Each unit begins with a thought-provoking PHOTO to capture students’ attention and arouse curiosity. It is accompanied by a FREEWRITE activity that gives them an opportunity to write freely about a topic pertinent to the unit and photo. The unit opener also presents the measurable OBJECTIVES of the unit. This unit introduces students to the basic structure of sentences, including subjects and verbs as well as correct capitalization and punctuation. Students will become familiar with the spelling of words with the sound of a in cat. With guidance, students complete sentences about themselves and write about their families, describing the family size and their place among siblings. What Is a Sentence? (page 4) Activity 1 | Identifying capital letters and final punctuation (page 5) Activity 2 | Writing sentences (page 6) Activity 3 | Finding subjects and verbs (page 7) Activity 4 | Writing sentences about yourself (page 7) Activity 5 | Scrambled sentences (page 8) Activity 6 | Which words do you know? (page 9) Activity 7 | Matching (page 10) Activity 8 | Spelling words with the sound of a in cat (page 10) Activity 9 | Scrambled letters (page 11) Activity 10 | Spelling practice (page 11) Activity 11 | Which spelling is correct? (page 11)

Students will be able to understand the objectives for unit 1.

Students will be able to use new words in sentences.

Students will be able to identify capital letters.

Students will be able to find subject and verbs in a sentence.

Activity 12 | Scrambled sentences (page 12) Activity 13 | Finding and correcting mistakes (page 12) Ask: What three things make a sentence? (a complete idea, a subject, and a verb) What is important at the beginning of a sentence? (a capital letter) What is important at the end of a sentence? (punctuation) Tell students that the corrections may involve subjects, verbs, capitalization, punctuation, as well as correct spelling. Activity 14 | Writing sentences with vocabulary in context (page 13)

Students will be able to write sentences using new words.

Students will be able to use correct word order.

Students will be able to identify the parts of a sentence.

Students will be able to Students will be able to use correct punctuation and capitalization in a sentence.

Activity 15 | Completing a paragraph (page 14) Activity 16 | Guided writing (page 15) Activity 17 | Writing sentences (page 15) HOMEWORK: UNIT 1 EXAM

Students will be able to write a short paragraph about their family.

Students will be able to use proper formating when witing a paragraph.

UNIT OVERVIEW This unit introduces students to the verb be in affirmative and negative sentences, as well as different sentence patterns with be. Students will become familiar with the spelling of words with the sound of e in bed. With guidance, students write about their classmates or friends, explaining where they are from. OBJECTIVES • Write sentences with the verb be • Spell common words with the sound of e in bed • Write about your classmates or friends Activity 1 | Identifying subjects and forms of the verb be (page 18) Activity 2 | Writing sentences with be (page 19) Activity 3 | Writing negative and affirmative sentences (page 20) Activity 4 | Scrambled sentences (page 21)

Words with the Sound of e in Bed (page 22) Activity 5 | Which words do you know? (page 22) Activity 6 | Matching (page 23) Activity 7 | Spelling words with the sound e in bed (page 24) Activity 8 | Scrambled letters (page 24) Activity 9 | Spelling practice (page 24) Activity 10 | Which spelling is correct? (page 24) Activity 11 | Cumulative spelling review, Units 1-2 (page 25) This review covers both the sounds and spellings of a in cat from Unit 1, and e in bed from Unit 2.

Activity 12 | Scrambled sentences. (page 26) Activity 13 | Finding and correcting mistakes (page 27) Activity 14 | Writing sentences with vocabulary in context (page 28) Activity 15 | Completing a paragraph (page 29) Activity 16 | Guided writing (page 29) Activity 17 | Writing sentences (page 29) HOMEWORK: UNIT 2 EXAM

UNIT OVERVIEW This unit introduces students to the simple present. A look at spelling rules includes irregular verbs such as do, have, and go, as well as other spelling patterns that require changes in the third person. Students will become familiar with the spelling of words with the sound of i in fish. With guidance, students write about the daily routine of someone they know. OBJECTIVES • Write sentences with the simple present • Spell common words with the sound of i in fish • Write about a daily routine Activity 1 | Finding verbs in sentences (page 33) Activity 2 | Using verbs in sentences (page 34) Activity 3 | Spelling verbs that end in ss, sh, ch, z, and x (page 36) Activity 4 | Spelling verbs that end in y (page 36) Irregular Verbs in the Simple Present (page 37) Activity 5 | Writing verbs in sentences (page 37) Activity 6 | Writing sentences (page 38) The Simple Present Negative (page 39) Activity 7 | Writing negative sentences (page 39)

Words with the Sound of i in Fish (page 40) Activity 8 | Which words do you know? Activity 9 | Matching (page 41) Activity 10 | Spelling words with the sound of i in fish (page 41) Activity 11 | Scrambled letters (page 42) Activity 12 | Spelling practice (page 42) Activity 13 | Which spelling is correct? (page 42) Activity 14 | Cumulative spelling review Units 1–3 (page 43)

Activity 15 | Scrambled sentences (page 44) Ask: What part of a sentence usually comes first? (the subject) What usually comes after the subject? (a verb) Encourage students to look for these parts first. Activity 16 | Finding and correcting mistakes (page 45) Tell students to look for mistakes with spelling, punctuation, and capitalization, as well as with verbs. Activity 17 | Writing sentence with vocabulary in context (page 46)

Activity 18 | Completing a paragraph (page 47) Activity 19 | Guided writing (page 47) Activity 20 | Writing sentences (page 47) HOMEWORK: UNIT EXAM 3

Yes. The teacher may have you complete some activities before the next class. You will also take the Unit Exams at home.

10 hours