Writing and advisory team:Leonie Bennett

Julia Sander Ericka Forbes-Blair

Gillian Myers

Student’s Book 4

National StandardsCurriculum

for the

SecondEdition

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Macmillan Education4 Crinan StreetLondon N1 9XWA division of Springer Nature Limited

Companies and representatives throughout the world

ISBN 978-1-380-01997-4

Text © Leonie Bennett 2018 Design and illustration © Springer Nature Limited 2018

The author has asserted her rights to be identified as the author of this work in accordance with the Copyright, Designs and Patents Act 1988.

First published 2015 This edition published 2018

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers.

Designed by Macmillan Education and Blue Dog Design StudioIllustrated by Monica Auriemma c/o Sylvie Poggio; Blue Dog Design; Jim Eldridge; Pamela Goodchild c/o B.L. Kearley; Robin Lawrie c/o Beehive; Macmillan Education; TechType and Tek-ArtCover design by Antoine Cutayar and Macmillan EducationCover illustration by Aleksandar Sotirovski c/o Beehive Illustration LtdTypeset by Blue Dog Design StudioPicture research by Catherine Dunn

The author and publishers would like to thank Ericka Forbes-Blair and Gillian Myers for their help and advice throughout the development and writing of this series.

The author and publishers would like to thank the following for permission to reproduce their photographs: Urbanimages.tv/ Adrian Boot p33; Alamy/Uliana Bazar p18, Alamy/Hemis p96, Alamy/Invictus SARL p101, Alamy/M. Timothy O'Keefe p100, Alamy/Ken Welsh p40, Alamy/Universal Images Group/DeAgostini p95; Ecoscene/Reinhard Dirscherl p90; Getty Images p14, Getty/Franz-Marc Frei p97, Getty/V.Giannella p102, Getty/mikolajn p12, Getty/Mike Prior pp4, 15, Getty Images/Radius Images p74; The Gleaner Company Limited, 2012 p88; Macmillan New Zealand p164; Springer Nature Ltd pp82, 94; Photoshot/Martin Ciesielski p99, Photoshot/Martin Harvey p137; Science Photo Library/Science Picture Co p69; Superstock/Science Photo Library p162

The author and publisher would like to thank the following for permission to reproduce the following copyright material. The poem 'Lament for Sam Sharpe' by Alma Norman, copyright © Alma Norman 1987. Reprinted by permission of the author; The traditional folk song 'Linstead Market', as found on www.mamalisa.com; Extract from 'Night (Taino Tale)', by Alistair Campbell, copyright © Alistair Campbell 2005. First published in Favourite Jamaican Stories (Spanish Town: Sunzone Books: 2005). Reprinted by permission of the author; 'Jamaica Land of Beauty', words by A.L. Hendriks, copyright © A.L. Hendriks 1962. Reprinted by permission of Diana Hendriks; 'The River' by Valerie Bloom, copyright © Valerie Bloom 2000, from 'Let Me Touch the Sky'. Reprinted by permission of Valerie Bloom; 'The Fringe of the Sea' by A.L. Hendriks, copyright © A.L. Hendriks 1974. Reprinted by permission of Diana Hendriks.

These materials may contain links for third party websites. We have no control over, and are not responsible for, the contents of such third party websites. Please use care when accessing them.

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PageHow to Use this Book 4Scope and Sequence 6 Term 1Culture and Heritage: Our Cultural IdentityUnit 1 The Food We Eat realistic story 8Unit 2 Letter to a Friend letter 15Unit 3 Anansi and the Yams traditional story 22Unit 4 Lament for Sam Sharpe poem 29Assessment 1 Night traditional story 35

The Senses: Skin, Nose and TongueUnit 5 Late for School poem 41Unit 6 Smoke realistic story 47Unit 7 All about Ears non-fiction 54Unit 8 Rhumba Box Boy realistic story 61Assessment 2 Sense Organs various 68

Term 2 The Physical Environment: Our Jamaican Landscape Unit 9 Somerset Falls brochure 74Unit 10 Land of Beauty poem, map, email 81Unit 11 Friends of the Environment article 88Unit 12 Trip to Black River report 95Assessment 3 Visit the Blue Mountains various 102

Exploring Science and the Environment: WaterUnit 13 Rushing River realistic story 108Unit 14 Facts about Water non-fiction, charts 115Unit 15 River Mumma traditional tale 122Unit 16 The River poem, map 128Assessment 4 Summer Club various 135

Term 3The Physical Environment: The WeatherUnit 17 Working with the Weather dialogue 141Unit 18 Sun, Wind and Rain instructions, explanation, poems 148Unit 19 Drought realistic story 155Unit 20 All About Hurricanes non-fiction 161Assessment 5 A Lucky Escape story 168

Practice Test 174Strategies and Graphic Organisers 183The Writing Process 189Glossary of Grammar Terms 190Skills Index 191

Contents

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4

Modelled on the Jamaican National Standards Curriculum (NSC), Language Tree Jamaica Second Edition Level 4 follows an integrated, themed approach that ensures balanced and progressive teaching of all the language arts strands, in every unit. Key 21st century skills (critical thinking, creativity, communication and collaboration) are placed at the heart of the course, preparing students for real life as well as equipping them with tools that can be applied across the STEM subjects.

For the most comprehensive learning experience, this Student’s Book can be used in conjunction with the grade 4 Workbook.

Teaching units Student’s Book 4 is divided into five themes across three terms, which correspond directly to the NSC units for grade 4. There are 20 teaching units, each comprising the following sections:

Get readyEach unit opens with an opportunity to engage students: Lead a class discussion to introduce the reading passage and draw on the students’ experience. Draw attention to the type of text (fiction, non-fiction, etc.) and text features (headings, diagrams, etc.). Introduce key vocabulary.

ReadingWith a strong emphasis on literature throughout, reading passages cover a variety of text types. Students can read independently or take turns to read a section. Encourage students to work out the meaning of unfamiliar vocabulary from the context. Comprehension exercises are modelled on Webb’s Depth of Knowledge, with questions progressing from recalling simple detail (‘right there’) through application and analysis (‘think and search’), to further extended thinking and research (‘on your own’). Questions can be tackled orally or in writing, depending on the needs of students. It may be appropriate to talk through the questions before asking students to write answers to some of them.

How to Use this Book

Speaking and listening This symbol indicates that students work with a partner or in a group, helping to improve communication and collaboration skills. Activities include discussion, planning and roleplay. Move around the class, checking on progress, or work alongside students who find oral work challenging.

This icon indicates a tip or suggestion for the student.

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On-the-page teacher’s notesThere are suggestions for introducing and extending the activities at the bottom of each page. This symbol precedes suggestions and instructions for differentiated instruction. To help with planning, syllabus objectives are highlighted in bold type.

This symbol indicates that a skill is practised further in the Workbook.

AssessmentsSkills are revisited in five ‘Assessment’ units, which help students to evaluate their learning. Use the activities to assess in which areas students need further support.

Graphic organisersStudents are often referred to the appendix of graphic organisers (pages 183–188). These organisers offer vital support for planning and writing texts with differing structures plus flexible tools to support comprehension.Encourage students to regularly reflect on and apply critical thinking to their learning in their Learning Journals, using graphic organisers 1 and 2.

Scope and sequence chart and skills indexThese sections will support your short- and long-term planning, enabling you to make sure that you are covering the syllabus.

5

Language workTeaching points allow students to explore new concepts and skills, which are then followed by a variety of practice exercises. Work through the examples together before asking students to work on an exercise. Some students can write their answers independently or in pairs. You may need to work orally with other students, writing the answers collaboratively.

Word workExamples of word-level work, such as vocabulary, prefixes or homophones will be found in the reading passage.

WritingSee page 190 for an overview of the writing process that underpins all the writing activities in this Student’s Book. The first stage – getting ideas – is very important. It provides the material for students to work with and sparks creativity. If students miss out this stage they are likely to say, “I don’t know what to write.” You may begin work as a class – brainstorming ideas and useful vocabulary on the board.Some students will be able to complete the writing task on their own or in mixed ability pairs. You may need to support other students by working alongside them, writing a group composition for which you act as a scribe. Sometimes there are two writing activities at the end of a unit. Choose the one most suited to the needs of your class. One may be done as a collaborative writing task involving the whole class.

This feature supports the integration of technology into students’ learning, ensuring ICT attainment targets are met.

WB4 p127

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6

Unit Speaking and listening

Reading and comprehension

Language Word work Study skills / IT Writing

Culture and Heritage: Our Cultural Identity

1 page 8

Change Jamaican Creole to SJE

Prediction Text-to-self connections Context clues

Nouns: common, proper

Plurals: regular and irregular

Read a bar graph Learning Journal

Write about Jamaican food at Christmas

2 page 15

Prepare a presentation about a celebration

Text features of a letter Question-Answer-Relationships (QAR)

Verbs: simple present, simple past tense, irregular verbs Sentence structure

Full stop, question mark and exclamation mark

IT: research Jamaican culture online

1 Construct paragraphs 2 Write a friendly letter as if

you are a Jamaican tourist

3 page 22

Story structure: setting, character, problem, resolution

Story mapping Make inferences Monitor reading

Adjectives Similes

Synonyms and antonyms

Story mapping IT: draft and revise on screen

1 Write your own version of a traditional tale

2 Make a poster for a cultural day

4 page 29

Preparing and performing a group recitation Change JC to SJE

Text features of poetry SummarisingSkimming

Pronouns: subject and object

Prefixes Write a summary of the poem from a different point of view

Assessment 1 page 35

Literal and inferential comprehension

Nouns, adjectives, pronouns, Verbs: simple present and simple past

Plurals Synonyms

Write a letter, requesting information about a place of interest in Jamaica

The Senses: Skin, Nose and Tongue

5 page 41

Discuss senses Use graphic organiser

Scanning Appreciation of poetry: appeal to the senses Layout and text features

Commas in lists and letters Comparative and superlative adjectives

Homophones False homophones

IT: draft and revise on screen

Write a senses poem Focus on text editing

6 page 47

Conduct an interview

Skimming Characters and setting Prediction Main idea Vocabulary

Conjunctions Irregular comparative and superlative adjectives

Onomatopoeia Spelling tips

Use a story map as a planning tool

1 Write a description2 Write a storyPeer editing

7 page 54

Compare and contrast fiction and non-fiction

Identify non-fiction text features

Present and past tense of verb ‘to be’ Subject–verb agreement Indefinite pronouns

Alphabetical order 2nd and 3rd letter

Use a Venn diagram Using a dictionary

Write a formal letter (problem and solution) Use RAFT strategy

8 page 61

Discuss story elements, complete story map

Make inferences Make predictions

Present and past continuous Vivid verbs

Homographs Parts of speech

IT: lay out text; use tabsRead a map of a local area

Compare and contrast Write a journal entry

Assessment 2 page 68

Respond to different types of texts Text features

Verbs: simple and continuous tenses Subject–verb agreement Conjunctions, commas, comparative and superlative adjectives

Prefixes Homophones

Use a graphic organiser

Write a report using sense impressions

The Physical Environment: Our Jamaican Landscape

9 page 74

Describe the Jamaican landscape

Advertising brochure Persuasive writing Fact and opinion

Imperatives Adverbs Types of sentences

Abbreviations Create a graphic organiser on screen

Write an advertising flyer

10 page 81

Choral presentation Identify text features: poem, map, email Make inferences

Apostrophe for contractions and possession ‘It’s / its’ Prepositions

Syllables Spelling tips

IT: create graphic organiser on screen and print copies

Summarise information using a graphic organiser

Scope and Sequence

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7

Unit Speaking and listening

Reading and comprehension

Language Word work Study skills / IT Writing

11 page 88

Make a group presentation

Headings Key words

Main ideas and paragraphs

Suffixes Root words

Encyclopaedia Online research Key wordsIT: shared electronic folders

Compare and contrast two places Use a Venn diagram

12 page 95

Discuss rules Express own opinion Commas in sentences Helper verbs – i.e. has / have / hadis / are / am / was / were Do / Does questions Parts of speech

Table and chartIT: make a pie chart Research online

Write a composition (cause and effect)

Assessment 3 page 102

Vocabulary Fact and opinion

Adverbs Imperatives Prepositions Apostrophes

Syllabication Suffixes

Table Write a story, using a story map

Exploring Science and the Environment: Water

13 page 108

Dramatise story Roleplay using SJE and Creole

Story structure Infer lessons from the story

Direct speech Punctuating speech

Words often confused: good / well bad / badly

Sequencing 1 Design a water safety poster

2 Write a story set near water

14 page 115

Describe a sequential process Use signal words

Understand charts and diagrams KWL chartText features

Key words Making notes

Word building IT: key words in researchIndex

1 Write a composition (cause and effect)

2 Write a formal letter of invitation

15 page 122

Discuss character traitsRoleplay

Deduce character traits Give opinion about characters

Future tense Review verb tenses Possessive pronouns Possessive adjectives Creole and SJE

Use a story mapResearch online

1 Write a new ending for the story

2 Write a description using the senses

Text structure: description

16 page 128

Choral rendition of poem

Different types of texts Poetic theme and mood Map symbols

Metaphor Personification Extending sentences

Change verbs to nouns

Contents listIT: type, copy, paste, revise

Write a group poem

Assessment 4page 135

Obtain information from a variety of sources

Possessive pronouns Possessive adjectives Direct speech Parts of speech Punctuation review

Vocabulary Make notes Write an imaginative account about a process (sequencing)

The Physical Environment: The Weather

17page 141

Discuss information presented graphically Give a weather forecast

Vocabulary – types of weather Obtain information from diagrams and symbols

Collective nouns Noun gender Reflexive pronouns

Silent letters Spelling

RAFT strategy Write a persuasive letter

18 page 148

Create instructions Text features of different types of text Express opinions Fact and opinion

Review of punctuation Changing verbs to nouns

ResearchIT: formatting

Write instructions Write a journal entry

19 page 155

Act out a scene in JC and SJE

Summarise a story Literal and inferential comprehension

Direct and reported speech

Compound words

Peer editing Write a report (problem and solution)

20 page 161

Different points of view

Identifying parts of a website Scan text

Modal verbs Parts of speech Revision of tenses

Spelling: rules and tips

Research online Write a story using story elements

Assessment 5page 168

Character traits Predicting Summarising

Direct speech Reported speech Subject–verb agreement.

Word building Silent lettersSpelling rules and tips

Story mapping Review a story or a poem

Scope and Sequence

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