbs. 1. My grandfather was to music and he every day. (dedicate, practice) 2. When we were little, my brother and I our room and our clothes. (clean, wash) 3. My grandmother me when she about the village where she grew up. (inspire, talk) 4. The old men stories of their childhood when they chess in the park. (share, play) 5. My aunt and uncle me after I in the United States as a young child. (raise, arrive) F Write three sentences about when you were little. Use simple past tense verbs. Eight years ago, I lived in a small yellow house. I played with the other kids on my street. We stayed outside until dark. UNIT 1 23 INSPECT THE TEXT BLC23_SE_LB_U01_022-025_BG.indd 23 8/30/21 4:41 PM Bridges to Oral Language • Each unit provides opportunities for the development of listening and presentation skills. • A listening passage relates the theme to students’ identities and experiences. Animated Grammar Tutorials engage students by pairing grammar rules with fun explanations. Bridges to Grammar • Each unit presents two grammar points and provides explicit grammar, usage, and writing instruction. • Writing activities, as well as pair and group work, encourage communication. The listening passages are available online. B Identify the irregular simple past tense verbs in “An Interview with Ms. Peters, Teacher.”. C Write the simple past form of these base verbs. 1. sit 4. feel 7. grow 2. take 5. think 8. make 3. begin 6. become 9. wear D Complete the sentences with the simple past tense of the verbs. 1. When I was little, I the beautiful clothes my grandmother for me. (wear, make) 2. We happy on the farm when we and played with the animals. (be, feed) 3. When I my father’s strong arms, they as hard as a rock. (feel, be) 4. I the traditional healer when she to our house to see my brother. (meet, come) 5. He me that our family would be famous one day, and I he was right. (tell, know) 6. Lele that everyone up in a house like hers. (think, grow) E Making connections Answer the question about you. • What did you want to be when you were 10 years old? Why? When I was 10 years old, I knew I wanted to be an actor. I was in the school play. I went to my friend’s house, and we read our lines every day. 25 UNIT 1 INSPECT THE TEXT BLC23_SE_LB_U01_022-025_BG.indd 25 8/30/21 4:41 PM I interviewed Ms. Peters, our Computer Science teacher. We sat in the computer lab, and she answered my questions. Me: Ms. Peters, when did you start teaching here? Ms. Peters: I started teaching here 10 years ago when I was right out of college! Me: What did you do before you came to Southwest Middle? Ms. Peters: I went to college. I chose a college in my home city, so I lived with my parents. I studied how to be a teacher. But when I was younger, I wanted to be a star soccer player. Me: Really? Me, too! What happened? Ms. Peters: I discovered computers. I still played soccer, but I also became obsessed with computers. What about you? Do you still want to be a star soccer player? Me: (laughs) No, not anymore. Ms. Peters: Why not? Me: I got into skateboarding a couple of years ago. That’s what I do now. Ms. Peters: Excellent! Keep going! A Read the interview. Grammar in Action AN INTERVIEW WITH Ms. Peters, Teacher You do not form the simple past tense of irregular verbs by adding -ed or -d to the base form. These verbs have special forms that you must learn. She went out of her way to help people in need. You never knew what she would put together. I put art in my heart, too. Stories of fantastic feasts fed his stomach instead. The verb be is an irregular verb. It has two simple past forms: was and were. I was born in 1898 in the heart of Mexico. His arms were hard from lifting huge plates of food. Simple Past Tense: Irregular Verbs IRREGULAR VERBS base verb – past form become – became begin – began bring – brought choose – chose come – came draw – drew feed – fed feel – felt get – got give – gave go – went grow – grew have – had know – knew make – made meet – met put – put say – said sit – sat take – took tell – told think – thought wear – wore UNIT 1 24 BRIDGES TO GRAMMAR TUTORIAL BLC23_SE_LB_U01_022-025_BG.indd 24 8/30/21 4:41 PM 20
WALK-THROUGH ACADEMIC CONTENT CONNECTIONS A Read about the history of Earth and the development of the geologic timeline. Earth is 4.6 billion years old. That’s 4,600,000,000 years! But how do we know about Earth’s history? Geologists are scientists who study Earth’s rocks. They study the layers of rock in the ground, which get older as you go farther down into Earth. Geologists also study fossils, which are the preserved remains or traces of living things. Geologists use fossils to determine what Earth was like in the past and how life has changed over time. Geologists have used what they learn from rock layers and fossils to make the geologic time scale. The scale is like a timeline that tells the story of Earth’s history. It is divided into very long intervals called eons. Eons are divided into shorter intervals of time called eras, and eras are divided into periods. What era and period of Earth’s history do we live in? Understanding Rise of man Rise of mammals First birds Cycads, First dinosaurs First reptiles First insects Many crinoids Earliest land animals Early bony fish Modern seed bearing plants Dinosaurs First seed plants Cartilage fish Invertebrate animals, Brachiopods, Trilobites Earth’s crust had cooled enough to allow the formation of continents and life started to form. Bacteria, Algae, Jellyfish Formation of the Earth layers things on top of one another fossils prints of dead animas in rock EARTH’S HISTORY GLOSSARY ESSENTIAL QUESTION How do scientists measure time in Earth’s history? ? BRIDGES TO SCIENCE Geologic Time Scale UNIT 1 30 Earth’s Story BLC23_SE_LB_U01_030-031_BS.indd 30 8/30/21 12:13 PM B Find the green words in the text “Understanding Earth’s History.” Then complete the sentences with the correct form of the words. 1. Fossils are living things that have been in rock. 2. Geologists study rocks and fossils to how Earth has changed over time. 3. The geologic time scale divides Earth’s history into different . C Look at the diagram. It shows four rock layers. 1. Is layer A older or younger than layer B? Explain. 2. A fossil of a fish is found in layer D. What was the area like when the animal was alive? 3. No fish fossils are found in layers A–C. How do you think the area has changed over time? D Making connections In science, a period is a specific length of time. The word period can be used in other ways to talk about time. 1. How long are your school periods? 2. What is one period in history that you know? What do you know about it? RESEARCH QUESTION Find out more about different fossils discovered by geologists. Research one fossil that you want to know more about. You can: ✔ describe the fossil ✔ tell a story ✔ show pictures ✔ give your opinion preserve to protect or keep safe determine to make a decision or conclusion about something after studying it interval a block or chunk of time MEET A GEOLOGIST Dr. Maria Eugenia Gold was born in Buenos Aires, Argentina, and grew up in Maryland. Dr. Gold studied biology and geology in school, and she teaches biology in college. Dr. Gold describes herself as a “dinosaur nerd” and studies how some dinosaurs gained the ability to fly. fossil facts UNIT 1 31 BLC23_SE_LB_U01_030-031_BS.indd 31 8/30/21 12:13 PM A Read about special cultural celebrations around the world. Every person is a part of many different stories. As individuals, each of us has our own story. But we are also a part of the stories of our families, our cultures, and our nation. Nations celebrate their stories with holidays. Holidays honor important people and events in the past. Some holidays even look forward to the future. INDEPENDENCE DAY Many nations celebrate their birthdays. In the United States, Independence Day is celebrated on July 4 with parades, picnics, and fireworks. In India, Independence Day is celebrated on August 15. Many people fly kites with the colors of the Indian flag. South Korea has two holidays—on March 1 and August 15—to celebrate the country’s independence! HONORING ANCESTORS The Day of the Dead is a special holiday in Mexico on November 1 and 2. People honor their ancestors by celebrating with family, friends, food, music, and dancing. In Japan, the holiday Obon occurs between August 13 and 15. People make special meals and put out paper lanterns to welcome their ancestors back home. CHILDREN’S DAY The United Nations established Universal Children’s Day in 1954 to promote togetherness among children worldwide and improve children’s welfare. Children’s Day is celebrated on different days around the world, and each country has its own traditions. But it is usually a happy day to celebrate children. Children may get presents, have school performances, or play games together. HONOR the PAST CELEBRATE the FUTURE honor to recognize as special independence freedom universal found or practiced everywhere GLOSSARY ESSENTIAL QUESTION How do nations and cultures celebrate their histories? ? AND BRIDGES TO SOCIAL STUDIES UNIT 1 32 Celebrating Our Stories BLC23_SE_LB_U01_032-033_BSS.indd 32 8/30/21 12:18 PM B Comprehension Answer the questions. 1. Why do nations celebrate their independence with a holiday? 2. What are some ways that people honor their ancestors? 3. Why is Children’s Day an important holiday? 4. Why is it important to honor people and events from the past? C Reread the paragraph about Children’s Day. Look at the image of the Children’s Day flag. 1. Describe the flag. 2. What do the figures standing on the ball represent? 3. Why are the figures different colors? 4. What do you think is the message of this flag? D Brainstorm ideas for a new holiday that you think should be celebrated. Answer the questions. 1. What is the event or cause to celebrate? 2. How will you celebrate it? 3. How does the celebration show what the event or cause is about? E Making connections Think about a celebration that you know. Answer the questions. 1. How is the celebration about the past? 2. How is it about the future? 3. What do people do to celebrate this day? MEET A HISTORIAN Dr. Nwando Achebe, born in eastern Nigeria, is a historian who has written award-winning books about Africa. Her father, Chinua Achebe, is a novelist, essayist, and poet whose historically accurate works are widely taught. Nwando has taught history in China and conducted research in Nigeria. She is currently a professor of history in Michigan. IDEAS TO USE an independence day a day that honors a person a day that honors an event On Ocean Day, we celebrate clean oceans. Everyone wears blue makeup to show that we want to take care of our oceans. UNIT 1 33 BLC23_SE_LB_U01_032-033_BSS.indd 33 8/30/21 12:18 PM Students can listen to audio recordings of the content-area texts. Bridges to Social Studies • Social studies content and skills align with the National Council for the Social Studies Ten Themes. Bridges to Science • Science content and skills align with grade-level NGSS standards. The four main content sections—Language Arts, Science, Social Studies, Mathematics— focus on building academic literacy. Bridges to Language Arts • A variety of text genres help develop reading skills. • Students learn and practice tools for writing. • Students are introduced to various careers as they meet people who work in the different fields of study. A Read the poem. Poets use words in a special way. Some poems have rules, and some poems have no rules. Poets create rhythm, a beat like music. Many poems are written with lines. The lines make up a stanza. Text Genre POETRY 1. Identify the title, author, and date of the poem. 2. How many lines are in the poem? 3. How many stanzas are in the poem? 4. How many lines are there in each stanza? INSPECT THE TEXT pair two of something advertise to tell others Emily Dickinson 1830–1886 [1] I’m Nobody! Who are you? [2] Are you – Nobody – too? [3] Then there’s a pair of us! [4] Don’t tell! they’d advertise – you know! [5] How dreary – to be – Somebody! [6] How public – like a Frog – [7] To tell one’s name – the livelong June – [8] To an admiring Bog! I’m Nobody! Who are you? GLOSSARY B Answer the questions in Inspect the Text. 26 UNIT 1 ESSENTIAL QUESTION How do poets use words to show meaning? ? Poetry a frog in a bog BRIDGES TO LANGUAGE ARTS BLC23_SE_LB_U01_026-029_BLA.indd 26 9/15/21 12:24 PM A Answer the questions about “I'm Nobody, Who Are You?” 1. Does the narrator want to be Somebody? How do you know? 2. How does the narrator feel about being Nobody? 3. What does the narrator compare Somebody to? B Rewrite the poem “I'm Nobody, Who Are You?” Use your own words. Choose your own capitalization. You can change the punctuation, too. Practice reading your poem aloud. Structure Poets create a structure for their poems. A poem’s lines make up the structure. Lines in a group make up a stanza. Part of a poem’s structure is the rhyme scheme. Notice the lines that rhyme. I‘m Nobody! Who are you? Are you Nobody – too? Conventions Poetry does not have to follow conventions—the regular rules of language. For example, Emily Dickinson capitalizes four words that we do not usually capitalize in English: Somebody, Nobody, Frog, and Bog. How does capitalization change how you read the poem? TEXT ELEMENTS Literary Features: Poetry SAMPLE [1] I’m ! Who are you? [2] Are you – – too? [3] Then there’s a pair of us! [4] Don’t tell! they’d – you know! [5] How – to be – ! [6] How – like – [7] To – the livelong June – [8] To ! Quiet Quiet shout at us wonderful Quiet Easy Sunshine whisper some words Anyone who will listen UNIT 1 27 MEET THE POET Emily Dickinson spent much of her life in her room in Amherst, Massachusetts, writing poetry. Born in 1830, she grew up loving school, but unmarried women were expected to stay at home and help. After her death in 1886, her family found hand-sewn books with over 1,800 poems inside. BLC23_SE_LB_U01_026-029_BLA.indd 27 9/15/21 12:24 PM When we write, we use a punctuation mark at the end of a sentence to signal the end of a thought or idea. There are three types of end punctuation marks. Period Write a period at the end of a statement. He loved working with plants . He started Tennessee State’s music department . Question mark Write a question mark at the end of a question. Who are you? Where are your ancestors from? Exclamation point Write an exclamation point at the end of an exclamation (a phrase that expresses a strong feeling). I’m Nobody! Put education in your heart, not boys! “I love you, I love you, I love you!” TOOLS FOR WRITING Punctuation Basics A Complete each sentence with a punctuation mark. Explain your answers. 1. I met her only once 2. What ancestor inspires you the most 3. I put education in my heart, too 4. She was born in Beirut, Lebanon, in 1959 5. Where did his ancestors settle 6. Why did Nancy think her father was brave 7. I really loved the memoir about Refugio B Write one statement, question, or exclamation about each memoir from Honoring Our Ancestors. Use a period, a question mark, or an exclamation point. What did Enrique Chagoya learn from his father? Tools for Writing UNIT 1 28 BRIDGES TO LANGUAGE ARTS BLC23_SE_LB_U01_026-029_BLA.indd 28 9/15/21 12:24 PM Build Vocabulary LOAN WORDS English has been influenced by languages around the world. We can see this in English words. There are thousands of loan words from over 300 languages. A loan word is the exact word taken from another language. For example, pizza is a loan word. Do you know what language it comes from? Consider these loan words. Which words do you already know? Did you know their origin? FRENCH SPANISH ARABIC CHINESE apostrophe cafeteria cotton ketchup garage guitarr giraffe tea pioneer mosquito sofa A Do a word challenge. Use as many loan words as you can to write a story. A giraffe walked into the cafeteria and asked for a fried mosquito with a side of ketchup. The mosquito said, “No way!” and flew under the sofa. B Share your stories. Give each other one point for each loan word in the story. cafeteria ketchup cotton mosquito garage sofa giraffe tea guitar umbrella (Italian) 29 UNIT 1 BLC23_SE_LB_U01_026-029_BLA.indd 29 9/15/21 12:24 PM 21
RkJQdWJsaXNoZXIy NzM2OTg2