Page 91 - ELD_NT_MiddleSchool_Sampler

aCTIVITy 1.2
continued
Vocabulary Practice
Use the definitions in the Vocabulary Preview or a dictionary to support your work.
Practice 1. Circle the word or phrase whose meaning is opposite to the meaning of the vocabulary word.
Practice 2. Complete each sentence, paying attention to the bold vocabulary word. 1. Unexpected events can happen; for instance,
two tigers recently escaped from our city zoo.
2. I enjoy films and TV shows that feature detectives solving crimes.
3. When people from different cultures meet, they might have different ways of preparing foods and eating.
4. If you do not perform the steps in sequence, then the experiment will not work.
Practice 3. Use each vocabulary word to complete an analogy. livelihood operator repetitive
1. Singer is to microphone as operator is to telephone. 2. Employment is to livelihood as exercise is to fitness. 3. Random is to disorder as repetitive is to pattern.
Vocabulary Word
Words or Phrases to choose From
keen
stupid careful interesting
significant
important major worthless
typical
average uncommon modern
arbitrary
comical unacceptable reasonable
repetitive
once secure frequent
144 SpringBoard® English Language Development grade 8
TCB_SE_G8_U4_P1.indd 144
4/21/15 6:46 PM
aCTiviTy 1.2 continued
Language Resources using the rubric that follows.
assess
Use the following rubric and sample student responses to formatively assess students’ ability to understand the Interacting in Meaningful Ways skill: Selecting Language Resources.
Emerging: With support, are students able to use knowledge of morphology to use the suffix -ly to make an adjective word an adverb and use the new word in an original sentence?
Student example: He was typically late for class.
Expanding: With little support, are students able to use their knowledge of morphology to appropriately use the suffix -ly to make two words an adverb and write two original sentences with little support?
Student example: Typically, Jaime brings his lunch. The photo has significantly more meaning to him.
Bridging: Are students able to use their knowledge of morphology to use the suffix -ly to make a word an adverb?
Student example: He arbitrarily picked a topic for the presentation. She played the instrument repetitively.
adapt
If students need additional help in changing a word to an adverb using -ly, write words, such as timid, kind, gentle, and fair, on note cards. Have students take turns drawing cards and adding -ly to each word. Have students explain how the word’s meaning changes.
Using Foundational Literacy Skills
Some students may encounter challenges with word order. In Spanish, verbs, and adjectives don’t come before the subject but follow it directly. In Korean, the verb comes at the end of the sentence. If you notice your students confusing word order, rewrite the sentences using conventional English.
typical, significant, repetitive, and arbitrary in the left column. Ask whether each word is a noun, verb, adjective, or adverb. Allow students to refer to the Vocabulary Preview chart if needed. Confirm that all the words are adjectives. Model changing one of the words from an adjective to an adverb aloud using a Think Aloud.
6 Group students by proficiency level. Have Bridging students complete the graphic organizer for the words repetitive and arbitrary. Have students use each of the adverbs in a sentence. Expanding students can change the words typical and significance and use both words in a new original sentence. Work with Emerging students to complete the organizer for the word typical and to write an original sentence.
7 When students are finished, have them share out their responses. Use this opportunity to formatively assess students’ ability to understand the How English Works skill: Selecting
Unit 4 • The Challenge of Comedy • Part 1: Made You Laugh 221
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.