1. Grade and language level Backpack is designed to be used by you in two ways, by grade level or by language level: We are assuming a bit, that you will often move faster at grades 3 and 4 than the program’s design. This assumption is based on the fact that many of your students receive extensive content instruction in English, and that the high test scores of DoDEA students are due to pretty excellent effort on your part If you decide to group by language level at Grades 1-4; a placement tests and placement guidelines are available in the front matter of each Teacher’s edition
2. Components list pp. iv-v We will use some of these when we go over a lesson, but here is an overview of all the program’s pieces. a. The Workbook gives students focused reinforcement of newly-introduced material, systematic recycling of previously covered material, and expansion of themes, grammar and vocabulary. There are exercises and activities for all four-language skills (listening, speaking, reading, and writing.) The song and chant in the student book is used for activities in the workbook. b. The audio program contains songs, conversation models, materials for the Listening section of the workbook, chants, and pronunciation activities—all organized in the same unit structure as the student book, c. There are two types of posters—nine theme posters that correspond to the unit structure and can be used for preteaching, presentation, review, or assessment. And three grammar posters that cover the grammar presented in Units 1-3, 4-6, and 7-9. d. Backpack has three sets of picture cards one each for levels 1-2, 3-4, and 5-6. These cards are designed to foster vocabulary development and communication. They can be used both for presentation and review of vocabulary. Or even as prompts for writing or telling stories. A Teacher’s Activity Guide provides information to make these a part of your curriculum. e. A video for each unit expands on themes, structure and vocabulary developed in the unit. Your students are exposed to natural language in real contexts. f. Two Teacher’s Bonus Packets accompanies the whole series—one for levels 1-3, the other for levels 4-6. They contain extra material in BLM format like vocabulary cards, masks games and writing practice sheets. These are great supplements for substitutes and when you need to give individual attention to some of your students and keep the other students busy on curricular related material. g. A CD-ROM for each level is a great way to provide fun activities—Charlie will be showing you how these work after we finish with the print material. h. Charlie will go over the test generator with you
There are 9 units in each book. You can see the themes or topics of each unit. Like Pockets, I will go over some of the sections of the Teacher’s Edition so you get familiar with the program, and all the program components.
3. Philosophy p. vi This program was constructed with the belief that human learning is the process of constructing meaning through interaction in social contexts. And language is the means to accomplish that. We ask that you provide your students with the opportunity to make meaning, in English, about their experiences. Using the structures of this program will provide the means for doing exactly that. 4. Series Features pp. vii-x Please take the time to go over these pages. This is a more detailed description of the program philosophy in action—why thematic units, how vocabulary is developed, how grammar is treated, and critical thinking integrated into the program. We don’t have time today to go into details, but these pages will provide you with a finer understanding of the instructional purpose of Backpack. 5. Teaching tips pp. xi-xvii/ Student book unit organization pp. xii-xiii The important part here is the Student Book organization—like Pockets, there is a five-step process of Warm-up, Presentation, Practice, Application and Assessment. We will go over these in more detail shortly.
7 Time Guidelines p.116 Like Pockets, each unit is designed for 3 to 5 weeks, but at grades 3 and 4 we believe you might go a bit faster—these guidelines are a great way to check your pacing as you begin using the series.
Teacher Edition—Lessons and Resources 1. Unit Overview pp. T3A-T3D a. T3A Graphic overview of three to five weeks of learning objectives and vocabulary to be mastered b. T3B Family Connections provide a great way for you to inform parents what you are trying to accomplish. c. T3C Audio Scripts for the student book and workbook d. T3D Workbook answers—like Pockets, the Teacher’s Edition is a one-stop tool for you to use in implementing the program.
2. Interleaves pp. T26, T27, T28, T30, T35, T36-T37 Each interleaved page tells you the objectives, vocabulary, and materials and what part of 5 step lesson
Lesson Walkthrough— Lets look at a few of the activities in a bit more detail. What to do to begin the unit: pp. 26, T26, T27, 27 1. Before using the book gather up our materials, and Creating Interest on. p.T26 -3 activities, using the poster for the third activity.
a. T26 A Warm-up begins each a unit. The Teacher’s Edition always suggests several activities like a using a word map, reading posters, and other activities to create student interest in the theme of the unit—and the unit always begins with a song.
2. Warm-up- T26 and T27 a. World map activity—students still haven’t opened book b. Song—audio CD and book c. Workbook activity after students have finished warm-up
b. T 27, T28 Material is presented actively. Typically, these pages will introduce key language and structures with pictures, dialogues and short readings. Often students are asked to figure out meaning from the context. The sticker activity is pair work that assists students in accomplishing that—we will do that in a couple of minutes.
3. Presentation (use CD and stickers) T27 Listen, Point and Say (CD and stickers) Listen, Stick and Say 4. Enrichment and Workbook (use CD)
c. T29 There is a lot of practice for language and language structures in a variety of formats. Kids are asked throughout this unit to compare and contrast urban and rural life. Activities are designed to be used both individually and in groups. Lots of practice in getting your students to personalize language—makes a lot more sense to them that way as well as reflect the philosophy of the program.
d. T33-T34. A tear away reading like Pockets precedes this activity-- applying language takes place in a variety of formats using a variety of skills. T35 After students have interacted with language and practiced it in a variety of formats, they are asked to apply what they have learned—and Backpack makes this fun.
e. T36-37 Students are asked to show what they have learned in a variety of informal and semi-formal contexts. Remember the Unit tests—more formal assessment is available there
Remember the Unit Tests at the beginning of the Teacher’s Edition.
&lt;number&gt; Unit 1 wksheet Unit 2 wksheet