Student Workbook Name

Student Workbook

Name: ______Brentwood UFSD 2019-2020

BRENTWOOD UNION FREE SCHOOL DISTRICT, BRENTWOOD, NY

NYSESLAT Practice

BOARD OF EDUCATION Robert Feliciano, President Julia Burgos, First Vice President Maria Gonzalez-Prescod, Second Vice President G. Paula Moore, Trustee Eileen Felix, Trustee Cynthia Ciferri, Trustee Simone Holder-Daniel, Trustee

Central Administration Richard Loeschner, Superintendent of Schools Dr. Monique Akil, Assistant Superintendent for Secondary Education Ann Palmer, Assistant Superintendent for Elementary Education Wanda Ortiz-Rivera, Assistant Superintendent for Bilingual Services K-12 & Intake Stacey O’Connor, Assistant Superintendent for Finance and Operations

Bilingual & ENL Department Paula Ribiero, Assistant Coordinator Maria Rodriguez, Assistant Coordinator Mary Alice Gans, Department Chair

CURRICULUM DEVELOPMENT TEAM Suzanne Ranft, ENL Teacher Bethany Rivera, ENL Teacher

2019 NYSESLAT Speaking Rubric Grades Kindergarten through 12

Score 0 Score 1 Item Level Does Not Meet Expectations Meet Expectations  No response  Uses multiple words, short  Responds with “yes,” “no,” or “I phrases, or sentences to don’t know” respond  Responds completely in a  Partially expresses thoughts Emerging language other than English and ideas  Uses on word to respond  Frequent errors may obscure N/A meaning  Does not express a complete thought or idea  Unintelligible

Score 0 Score 1 Score 2 Item Level Does Not Meet Expectations Approaches Expectations Meet Expectations

 No response  Uses multiple words to respond  Uses connected phrases or  Responds with “yes,” “no,” or “I  Partially expresses thoughts a simple sentence to don’t know” and ideas respond  Responds completely in a  Frequent errors may obscure  May use multiple sentences language other than English meaning  Expresses complete  Uses one word to respond thoughts and ideas relevant to the topic Transitioning  Does not express a complete thought or idea  Occasional errors in words and structures may obscure  Unintelligible some meaning  Errors may totally obscure meaning  Responds with “yes,” “no,” or “I  Uses connected phrases or a  Uses connected simple don’t know” simple sentence to respond sentences to respond  Uses at most multiple words to  Expresses complete thoughts  May use limited expanded respond and ideas relevant to the topic sentences Expanding  Does not express complete  Occasional errors in words and  Expresses connected and thoughts and ideas structures may obscure some complete thoughts and  Frequent errors may obscure meaning ideas relevant to the topic meaning  Infrequent errors in words and structure may obscure some meaning  Responds with “yes,” “no,” or “I  Uses connected simple  Uses connected expanded don’t know” sentences to respond sentences  Uses at most connected  Expresses connected and  Generates a fluid response phrases or a simple sentence to complete thoughts and ideas using linking words and Commanding respond relevant to the topic phrases to sequence  May express complete thoughts  Infrequent errors in words and complete thoughts and and ideas structure may obscure some ideas relevant to the topic  Occasional or frequent errors in meaning  No errors or infrequent words and structures may errors that do not obscure obscure meaning meaning

Writing Glossary of Terms

Working definitions of terms as used in the development of NYSESLAT Writing Performance Level Descriptions (PLDs) and Writing Rubrics. Glossary

Complexity Definition

Predictable sentence A sentence that is easily learned or memorized; student generally is unable to expand beyond the memorized statement (e.g., I don’t like. I’m fine. My name is . . .)

Phrase A group of words that does not include a subject and a verb, but may express a complete feeling, detail, idea, or thought Simple sentence Contains one subject and one verb; expresses a complete thought; may contain other elements such as a personal pronoun or a helping verb Expanded sentence Contains a subject and a verb; further developed through the use of a variety of grammatical structures (e.g., prepositional phrase, compound subject or predicate, adjective or adverb phrase, participial or infinitive phrase)

Compound sentence Contains two independent clauses (each with a subject and a verb) joined by a coordinating conjunction (e.g., and, but, or, so, yet) Complex sentence Contains an independent clause and one or more dependent clauses joined by a subordinating conjunction (e.g., because, since, after, although, when) or a relative pronoun (e.g., that, who, or which) Quality Definition

Tier 1 words The most basic words; rarely require direct instruction; words of everyday speech; often sight words/high-frequency words (e.g., book, run, numbers, colors)

Tier 2 words Words that frequently occur across a variety of domains; used within mature language situations such as adult conversations and literature; may have multiple meanings and/or have multiple synonyms; used across a variety of subjects or environments (e.g., experiment, difference, exaggerate, masterpiece)

Tier 3 words Used in specific content areas or domains; words that are central to building knowledge and conceptual understanding within the various academic domains and should be integral to instruction of content– examples include terms within the areas of science, mathematics, and literature, (e.g., circulatory system, hypotenuse, protagonist)

Stating An Opinion Providing Textual Evidence

 In my opinion…  According to the text…  I think…  The author wrote…  I believe…  The picture/ illustration showed…  I prefer…  On page ____, the author stated (said)…  My favorite…  Paragraph number___ showed…  I can infer from….  The text said….  I know because… Providing Reasons Providing Examples/Details

 First,  For example,  To start,  For instance,  To begin with,  In particular,  Second,  Specifically,  Next,  Additionally,  Another reason is…  In other words,  Finally,  In fact,  Lastly,  An example is…  Most importantly,  One last reason is… Coming to a conclusion Comparing Two Things

 In conclusion,  In the same way…  All in all,  Similarly,  As you can see,  Likewise,  To sum it up,  Like…  To summarize,  As…  Finally,  Also,  To end,  Lastly,  As a result,  Therefore, Adding Information Contrasting Two Things

 Again…  But…  Also,  Yet,  Another…  Otherwise,  Besides…  However,  For example,  On one hand,  For instance,  On the other hand,  Next,  Still…  Finally,  Although…  As well…  Even though…  Along with…

Tier 2 Vocabulary Words Grade 7 Grade 7 Grade 8 Grade 8 abruptly formidable alternative feasible acquire harass ambiguous focus adequate infuriate amiss generation agitate legendary anonymous gruesome attribute ludicrous apprehend imminent authentic mandatory assumption imperative bias naive authority interrogate cause omit avid meticulous compel persuasive ban modify component indifferent boycott obsolete conclusive irrelevant capable perish concur mandatory characterize persuasive condemn narrate chronological precise confront opposition commence prediction consecutive prediction compels procedure contrast prominent conclude rebel correspond punctual confiscate response deceitful quote consistent significant devastate relinquish construct simultaneous devour resolve corroborate source diversity signify depict specific eligible suspense derive spontaneous estimate tentative despicable suspense emphasize toxic embark theory evaluate treason encompass universal exonerate viewpoint evidence validate *Adapted from http://www.hpcsd.org

TABLE OF CONTENTS

Theme 1 – Animals………………………………..…………………………9-21 Reading ……………………………………………………………………...... ……9-12 Writing ………………………………………………………………………………13-16 Speaking ………………………..………………………………………………….17-18 Listening…………………………………………………………………………….19-21

Theme 2 – Science: Space………………………………………………...22-33

Reading ………………………….…………………………………………………22-25 Writing ………………………………………………………………………………25-28 Speaking ………………………...…………………………………………………29-30 Listening …...…………………………..…………………………………………..31-33

Theme 3 – Social Studies………………………………………………….34-45 Reading …………………………………………………………………………….34-38 Writing ………………………………………………………………………………39-41

Speaking ………………………...……………………………………………………..42

Listening………………………………………………………………………….…43-45

Theme 4 - Research, “What is Dreaming?” ……………………………..46-53

Reading ……………………………….……………………………………………46-48 Writing ……………………………………………………………………………....49-52

Speaking ………………………...…………………………………………………..…53

Theme 5 – Narrative, “The Reader”……………………………………….54-62

Reading ………………………………………….…………………………………54-56 Writing ………………………………………………………………………………57-60

Speaking ……………………………………………………………………………61-62

For or Against: Should We Have Zoos? *Adapted from Newsela Shayna Orens, adapted by Newsela Staff

The Panamanian golden frog is endangered. The frogs are a national symbol in the Central American country of Panama. Their picture is on everything from tickets to T-shirts. Hundreds of them live at zoos in the United States. However, they have probably been extinct in the wild since 2007. Many died after the spread of a disease.

Panamanian golden frogs may be extinct in the wild, but many still live in U.S. zoos. Zoos in the United States have been breeding the golden frogs for years. They planned to return the frogs to Western Panama. However, disease and loss of trees in their forest homes leave little chance that the frogs could make it. Should the zoos continue to breed them anyway?

The question is part of a larger conversation about zoos and aquariums. It's a topic that has gained attention lately. New questions arose when Harambe the gorilla was shot after a boy fell into his exhibit. Are zoos and aquariums a good thing? Should we still have them?

What Is Conservation?

Conservation is work to protect and save plants and animals. It is often discussed in conjunction with biodiversity. Biodiversity is about maintaining a wide variety of plants and animals. The variety is important for keeping entire ecosystems, like the Amazon rainforest or arctic tundra, healthy.

There are two types of conservation. In-situ conservation aims to protect animals in their natural homes. An example is creating an area in Africa to help elephants. Supporters of in-situ conservation believe that it is the best way to ensure biodiversity. That’s because animals adapt based on where they

live. Keeping animals in these places is the best way to continue their natural progress, supporters say.

The other type of conservation is ex-situ conservation. The golden frog project is an example. These efforts support animals somewhere outside their natural home. Many people support this kind of conservation because it provides study opportunities and can raise awareness about biodiversity. Zoos play a part in both types of conservation. They keep the animals in ex-situ conservation, but many zoos also support in-situ work.

What Are the Main Arguments Supporting Zoos?

Zoos encourage conservation through education. Many zoos have programs to teach the public. The San Diego Zoo offers tours, camps, classes and sleepovers, for example. Many zoos have educational programs for children and adults. Some think that zoos help foster an appreciation for wildlife and the environment. Supporters of zoos say they are a way for people to learn. Visitors also can experience a sense of wonder. Seeing a lion or elephant up close could get someone started in conservation.

Zoos continue the breeding programs managed by the AZA, Association of Zoos and Aquariums. For endangered animals like chimpanzees, the AZA has species survival plans. The plans include breeding and transferring animals among zoos. Each plan lays out goals for a healthy population. Animals born in zoos are rarely returned to their natural homes. There have been a few successful cases, though. One was the return of the red wolf. A species survival plan was used to bring the wolf back. Its breeding program started with only 14 animals.

Supporters think most zoos treat animals well. Many zoos now make exhibits that look more natural for the animals. Humans have kept wild animals all throughout history and that is not going to change, some say. Zoos have improved over the past 20 years and have changed concrete and metal cages into enclosures with more activities for the animals. Additions include trees and ropes for climbing.

Many zoos rescue animals from abuse or other bad treatment. In 2002, U.S. officials took six polar bears from a Mexican circus in Puerto Rico. The bears had not been treated or fed well and were used to do circus tricks. After being moved to zoos in the U.S., the bears recovered. Their names are Alaska, Royal, Willy, Masha, Boris and Kenny. They got to live in open spaces with large water tanks.

What Are the Main Arguments Against Zoos?

Many people believe that zoos use animals only for people's enjoyment. They also believe the history of zoos is one of abuse. CAPS, the Captive Animals’ Protection Society, says that zoo animals and wild animals kept in captivity, suffer because their needs cannot be met in unnatural homes. Although conditions in zoos have improved, zoos around the world are all different.

Many people believe it is wrong to keep a wild animal in captivity even if its home is nice. Some say that any living thing should have rights like people have. Money is taken away from where it is needed, some say. They question spending money to build zoo exhibits. They say it is less helpful for overall conservation efforts. Zoos can spend more than $1 million a year on one exhibit. Some argue that building an elephant exhibit in the U.S. or another country is a bad idea. They say the money would go further helping elephants in Africa.

Conclusion

It doesn’t seem as if zoos are going away anytime soon. Even if people agreed that we shouldn't have zoos anymore, most zoo animals would not survive in the wild. There has also been more attention on wildlife parks where animals are protected and people can visit.

There’s no denying the joy of seeing an animal up close. However, it is also sad to see a wild animal where it doesn’t quite belong. Perhaps writer Thomas French put it best. He talked about being inside a zoo, for the animals and for the people who love those animals. "There's a lot of joy, and there's a lot of loss.”

GC1, A1, ToM.R.7-8.1; GC1, A2, ToM.R.7-8.2; GC1, A3, ToM.R.7-8.3; GC2, A4, ToM.R.7-8.4

Directions: Answer the questions using evidence from the text. 1. Reread the final paragraph from the article. Which answer choice best explains the author’s purpose in this article?

A. to provide an overview of the zoo debate while showing that modern zoos are succeeding in converting critics

B. to demonstrate that while there are valid arguments on both sides of the debate, the pro-zoo side is definitively stronger

C. to show that there are valid points on both sides of the zoo debate and the debate itself has contributed to progress

D. to argue that there will never be an answer to the zoo debate, so rather than arguing with each other, both sides should work together

2. What is a MAIN difference between the points of view of those who support and oppose zoos?

A. Those who support zoos think all zoos treat animals well; those against zoos think all zoos abuse animals.

B. Those who support zoos think all zoo animals have been rescued from abuse; those against zoos think that is not true.

C. Those who support zoos think a nice zoo can be a good home for an animal; those against zoos think zoos are always unhealthy places.

D. Those who support zoos think zoos are the only way kids learn about animals; those against zoos say kids do not learn at zoos. 3. According to the article, what do people who are for and against zoos have in common?

A. They all believe that animal conservation is very important.

B. They all feel that animals should not be used for human entertainment.

C. They all agree that it is good that zoos take care of abused animals.

D. They all feel it is better to give money to protected natural areas than to zoos.

GC1, A1, ToM.W.7-8.1; GC2, A2, ToM.W.7-8.2; GC2, A4, ToM.W.7-8.4

SHORT CONSTRUCTED RESPONSE

In the article, the author discusses in-situ and ex-situ conservation. Explain what these are and give examples of each.

Use the lines below for your writing. Remember to use information from the passage to support your ideas.

Checklist:

 Include an introduction and conclusion.  Include details, examples or reasons.  Use complete sentences.  Use correct grammar, punctuation and spelling.

______

GC1, A1, ToM.W.7-8.1; GC2, A2, ToM.W.7-8.2; GC2, A4, ToM.W.7-8.4

Extended Constructed Response

Directions: Read along silently as your teacher reads the passage aloud to you. Then you will be asked to write about the passage.

Now read the directions below: Zoos have become a controversial issue. In the article, the author discusses a disagreement. Write two paragraphs choosing which side of the argument you support and why. Use details and reasons from the article and your own life experience to explain your answer.

Plan your writing. Use the space below to organize your ideas about what to write. You can make notes, an outline, a web, or any other kind of organizer. Your writing on this planning page will not count toward your final score.

You will write your final paragraphs on the next page.

Planning Page

Extended Constructed Response

Use the lines below for your writing. Remember to use information from the passage to support your ideas.

Checklist:  Include an introduction and conclusion.  Include details, examples or reasons.  Use complete sentences.  Use correct grammar, punctuation and spelling.

______

GC1, A1, ToM.S.7-8.1; GC1, A3, ToM.S.7-8.3

SPEAKING Practice for Theme 1

Directions: Look at the picture. Read the introduction and questions to yourself as your teacher reads them aloud to you. Use what you know about the topic and your understanding of the previous passage to help you answer the questions.

Introduction: Newborn lion and tiger cubs are seen at Qingdao Zoo in China. Zoos have been at the center of debates about conservation and animal ethics. In zoos today, animals are kept in areas designed to be natural.

Entering Question: What do you see in the picture?

Emerging Question: What is happening in the picture?

Transitioning Question: Where are the animals and why are they there?

Expanding Question: What are the benefits of this environment?

Commanding Question: How do you feel about this environment for animals?

GC1, A1, ToM.S.7-8.1; GC1, A3, ToM.S.7-8.3

SPEAKING Practice for Theme 1

Introduction: Many zoos have educational programs for children and adults. Some think that zoos help foster an appreciation for wildlife and the environment.

Entering Question: What do you see in the picture?

Emerging Question: What is happening in the picture?

Transitioning Question: Where was this photo taken?

Expanding Question: What is the boy doing and why?

Commanding Question: If you were the boy, what would you ask the zookeeper?

ToM.L.7-8.1, ToM.L.7-8.2, ToM.L7-8.3, ToM.L7-8.4, ToM.L.7-8.5

Listening Practice

Directions: Listen to this article called, “Tar Pits Trapped Animals Big and Small”. Be sure to listen carefully as the passage and questions will only be read once.

A famous scene at the La Brea Tar Pits shows a mammoth getting stuck in the tar pit. Photo: Wikimedia Commons

An illustration shows different prehistoric creatures getting stuck in the La Brea tar pits. Illustration by: Robert Bruce Horsfall, Wikimedia Commons.

Tar bubbles up in the pits at La Brea. Photo: Daniel Schwen, Wikimedia Commons.

THIS PAGE IS INTENTIONALLY LEFT BLANK Please Do Not Turn the Page Until Your Teacher Directs You to Do So

ToM.L.7-8.1, ToM.L.7-8.2, ToM.L7-8.3, ToM.L7-8.4, ToM.L.7-8.5

Directions: Answer the questions based on the passage you just heard.

1. What is this article MAINLY about? A. catching animals in tar pits B. finding old animal fossils C. digging in a big graveyard D. sorting old animal bones

2. Which sentence BEST states the MAIN IDEA of this section? A. Scientists have found bones of camels mixed in with those of bison. B. So far, they have found more than 3 million fossils. C. They include everything from tiny insects to a giant mammoth. D. Scientists have even discovered bones of an early human.

3. Why did so many animals die in La Brea? A. because the weather got hotter and hotter there B. because a lot of animals in the area got sick C. because of the asphalt created by underground oil D. because they had trouble finding food for dinner

4. Listen to these sentences from the passage again.

What does the word they refer to?

A. fossils B. world C. dinosaurs D. mammals

Directions: Read the passage. Then answer the questions using evidence from the text.

SpaceX Owner Reveals His Plan to Send a Million People to Live on Mars

By Hannah Devlin, The Guardian, adapted by Newsela staff

As far as home planets go, Earth ticks most of the boxes: oxygen, water, food and lovely views. But there are risks to be considered, too. What if a nuclear war, an asteroid collision or other disaster sent it all up in smoke, ending our own fragile existence? Elon Musk is one step ahead. Last year he outlined his ambition to send humans to Mars as a “backup drive” for civilization. Now, the billionaire businessman has provided further details of his vision to make humans a multi-planetary species in a paper, published in the journal New Space. Musk is the founder and CEO at Space Exploration Technologies, known as SpaceX. He oversees the manufacturing of rockets and spacecraft, says the SpaceX website.

Do You Want To Be One In A Million? Creating a self-sustained civilization of around 1 million people – the ultimate goal – would take 40 to 100 years, according to the plans. Before full colonization takes place, though, Musk needs to get the first pioneers to pave the way; the people who would actually get on the Mars rocket and, the other, those who could afford this kind of adventure. One estimate of the current cost is put at $10 billion per person. If the mission cost could be dropped to the cost of an average U.S. house price, Musk predicts people would start to sign up in big enough numbers. He thinks they'd be attracted by the opportunity to be among the first to live on the red planet. “Given that Mars would have a labor shortage for a long time, jobs would not be in short supply,” he points out.

The Moon and Venus Don't Make the Cut The Red Planet is essentially the best of a bad lot. “Venus is a high-pressure – super-high-pressure – hot acid bath ... not at all like the goddess,” Musk writes. “So, it would be really difficult to make things work on Venus.” The moon is dismissed because it would too small for the overarching vision. “I actually have nothing against going to the moon, but I think it is challenging to become multi-planetary on the moon because it is much smaller than a planet.”

“It would be quite fun to be on Mars because you would have gravity that is about 37 percent of that of Earth, so you would be able to lift heavy things and bound around,” he adds. He predicts that journey times could eventually be cut to 30 days.

Right Now the Trip Is A Little Pricey Financially, there are some challenges ahead, the paper acknowledges. “We have to figure out how to improve the cost of trips to Mars by 5 million percent.” However, Musk has some ideas for how such tremendous savings might be achieved. Reusing rockets could reduce the cost of spaceflight one thousand fold and refilling fuel in orbit rather than landing could make considerable savings too. Space scientists remain skeptical about the vision, however. In a recent interview, Ellen Stofan, former NASA chief scientist, dismissed the idea that there would ever be a mass transfer of humans to another planet, adding that trumpeting the idea risked being a distraction from the problems faced on our home planet. “I don’t see a mass transfer of humanity to Mars, ever,” she said. “Job one is to keep this planet habitable. There isn’t a planet B.”

Let's Focus On Saving Earth First

Mark McCaughrean, senior adviser for science and exploration at the European Space Agency, doesn’t agree with Musk’s plan. “It’s a wild-eyed investment pitch, pumped up by the enthusiasm of credulous fanboys brought up on comic book sci-fi," he tweeted in response to the paper. It's wrapped in a zeal for "saving humanity from itself and the problems we’ve wrought on this planet,” he said in the same tweet. “I’m less concerned about making humans a multi-planetary species than I am about making the Earth a sustainable multi-species planet,” he added. Professor Andrew Coates, who works on the ExoMars rover at University College London’s Mullard Space Science Laboratory, said that the question of whether present or past life existed on Mars needed to be answered before a manned mission, which could contaminate the surface, could take place. He said keeping Mars untouched for now is a moral obligation. "Until we’ve conclusively answered that question we should keep our feet on the ground," he said. Putting humans on Mars would be a type of vandalism, he added. And what is the timeline for the project? Musk states that he is being “intentionally fuzzy” about when the vision might become a reality. He has noted that the first flights could start as early as 2023, though. “If things go super-well, it might be in the 10-year time frame, but I do not want to say that is when it will occur,” the paper said. *adapted from Newsela

GC1, A1, ToM.R.7-8.1; GC1, A2, ToM.R.7-8.2; GC1, A3, ToM.R.7-8.3; GC2, A4, ToM.R.7-8.4

Directions: Answer the questions using evidence from the text.

1. Read the following sentences from the article.

 In a recent interview, Ellen Stofan, former NASA chief scientist, dismissed the idea that there would ever be a mass transfer of humans to another planet, adding that trumpeting the idea risked being a distraction from the problems faced on our home planet  “I’m less concerned about making humans a multi-planetary species than I am about making the Earth a sustainable multi-species planet,” he added.

 He said keeping Mars untouched for now is a moral obligation. "Until we’ve conclusively answered that question we should keep our feet on the ground," he said. This evidence from the text ______.

A. supports Musk’s plan B. gives reasons that do not support Musk’s plan C. gives additional information on how Musk’s plan will be carried out D. provides examples of how people can afford the trip to Mars

2. Reread the following sentences from the article.

Mark McCaughrean, senior adviser for science and exploration at the European Space Agency, doesn’t agree with Musk’s plan. “It is a wild-eyed investment pitch, pumped up by the enthusiasm of credulous fanboys brought up on comic book sci-fi," he tweeted in response to the paper.

What does the word it refer to?

A. Mark B. European Space Agency C. Musk’s plan D. Comic book

3. Complete the following sentence. The CENTRAL ideas of the article are developed by ____.

A. explaining what attracted Musk to the idea of visiting and colonizing Mars

B. describing the opportunities for employment and financial success on Mars

C. comparing the likelihood of colonization of Mars with that of other planets

D. discussing the contents of Musk's plan and the issues that may prove to be

problematic

4. Which of the following statements is MOST appropriate to include in an objective summary of the article?

A. Musk's idea for colonizing Mars is a bold and creative solution to problems on Earth. B. Musk acknowledges that many details of the plan are unclear and need to be addressed. C. Building a civilization on Mars as Musk plans would be a kind of vandalism. D. The tone of the paper outlining Musk's plan is too playful to be taken seriously. Short Constructed Response The article suggests that the trip to Mars will be pricey. Write one paragraph explaining the reasons why and give examples of how Musk will solve that problem. Use evidence from the text to support your answer.

______

GC1, A1, ToM.W.7-8.1; GC2, A2, ToM.W.7-8.2; GC2, A4, ToM.W.7-8.4

Extended Constructed Response

Directions: Read along silently as your teacher reads the passage aloud to you. Then you will be asked to write about the passage.

Now read the directions below:

In the article, “SpaceX Owner Reveals His Plan to Send a Million People to Live on Mars,” the article presents more than one point of view. Write at least 2 paragraphs on which claim you would support and why. Use examples given in the passage and your own life experiences to help you write your answer.

You will write your final paragraphs on the next page.

Planning Page

Extended Constructed Response

Use the lines below for your writing. Remember to use information from the passage to support your ideas.

Checklist:  Include an introduction and conclusion.  Include details, examples or reasons.  Use complete sentences.  Use correct grammar, punctuation and spelling.

______

GC1, A2, ToM.S.7-8.1; GC1, A3, ToM.S.7-8.3

SPEAKING Practice for Theme 2

Introduction: Pollution is caused by many different thing things and is a very serious problem on Earth.

Entering Question: What do you see in the picture?

Emerging Question: What is causing the problem in the picture?

Transitioning Question: What are some things that pollute the Earth?

Expanding Question: What can you and your family do to prevent pollution on Earth?

Commanding Question: What advice could you give others to prevent the Earth from becoming more polluted?

GC1, A2, ToM.S.7-8.1; GC1, A3, ToM.S.7-8.3

SPEAKING Practice for Theme 2

Introduction: Many scientists are worried that one day we will have to travel to space to be able to live.

Entering Question: What do you see in the picture?

Emerging Question: What is happening in the picture?

Transitioning Question: What do you think will happen next?

Expanding Question: Why do you think the spaceship is being launched?

Commanding Question: How do you think space crafts will be used in the future?

ToM.L.7-8.1, ToM.L.7-8.2, ToM.L7-8.3, ToM.L7-8.4, ToM.L.7-8.5

Listening Practice

Directions: Listen to the article. Be sure to listen carefully as the article will only be read once. NASA scientists believe that water exists on one of Jupiter's moons

Jupiter's moon Europa has a crust made up of blocks, which are thought to have broken apart and "rafted" into new positions. Photo by: NASA/JPL-Caltech/SETI Institute

NASA’s spacecraft Galileo: NASA Jet Propulsion Laboratory

THIS PAGE IS INTENTIONALLY LEFT BLANK Please Do Not Turn the Page Until Your Teacher Directs You to Do So

ToM.L.7-8.1, ToM.L.7-8.2, ToM.L7-8.3, ToM.L7-8.4, ToM.L.7-8.5

Directions: Answer the questions based on the article you just heard. 1. What is the newest discovery scientists think they have discovered? A. there’s a new planet B. there’s life on Jupiter C. there might be water on Jupiter’s moon, Europa D. a new moon was discovered

2. Why do scientists believe there might be life on Europa? A. They saw life through their telescope B. There is oxygen on Europa C. It moves around the Sun. D. They may have found water on Europa

3. Listen to these sentences from the article again. What does the word they refer to? A. Galileo B. scientists C. water plumes D. events

4. Which answer choice explains the next thing scientists are planning to do? A. NASA scientists will visit Jupiter. B. Scientists will study radiation’s effect on the ocean. C. Scientists will not look at Europa any longer D. The Europa Clipper mission will fly over Europa for a closer look

Directions: Read the passage. Then answer the questions using evidence from the text. Museum's Project Focuses on Articles about the Holocaust

By Pittsburgh Post-Gazette, adapted by Newsela staff, 05.09.16

PITTSBURGH, Pa. — Beth Moody recently noticed an online ad from the United States Holocaust Memorial Museum. It asked "citizen historians" to help the museum with a special research project.

The museum wanted help tracking down old newspaper articles about the mass killing and imprisonment of European Jews during World War II. The terrible series of events is known as the Holocaust. It was carried out by German Nazis and was responsible for millions of deaths.

The museum said it was interested in finding articles published in local U.S. newspapers from 1933 to 1945, the years the Nazis were in power.

Moody quickly decided to help out.

Some Newspapers Did Not Run Certain Stories

Moody put in six hours over two days searching online. She looked through articles that had been published in the Altoona Tribune, a Central Pennsylvania paper that is now out of business. She found stories connected with six of the 20 Holocaust-related events the museum is asking people to look for.

It was what she did not find that will probably get the attention of the museum and scholars.

The Altoona Tribune did not publish anything about the deadly anti-Jewish riots in 1938 known as Kristallnacht, she said. Nor did it write about the yellow stars Jews were forced to wear to identify themselves, or the extermination camps where Jews were taken to be killed. "There was nothing, and I looked very closely.”

Why papers like the Altoona Tribune chose not to run stories about such historic events — when other papers did — is something experts will study closely. Scholars also want to know what effect the lack of coverage had. Did it undercut efforts to get the U.S. government to allow endangered European Jews to resettle in the United States?

History Unfolded To Be Included In Database

The project, dubbed History Unfolded, was officially announced on April 5. The museum hopes it will inspire thousands more volunteers like Moody to do similar research over the next two years. Some of the material that is gathered will be presented at a 2018 exhibit entitled “Americans and the Holocaust.”

So far, more than 1,000 submitted articles have been placed in the museum's permanent online database.

Technology has made such a project possible, because more and more old newspapers have been put online.

However, the museum hopes people also will search offline. It is encouraging volunteers to dig into those forgotten small-town papers stored at local libraries.

There already have been several studies of how larger newspapers such as The New York Times and Chicago Tribune covered the Holocaust. However, “we don’t really know anything about what small-town newspapers and regional papers told their readers,” said historian Aleisa Fishman, who is working on the project.

Too Broad a Subject

It would be almost impossible to ask volunteers to just research “the Holocaust” because the subject is too broad. Instead, the museum has come up with a list of 20 significant events during the 1930s and 1940s. The events range from the U.S. decision to participate in the 1936 Olympic Games in Germany, to Kristallnacht in 1938, to the deportation of Hungarian Jews in 1944. Volunteers are asked to look for any coverage of these particular events.

The goal, said Elissa Frankle, who is leading the project, is “to get at a question historians have been posing for a long time: What did Americans know about the Holocaust and when?”

Journalism professor Laurel Leff says finding out "what Americans knew about the Holocaust at the time is a really important project.” She is the author of “Buried by The Times,” a widely praised 2005 book. In it, she argues that The New York Times downplayed coverage of the Holocaust.

Leff, who is Jewish, said she grew up being told that “Americans did not know about the Holocaust” while it was ongoing.

The Events Are the Same, But the Coverage Is Not

When she lectures, she often hears two opposite stories from audience members: One audience member will say there was nothing in the newspapers about the Holocaust. Another will say they knew about it and went to rallies because of the stories.

“Maybe there were two Americas, and maybe even two Jewish Americas,” she said. Perhaps some did know and some did not really know about the Holocaust at the time.

Some of the first articles submitted to History Unfolded seem to support her viewpoint. They reveal very different coverage of the same events.

For example, an article about the March 23, 1933, opening of the Dachau concentration camp appeared in Bangor, Maine’s Daily News under the headline: “Mistreatment of Jewish Race in Germany Ends.”

Meanwhile, that same day in a paper in Fredericksburg, Virginia, another article on the opening of the camp appeared under a very different headline: “Sympathy Service by Friends of Jews.” The second article treated the camp opening as a distressing event and noted that a local Presbyterian church had held a service to pray for the safety of German Jews.

“Those are very different views,” Frankle said.

*adapted from Newsela

CCSS.ELA-Literacy.RI 7-8.1, RI 7-8.4; ToMs R7-8.1, R7-8.3

Directions: Answer the questions using evidence from the text.

1. The researchers in the article would be most likely to agree with which of the following statements? A. The United States Holocaust Memorial Museum does not have enough significant information on the Holocaust. B. Small-town newspapers were not as important as the larger papers in terms of providing Americans with information. C. Most Americans knew about the Holocaust and they still did not want endangered European Jews to move to the United States. D. Some Americans knew about the Holocaust, while others did not because newspapers reported it very differently; some did not report it at all.

2. Read the paragraph from the section “Some Newspapers Did Not Run Certain Stories”.

A. support B. weaken C. criticize D. encourage

CCSS.ELA-Literacy.RI 7-8.5, RI 7-8.4; ToMs R7-8.1, R7-8.3

3. Why did the author mention the two newspapers that each printed articles relating to the Holocaust on March 23, 1933? A. to show that at least some newspapers in the United States wrote about the Holocaust B. to show the only two local newspapers in the country that paid attention to the Holocaust consistently C. to show that in some cases, small-town newspapers were actually writing more news about the Holocaust than the bigger newspapers D. to show how differently newspapers would write about the same Holocaust event, leaving their readers with extremely different ideas about what was going on

4. Read the sentences from the section “Too Broad a Subject.” Journalism professor Laurel Leff says finding out “what Americans knew about the Holocaust at the time is a really important project.” She is the author of “Buried in Times”, a widely praised 2005 book. In it, she argues that The New York Times downplayed coverage of the Holocaust. Leff, who is Jewish, said she grew up being told that Americans did not know about the Holocaust while it was ongoing.

Which word in these sentences MOST helps define the word “downplayed”? What does the word “downplayed” convey?

A. important; “downplayed” gives the sense that The New York Times recognized how important the Holocaust was and tried to get their readers to care B. buried; “downplayed” gives the sense that The New York Times did not treat the Holocaust as an important issue like it should have C. praised; “downplayed” gives the sense that The New York Times was highly admired for its thorough coverage of the Holocaust D. ongoing; “downplayed” gives the sense that The New York Times did not write many articles about the Holocaust because it was a confusing issue

CCSS.ELA-Literacy.W7-8.2; ToMs W7-8.4, W7-8.1

Extended Constructed Response

Directions: Read along silently as your teacher reads the passage aloud to you. Then you will be asked to write about the passage.

Now read the directions below: Think about the Holocaust and how newspapers reported the events as they were happening. Discuss the differences between the newspapers and what effect this had on people. Write at least 2 paragraphs and use details given in the passage. You may also use what you have learned about the subject in the past and your own life experiences to help you write your answer. Plan your writing. Use the space below to organize your ideas about what to write. You can make notes, an outline, a web, or any other kind of organizer. Your writing on this planning page will not count toward your final score.

You will write your final paragraphs on the next page.

Planning Page

Extended Constructed Response

Use the lines below for your writing. Remember to use information from the passage to support your ideas.

Checklist:  Include an introduction and conclusion.  Include details, examples or reasons.  Use complete sentences.  Use correct grammar, punctuation and spelling.

______

CCSS.ELA-Literacy SL7-8.1, SL7-8.6; ToMs S7-8.2, S7-8.3, S7-8.1

SPEAKING Practice for Theme 3

Introduction: Holocaust survivor Israel Loewenstein, 91, looks at a photo album at his home in Yad Hana, Israel, April 6, 2016. He does not want to forget what happened. Photo: Rueters/ Nir Elias

Entering Question: What do you see in the picture?

Emerging Question: What do you see happening in the picture?

Transitioning Question: Give one reason why people look at photo albums. Introduction: The [newspaper] did not publish anything about the deadly anti-Jewish riots in 1938 known as Kristallnacht, she said. Nor did it write about the yellow stars Jews were forced to wear to identify themselves, or the extermination camps where Jews were taken to be killed. "There was nothing, and I looked very closely.”

Expanding Question: What did the newspaper fail to publish?

Commanding Question: Why is it important for people to remember the Holocaust?

ToM.L.7-8.1, ToM.L.7-8.2, ToM.L7-8.3, ToM.L7-8.4, ToM.L.7-8.5

Listening Practice

Directions: Listen to the article. Be sure to listen carefully as the article will only be read once. Poetry and Fiction of the Harlem Renaissance

Author Zora Neale Hurston at a book fair in New York City around 1937. Photo by: PhotoQuest/Getty Images

Photos of Langston Hughes, Photo A&E Biography

THIS PAGE IS INTENTIONALLY LEFT BLANK Please Do Not Turn the Page Until Your Teacher Directs You to Do So

ToM.L.7-8.1, ToM.L.7-8.2, ToM.L7-8.3, ToM.L7-8.4, ToM.L.7-8.5

Directions: Answer the questions based on the article you just heard. 1. Which question is answered in the paragraph you just heard? A. Why did the Harlem Renaissance happen? B. Where did the Harlem Renaissance happen? C. Who started the Harlem Renaissance? D. What was a major event during the Harlem Renaissance?

2. Which answer best tells where the Harlem Renaissance writers got their ideas from? A. from white poets B. from television C. from their culture D. from books

3. Why did Harlem Renaissance poet Langston Hughes encourage black writers to be independent? A. He thought they could write better if they were alone. B. He thought they would do well if they wrote the way they wanted. C. He knew that white writers wanted them to be different. D. He knew it would help people learn about one another.

4. Listen to these sentences from the passage again.

What does the word “its” refer to?

A. Harlem B. Rudolph Fisher C. People D. Poem

What is Dreaming? *adapted from Newsela

For a long time, dreams have been considered important. For most of history, dreams were thought to show us things about ourselves, others and even the future. They were thought to serve as sources of wonder and signs of things to come. So what do we think about them now? What is dreaming? What does science say? And, what mysteries remain?

In most of the world, dreams are not considered as important as they were 100 years ago. This is because of how scientists learn things. Scientists rely on evidence they can see for themselves and measure using tools, but there are no tools that allow scientists to see people's dreams. As a result, dreams have become less and less important to our understanding of the brain.

Dreams May Affect Learning

However, the study of dreaming has recently made a comeback. New scientific evidence shows that dreaming may have important effects on learning and memory. Historically, dreams have been very important in some societies. In some religions, people believe dreams allow them to talk to family "spirits." In others, people view dreams as a way for gods to communicate with them.

In the 1950s, doctors Eugene Aserinsky and William Dement made an important discovery about dreams. They found that people's bodies did certain things when they were dreaming. People who were dreaming had rapid eye movements (REM) and special brain waves.

Studying People Deep in Sleep

For the next 20 years there was a huge amount of dream science. Scientists were able to determine when someone was dreaming. In studies, they would wake people up during different stages of sleep and ask them questions. People woken from dreaming reported feelings that were quite different from those reported by people who were not dreaming.

These studies confirmed many beliefs about dreaming. In terms of brain waves, dreaming was very similar to being awake. However, in other ways it was very different. Dreaming was more visual, and led to ideas that were stranger and more oddly connected.

From the late 1970s until the early 2000s, dream science shrank to a small field. It was regarded by many as outdated. However, in recent years the study of dreams has returned. Two basic types of sleep have been identified. They are called dream sleep (Rapid Eye Movement or REM) and Slow Wave Sleep (SWS). They play different parts in helping us recover after being awake. SWS helps heal people's bodies, while REM helps heal people's minds.

Scientists have linked memories and learning to brain activity during dream sleep. This has led to a whole new field of REM sleep science. Studies have linked the quality and quantity of dream sleep to memory and learning.

Finding Links with Mental Health

The next generation of dream science may finally find a link between dreams and mental health. The study of dreams may even be helpful in the study of illnesses like depression. The next 20 years promise a very new and exciting period for studying REM sleep.

Modern science reflects some patterns from history. We still look at dreams as a different state of consciousness that is somewhat like being asleep and somewhat like being awake. We also still believe dreams can affect how we understand the world.

New technology has found support for ideas from generations ago. For example, we now know that our brains contain information passed down from early humans. This shows that our brains reflect the experiences of people who came before us. This was an idea suggested by the scientist Carl Jung 100 years ago.

One can only wonder what we might learn about our dreams 1,000 years from now.

GC1, A1, ToM.R.7-8.1; GC1, A3, ToM.R.7-8.3; GC2, A4, ToM.R.7-8.4

Directions: Answer the questions using evidence from the text.

1. Based on information in the article, which of these statements is TRUE? A. People's bodies react the same whether they are dreaming or not. B. The study of dreams is more important today than it was a century ago. C. Scientists have found that people who have more dreams are healthier. D. The study of dreams may help doctors develop treatments for depression.

2. Which two of the sentences below are MAIN ideas of the article? 1. In some societies, dreams historically have been very important.

2. The scientific viewpoint of dreams continues to change.

3. Doctors have found rapid eye movement (REM) when people dream.

4. Scientists think REM sleep helps people remember and learn

A. Sentence 1 and Sentence 2

B. Sentence 1 and Sentence 3

C. Sentence 2 and Sentence 4

D. Sentence 3 and Sentence 4

3. Which sentence from the article is MOST important to include in its summary?

A. New scientific evidence shows that dreaming may have important effects on learning and memory. B. In the 1950s, doctors Eugene Aserinsky and William Dement made an important discovery about dreams. C. Dreaming was more visual, and led to ideas that were stranger and more oddly connected. D. For example, we now know that our brains contain information passed down from early humans.

GC1, A1, ToM.W.7-8.1; GC2, A2, ToM.W.7-8.2; GC2, A2, ToM.W.7-8.2

Short Constructed Response

In the article, the author tells about dreams. Write a short paragraph that explains the central idea of the article. Use at least two details from the article to support your response.

Checklist:

 Include an introduction and conclusion.  Include details, examples or reasons.  Use complete sentences.  Use correct grammar, punctuation and spelling.

______

GC1, A1, ToM.W.7-8.1; GC2, A2, ToM.W.7-8.2; GC2, A2, ToM.W.7-8.2

Extended Constructed Response

Directions: Read along silently as your teacher reads the passage aloud to you. Then you will be asked to write about the passage.

Now read the directions below: In the article on dreams, the author talks about two different modes of sleep, REM and SWS. Explain the difference between each mode of sleep and what scientist learned about them. Then, explain what scientists hope to learn about dreams in the future. Use information from the article to explain your answer.

You will write your final paragraphs on the next page.

Planning Page

Extended Constructed Response

Use the lines below for your writing. Remember to use information from the passage to support your ideas.

Checklist:  Include an introduction and conclusion.  Include details, examples or reasons.  Use complete sentences.  Use correct grammar, punctuation and spelling.

______

GC1, A1, ToM.S.7-8.1; GC1, A2, ToM.S.7-8.2; GC1, A3, ToM.S.7-8.3

SPEAKING Practice for Theme 4

Photo from Getty Images

Introduction: A boy and his dog are sleeping and they're both dreaming. Dreaming may have important effects on memory and learning.

Entering Question: What do you see in the picture?

Emerging Question: What is happening in the picture?

Transitioning Question: What might this person be dreaming about?

Expanding Question: What do you think causes you to have bad dreams?

Commanding Question: What dreams do you have for the future?

The Reader, Adapted from ReadWorks

It was a stormy Thursday evening, much like any other, when Jorge hung the “Do Not Disturb” sign outside his bedroom door. The sign was part of an agreement he had with his parents. Jorge’s parents were big believers in personal privacy and would do their best not to bother him when that sign was on his door. In return, Jorge never put the sign on the door unless all of his chores were completed and he had finished his homework.

Closing the door behind him, Jorge turned back into his bedroom. The navy blue walls glowed in the lamplight as his feet padded across soft carpet to the tall steel bookshelves that lined the side of the room. Jorge ran his finger across the spines of the books neatly lined up like soldiers at attention. What did he want to read this evening? Jorge loved this moment of anticipation, when he hadn’t yet decided what he wanted to read and the evening held unforeseen adventures. It was almost better than the actual moment when he sank into his armchair and disappeared into the foreign, exciting world of a new book.

Some people read books to glean information. Others read books to improve themselves. Finally, there are those people who read books to escape. Jorge was part of this third group of readers. Jorge’s favorite books were about spies. Reading about counter-terrorism units and political assassins made his heart race, in a good way. But on this particular Thursday, Jorge wasn’t in the mood for spy novels. He let his hand drift past them and skipped over the science fiction. None of his usual favorites appealed to him today.

Jorge was about to turn away from the bookshelf in surrender when he glimpsed a battered leather book on one of the bottom shelves. The book was so old that the gilded title on the spine had worn off. Jorge gently pulled the book out and opened it. He slowly flipped through the delicate, gilded – gold-plated yellowed pages to the title page. “The Armchair Traveler,” by Herman Castillo, Jorge read. He didn’t recognize the title or the author. “Well,” Jorge thought to himself, “this is definitely better than going downstairs to help wash the dishes.” He went to his armchair and settled into a comfortable position against the smooth, caramel leather. He pulled the lamp closer to light the pages. Then, comfortably situated and ready to begin, Jorge opened the book.

The first page after the title only had a single word on it: “Beware.” The writing was bold and black, a warning. Goosebumps rose on Jorge’s arms, but he turned the page, eager to read on. Two sentences, in italics, sat in the middle of the second page: “Those who travel from the safety of an armchair like to think they are safe. They are wrong.”

Jorge smiled in satisfaction. He wasn’t quite sure what those sentences meant, but

they sounded promisingly threatening. “Now this is more like it,” he thought. “This is the kind of beginning a mysterious thriller should have.”

Jorge flipped the page again to the beginning of Chapter 1. Outside rain poured and thunder boomed but inside the house it was warm and dry. Suddenly, there was a knock at the window—Jorge jumped as he heard a loud noise outside. He looked up at the window, but it was just the wind knocking a tree branch against the windowpane. Jorge turned his attention back to the page.

Suddenly, there was a knock at the window. George knew better than to open the window on a dark and stormy night, however. Strange things had been happening in town recently. People had been disappearing, some of them from the safety of their own homes. No one ever saw anyone leave, but every morning more and more houses were empty. It was enough to make a man refuse to answer a knock on the window on a stormy night.

BANG! Jorge jumped as the tree branch hit his window again. He began to wish he had chosen another book to read, but somehow he just couldn’t bring himself to put this one down. He continued down the page.

The knocking stopped and George hoped that whoever it had been would move along to the next house. He turned back to the bookshelves that lined his room neatly with his favorite novels. He selected one and was about to begin reading when he heard a long, groaning creak. It seemed to come from behind the bookshelves, but that was impossible. The wall behind the bookshelves was solid stone. Still George reached out and pushed, tentatively, on the bookshelf. It swung open to reveal a secret passage. George knew the passage hadn’t been there that morning.

Jorge sighed happily. He loved stories that began with secret passages, and this one looked like it would be good. Before he could continue reading, however, he heard a noise. Not just any noise, but a long, groaning creak. Jorge lifted his eyes to the bookshelves on the other side of the room. He could have sworn that the sound came from the bookshelf. He got up, slowly, and approached. This was crazy. He knew there was nothing behind the bookshelf. He had bought the shelf with his father and put it against the solid plaster wall of his bedroom. But still, Jorge reached out to push the bookshelf. He watched as, slowly but surely, the bookshelf swung open. Behind it was a long, dark passage.

A blast of cold air rushed up from the passage and hit Jorge in the face. He looked down at the book in his hand. He could see a gleam of light somewhere farther down the tunnel. Jorge took a deep breath and stepped hesitatingly into the passage. The bookshelf suddenly slammed shut behind him, cutting him off from his bedroom. He rushed to push it open, but the bookshelf wouldn’t budge.

GC1, A1, ToM.R.7-8.1; GC1, A2, ToM.R.7-8.2; GC1, A3, ToM.R.7-8.3; GC2, A4, ToM.R.7-8.4; GC2, A5, ToM.R.7-8.5

Directions: Answer the questions using evidence from the text. 1. Why does Jorge read books?

A. to feel like he has friends B. to escape C. to glean information D. to improve himself

2. What is the setting of this story?

A. Jorge's backyard on a chilly Thursday morning B. Jorge's bathroom on a humid Thursday night C. Jorge's front porch on a warm Thursday afternoon D. Jorge's bedroom on a stormy Thursday evening

3. What is a theme of this story?

A. If kids are given too much freedom, they will get into trouble. B. Reading can be an escape from a boring life. C. You cannot always count on your friends to help you out. D. You can always count on your family to help you out.

4. Read this sentence from the text.

He selected one and was about to begin reading when he heard a long, groaning creak. It seemed to come from behind the bookshelves, but that was impossible. The wall behind the bookshelves was solid stone.

What does it refer to in the sentence?

A. creak B. bookshelves C. stone D. book

GC1, A1, ToM.W.7-8.1; GC2, A2, ToM.W.7-8.2; GC2, A3, ToM.W.7-8.3

Short Constructed Response

Authors use many literary devices to help engage their readers. In this story, the author uses foreshadowing. Foreshadowing occurs when a character is warned about a future event and the reader is able to predict what will happen next. Reread the story and identify events that occurred that are examples of foreshadowing. Write them on the lines below. ______

GC1, A1, ToM.W.7-8.1; GC2, A2, ToM.W.7-8.2; GC2, A3, ToM.W.7-8.3

Extended Constructed Response

Directions: Read along silently as your teacher reads the passage aloud to you. Then you will be asked to write about the passage.

Now read the directions below: The fictional story, “The Reader,” ends with Jorge walking into a “mysterious tunnel” and the bookshelf closing behind him. With nowhere else to go, what does Jorge do? Continue the story by writing an ending. Use details from the story to help you write.

You will write your final paragraphs on the next page.

Planning Page

Extended Constructed Response

Use the lines below for your writing. Remember to use information from the passage to support your ideas.

Checklist

 Plan your time.  Include an introduction, body and conclusion.  Include details, examples or reasons.  Use complete sentences.  Use correct grammar, punctuation and spelling. ______

______

GC1, A1, ToM.S.7-8.1; GC1, A2, ToM.S.7-8.2; GC1, A3, ToM.S.7-8.3

SPEAKING Practice for Theme 5

Introduction: Many people enjoy reading from a young age. Some people read books to gather information. Others read books to improve themselves. Finally, there are those people who read books to escape.

Entering Question: What do you see in the picture?

Emerging Question: What is happening in the picture?

Transitioning Question: What is the boy doing and why?

Expanding Question: What question would you ask the boy?

Commanding Question: What do you enjoy reading and why?

SPEAKING Practice for Theme 5

Introduction: There is a lot of information that can be found in books. Many students go to the library to research and gather new information.

Entering Question: What do you see in the picture?

Emerging Question: What is happening in the picture?

Transitioning Question: Where are the people and what are they doing?

Expanding Question: What are some things that people do in a library?

Commanding Question: What question would you ask a librarian?