LANGUAGE

POWER
NOW

Sample Lessons
Inside
Levels Early–D (Grades 1–6)
Inside you will find...

Language Power Now Overview . . . . . . . . . . . . . . . . . . . . . . . . . 4

Series Components. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Scope and Sequence Chart (Grades 1–6). . . . . . . . . . . . . . . . . . 8

Sample Lesson: Early Level (Grades 1–2)

Grasp Grammar Usage
Tell What Is Happening: Action Verbs. . . . . . . . . . . . . . . . . . . . 10

Sample Lessons: Level A (Grade 3)

Work with Vocabulary
Combine Two Words: Contractions . . . . . . . . . . . . . . . . . . . . . 12
Develop Research Skills
Decide Between Fact and Opinion: Evaluating Websites . . . . . 13

Sample Lesson: Level B (Grade 4)

Grasp Grammar and Usage
Describe It: Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Sample Lesson: Level C (Grade 5)

Know Capitalization and Punctuation
Show Possession: Apostrophes. . . . . . . . . . . . . . . . . . . . . . . . 16

Sample Section Opener

Develop Research Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Sample Lesson: Level D (Grade 6)

Develop Research Skills
Use Your Own Words: Paraphrasing. . . . . . . . . . . . . . . . . . . . . 18

1
 Turn Your Students into
Language Power Now is a series of practice exercises to develop
vocabulary, grammar, writing, and research skills. Empower
your students with the foundational skills they need to become
effective writers.

Key Features
• This series uses a systematic approach to building skills from one
level to the next

• All lessons are written using accessible language to support

students at a wide range of reading and writing levels

• Students are exposed to relevant cross-curricular vocabulary and

concepts to ground the skills in real-life contexts

L A N G UA G E
P O W ER n o B
E w
LANGUAGE
LAN GUA GE

LAN GUA GE

POWER
NOW
EARLY
POW ER NOW

POW ER NOW

LANGUAGE
H

POWER
NOW
A

In every level,
G you will …
Work with Vo
cabulary
Build Sentenc
Know Capitali es
zation and Pu
nctuation B
Grasp Gramma
r and Usage
Craft and Co
mpose
Develop Rese
F
arch Skills

ISBN-13: 978-0
-17-671363-8
ISBN-10: 0-17-6
71363-8

Language Pow To order Leve

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0-17-671348- 10 pack: 978-
4 0-17-671336-
25 pack: 978- 2
FN 0-17-671327-
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2
Effective Writers
Each level in Language Power Now includes:

• Mini-lessons to orient students with the skill, then follows with

exercises to confirm comprehension

• Writing opportunities for students to immediately apply the skills

learned, from short answers to several paragraphs, in a variety of
topics and forms

• Tasks that require students to use the skill in their own writing,
across all stages of the writing process, as well as review, revise,
and discuss with peers

• Effective research methods, such as developing inquiry questions,

searching for and evaluating sources, taking notes, paraphrasing,
and citing to avoid plagiarism, and protecting their privacy online

L A N G UA G E
P O W ER n o
D

w D A
LAN GUA GE

LAN GUA GE

LANGUAGE LANGUAGE
POWER POWER
EARLY
POW ER NOW

POW ER NOW

NOW NOW
H

G In every level,
you will …
Work with Vo
cabulary
Build Sentenc
Know Capitali es
zation and Pu
nctuation B
Grasp Gramma
r and Usage
Craft and Co
mpose
Develop Rese
F
arch Skills

ISBN-13: 978-0
-17-671366-9
ISBN-10: 0-17-6
71366-2

Language Pow To order Leve

er l A:
0-17-671348- 10 pack: 978-
4 0-17-671339-
25 pack: 978- 3
FN 0-17-671330-
backcover_le 0
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3
 Series Components

Student Workbook
LANGUAGE
POWER
NOW
Each section in the Student Workbook:
• Begins with an opener to introduce the section concepts
• Ends with a review of all skills covered in the section

Every lesson includes:

• A mini-lesson on the topic
• Simple, fun comprehension questions
• Short writing practice exercises
• Application tasks that require students to apply the skill in their own writing

Teacher’s Resource
LANGUAGE
POWER
NOW
The Teacher’s Resource provides assessment for and of learning tools.
Assessment tools include:
• Pre-tests
• Post-tests
• Student Skills Self-Assessment
• Checklists
• Answer Keys

TEACHER’S RESOURCE

Blackline Masters Binder

LANGUAGE
POWER
NOW
Every level in Language Power Now is also available in a
Blackline Masters format, which allows you to photocopy the
entire Student Workbook.

BLACKLINE MASTERS

4
 In every Student Workbook, skills are developed
LANGUAGE
on a continuum POWER
from level to level.n ow

EARLY

H
A

In every level, Students will …

G
Work with Vocabulary
Build Sentences B
Know Capitalization and Punctuation
Grasp Grammar and Usage
Craft and Compose
Develop Research Skills
F

E
D

5
Language Power
 Scope and Sequence Chart
The Student Workbooks in this series have been organized by letter, not grade, in order for students to use
based on their reading comprehension and writing competency.

The chart below outlines the levels that cover expected outcomes and cross-curricular content by grade.

Grades 1–2 3 4 5 6
Work with Vocabulary Early A B C D
Words that Rhyme ✔
Syllables ✔
Synonyms, Antonyms, Homophones ✔ ✔ ✔ ✔ ✔
Base Words ✔ ✔ ✔ ✔ ✔
Prefixes ✔ ✔ ✔ ✔
Suffixes ✔ ✔ ✔ ✔
Contractions ✔ ✔ ✔ ✔ ✔
Compound Words ✔ ✔ ✔ ✔ ✔
Connotation and Denotation ✔
Effective Nouns and Verbs ✔ ✔ ✔ ✔
Figurative Language ✔ ✔ ✔ ✔
Formal and Informal Language ✔
Build Sentences Early A B C D
Parts of Sentences ✔ ✔ ✔
Simple Sentences ✔ ✔ ✔ ✔ ✔
Imperative and Exclamatory Sentences ✔ ✔ ✔ ✔ ✔
Declarative and Interrogative Sentences ✔ ✔ ✔ ✔ ✔
Sentence Length ✔ ✔ ✔ ✔
Compound and Complex Sentences ✔ ✔ ✔ ✔ ✔
Run-on Sentences and Comma Splices ✔ ✔
Subjects and Predicates ✔ ✔
Independent and Subordinate Clauses ✔
Know Capitalization and Punctuation Early A B C D
Capitalization ✔ ✔ ✔ ✔ ✔
Abbreviations ✔ ✔ ✔ ✔
End Punctuation ✔ ✔ ✔ ✔
Commas ✔ ✔ ✔ ✔ ✔
Punctuation in Dialogue ✔ ✔ ✔ ✔
Apostrophes to Show Possession ✔ ✔ ✔ ✔
Dashes and Hyphens ✔ ✔ ✔
Semicolons ✔
Colons ✔
Parentheses ✔

6
 Grades 1–2 3 4 5 6
Grasp Grammar and Usage Early A B C D
Nouns ✔ ✔ ✔ ✔ ✔
Verbs ✔ ✔ ✔ ✔ ✔
Subject-Verb Agreement ✔ ✔ ✔ ✔
Active and Passive Voice
Pronouns ✔ ✔ ✔ ✔ ✔
Antecedents
Adjectives ✔ ✔ ✔ ✔ ✔
Adverbs ✔ ✔ ✔ ✔ ✔
Prepositions ✔ ✔ ✔
Participial Phrases ✔
Misplaced and Dangling Modifiers ✔
Conjunctions ✔ ✔ ✔ ✔ ✔
Interjections ✔
Craft and Compose Early A B C D
Identifying Paragraphs ✔
Identifying Main Ideas and Details ✔
Topics for Writing ✔ ✔ ✔ ✔ ✔
Purpose and Audience ✔ ✔ ✔ ✔ ✔
Organizing Ideas ✔ ✔ ✔ ✔ ✔
Strong Openings ✔ ✔ ✔ ✔
Writing Details ✔ ✔ ✔ ✔
Writing Dialogue ✔ ✔ ✔ ✔
Precise Language ✔ ✔ ✔ ✔
Strong Conclusions ✔ ✔ ✔ ✔
Effective Titles ✔ ✔ ✔ ✔ ✔
Revising and Editing ✔ ✔ ✔ ✔ ✔
Develop Research Skills Early A B C D
Parts of a Book ✔
Alphabetical Order ✔
Inquiry Questions ✔ ✔ ✔ ✔ ✔
Researching Words ✔ ✔ ✔ ✔ ✔
Library Research ✔ ✔ ✔ ✔ ✔
Online and Print Encyclopedias ✔ ✔ ✔
Key Word Searches ✔
Primary and Secondary Sources ✔ ✔ ✔
Fact and Opinion Words ✔ ✔ ✔
Evaluating Websites ✔ ✔
Personal Information Online ✔
Plagiarism ✔ ✔ ✔ ✔
Research Notes ✔ ✔ ✔ ✔
Paraphrasing ✔ ✔ ✔ ✔
7
 Sample Lesson – Early Level
(Grades 1–2)

Te ll W ha t Is H ap pe ni ng :
LESSON

1
A ct io n V er bs

A verb is a word that shows action. Verbs tell what a person, place,
The topic box
explains the or thing does.
concept in student- For example: Bees fly.
friendly language. I eat.
Jo reads.

A. Underline the action verb in the sentences below.

Then, write the word on the line.
To support early
1. Tia draws a shark. draws readers and writers,
correct answers are
2. I sing with the band. sing modelled.

3. My hamster runs on her wheel. runs

4. Joe reads my story. reads
5. The robin flies to the nest. flies
6. We jump over the puddles. jump
B. Choose the best action verb for the sentence.
Write it on the line.

Action verbs: walks play talk sits kicks

1. Ella and I talk about our favourite cartoon.

2. The student walks down the hall.

3. I play my favourite video game.

4. The goalie kicks the ball out of the net.

5. The kitten sits on my lap.

NEL Grasp Grammar and Usage

8
C. Look at the pictures. Write the verb they show in
the space beside them.
Visual support
helps early
readers and
writers make
connections.
1. sing

2. fly

3. kick

4. run

5. read

6. jump
D. Write a list of at least three more action verbs and
draw a picture to illustrate them.

Grasp Grammar and Usage NEL

9
 Sample Lessons – Level A
(Grade 3)

LESSON

2 Combine Two Words:

Contractions

When you talk, sometimes you put two words together and leave
out letters to make a new word. This new word is a contraction.
A contraction is a shorter version of two words combined.
You can also use contractions when you write. Using contractions
will make your writing sound more natural. When you write a
contraction, use an apostrophe (’) to show where you have left out
A mini-lesson
one or more letters.
introduces the
For example: Step 1: Combine do and not—donot. topic for students,
Step 2: Leave out one or more letters—donot. often including
Step 3: Write an apostrophe instead of those examples.
letters—don’t.

A. What letters have been left out of the contractions below?

Cross out those letters in the words after the equals sign.

-
1. hasn’t = has not 4. didn’t = did not -
2. you’re = you-are -
5. he’s = he is

3. it’s = it-is 6. she’s = she is-

B. Combine each pair of words below and write the The first exercises
contractions on the lines. Check that each contraction has are simple, fun
an apostrophe. activities that
allow students to
1. should not shouldn’t 4. would not wouldn’t demonstrate their
understanding of

2. I am I’m 5. we are we’re the topic.

3. they are they’re 6. can not can’t

C. Find a story you’ve written in the past. Did you use
contractions to make your writing sound natural?
Replace some words with contractions.

Work with Vocabulary NEL

10
 LESSON

3 Decide between Fact and

Opinion: Evaluating Websites

The Internet is loaded with information. Some websites share facts

about topics, some share opinions, and some share both. Knowing how
to tell the difference between facts and opinions is very important.
A fact is something that is known to be true or real.
o
For example: Water boils at 100 C.
An opinion is what someone thinks or believes about something.
For example: Water tastes best when it is cold.
When you do research, decide if you are looking for facts, opinions,
or both.

A. Read the statements below. For each one, underline Fact

or Opinion.

1. Humans need water to live. Fact Opinion

2. Tap water tastes bad. Fact Opinion

3. Ice needs heat to melt. Fact Opinion

B. Read each research question below. Write F if you need

facts to answer the question and O if you need opinions.

1. At what temperature does water turn to ice? ____

2. What is the cutest family pet? ____

3. How do plants grow? ____

Application exercises
4. What is the best song of the year? ____ encourage students
to use real-world
C. Find a website that you have visited recently. Does the texts, their peers, and
author share facts, opinions, or both? Write down your their own portfolios to
deepen their learning.
answer and explain how you know.

NEL Develop Research Skills 125

11
 Sample Lesson – Level B
(Grade 4)

LESSON

4 Describe It:
Adjectives

An adjective is a word that describes a noun. An adjective is usually

placed right before the noun it is describing.
For example: We heard a strange noise.
A noun can have more than one adjective. Usually, the adjectives are
separated by a comma.
For example: The deep, wide river.
Adjectives can be formed from proper names. They begin with a
capital letter.
For example: The Canadian flag has a maple leaf.
When you write, use a variety of adjectives to help your audience picture
what you are writing about.

A. Underline the adjectives in each sentence below. Circle the

noun that each adjective describes.
The first exercises
are simple, fun 1. Ducks have flat, webbed feet for moving quickly in water.
activities that
allow students to
2. The class is learning about natural habitats.
demonstrate their
understanding of
the topic. 3. Kenojuak Ashevak was an Inuit artist.

4. We have rich compost for our vegetable garden.

B. On each line below, write an adjective to describe the noun

that follows it. Choose adjectives that help a reader picture
the noun.

brown
1. The __________________ chipmunk darted across the lawn.

big, full moon came out from behind a cloud.

2. The __________________

warm
3. On cool nights, I wear my __________________ jacket.

puffy, white marshmallows over the campfire.

4. We roasted the __________________
Grasp Grammar and Usage NEL

12
C. Write a descriptive paragraph about something you enjoy
in nature. For example, you might describe an animal, your
rock collection, the night sky, or a memorable experience
you had outdoors. Choose adjectives that will help your
For some topics
reader picture what you are describing. Include at least one that students
proper adjective, which begins with a capital letter. regularly struggle
with, exercises
Wild animals are my favourite part of nature. I live in the provide for longer-
form writing so
city, but I love city and country animals. In the city, one that students
can demonstrate
authentic learning.
of my favourite animals are cute squirrels. In Riverside These longer-
form exercises
park, I have seen brown and black squirrels. Once, I even allow for formative
assessment
saw a white squirrel. I love squirrels because of their opportunities,
including self and
bushy tails. They also have really cute black eyes. Another peer assessment.

city animal I love is the Canada goose. My dad hates them

but I love their graceful necks and cute babies. I also
think their webbed feet are very interesting.
In the country, I love moose. They have long, tall legs
and huge antlers. They have very funny faces, but I like
that. I have also seen bears in the country. I have seen
black and brown bears at the dump. They had glowing
eyes and big, round bodies. I loved seeing their little, Application
exercises
encourage
cute cubs. So I think you can see why I enjoy beautiful students to use
real-world texts,
animals! their peers,
and their own
D. Look through a story or other writing you have done portfolios to
recently. Find four sentences that would be more descriptive deepen their
learning
if you added an adjective or used a better adjective. Write
the “Before” and “After” sentences in a chart.
NEL Grasp Grammar and Usage

13
 Sample Lesson – Level C
(Grade 5)

LESSON

5 Show Possession:
Apostrophes

To show possession or ownership in writing, we use an

Key terms apostrophe (’). When something belongs to one owner, we add an
are bolded apostrophe + s to the end of the noun. When something belongs to
and more than one owner, we have to decide whether to add an apostrophe
explained
with
+ s or just an apostrophe.
examples. For example: This store has a lot of kids’ clothes.
In this example, the plural noun kids ends with an s, so we just add
an apostrophe.
If the plural noun does not end with an s, we add an apostrophe + s.
For example: This store has a lot of children’s clothes.

A. Show possession by writing either ’s or ’ on the line provided.

1. the mice____
’s tails 4. my teeth____
’s cavities

2. the tomatoes____
’ seeds 5. those cacti____
’s spines

3. the wolves____
’ howls 6. the elves____
’ hats

B. Rewrite the sentences below, changing the underlined

words to show possession. Be careful with the apostrophes!

1. The problem of the oxen was the bites of the lice.

The oxen’s problem was the lice’s bites.

2. The generosity of the people supplied the food of the puppies.

The people’s generosity supplied all of the puppies’ food.

C. With a partner, review your answers for Exercise B.

Talk about how you changed the underlined words to
show possession.

Know Capitalization and Punctuation NEL

14
Sample Section Opener
The openers introduce the section concepts. They also provide fun and relatable examples to demonstrate the
importance of the skills covered in the section.

Develop
Research
SkIlls
Research is not just what you do to find an answer.
Research is an essential part of learning and an
important part of the writing process.
The methods you use for your research will affect
the quality of the information you get, whether
you are researching the parts of a plant to label
a diagram in a science report or a historical time
period to make a story character’s dialogue more
realistic. Good information makes good writing:
what you put in, you get out.
In this section, you will learn about the skills that
make an effective researcher.

“Research is formalized curiosity. It is poking

and prying with a purpose.”
— Zora Neale Hurston

NEL Develop Research Skills 133

15
page_13_research_skill_intro.indd 133 7/10/15 10:15 AM
 Sample Lesson – Level D
(Grade 6)

LESSON

6 USE YOUR OWN

WORDS: PARAPHRASING

When you paraphrase, you use your own words to explain someone else’s ideas.
Paraphrasing helps you to write something in a new way instead of copying your
research word for word from an information source.
To help you paraphrase, keep these steps in mind. First, read the entire text and
identify the main idea. Second, write notes focusing on key facts or details.
For example: Everything in our modern lives requires energy. (main idea)
l different forms of energy: electricity, gas, oil, coal (details)

l use energy to light homes, produce things we buy, cook

meals, power machines (details)

Finally, put the notes into your own words.
For example: We use different kinds of energy, such as electricity and gas.
We use energy for heat, light, and power.

A. Read the sentences below. On the lines provided, write notes that provide the main
idea and key facts or details.
1. A disease called black Sigatoka is attacking banana plants throughout the world. This
Sample text always disease could lead to the extinction of bananas.
incorporates - There is a disease called black Sigatoka. - attacks banana plants all over
relevant and
cross-curricular the world. - could lead to the extinction of bananas
vocabulary and 2. Beavers change the environment around them. They cut down trees, create slow-moving
concepts. pockets of deep water along waterways, and adjust water flow.

- beavers change environment around them. - cut down trees - adjust water
flow - create slow-moving pockets of deep water along water ways
3. Your body needs the sodium in salt, but the typical North American diet is too high in salt.

- human bodies need sodium, which is found in salt

- typical North American diets are too high in salt
B. Why is it important to paraphrase instead of copying information word for word from
an information source? Write your answer on the lines provided.

It is important to paraphrase information when you write, because copying

information is against our school’s rules. It is also against the law. When you
just copy information, your teacher can’t tell if you actually know what you’re
writing about. It’s also unfair to take credit for someone else’s hard work.
Develop Research Skills NEL

16
C. Read the paragraphs below. On the lines provided, identify the main idea, and then
write notes about the supporting facts or details.

Canada started using wind turbines in the 1970s, and now every province uses wind power to
varying levels. More than two million homes and businesses are powered by wind-generated
electricity. Ontario, Québec, and Alberta are the top three producers. Wind energy production For some topics
grew by about 20 percent in 2012, creating 10 500 jobs. Although wind energy provides only that students
3 percent of Canada’s energy needs, it is an important part of a balanced energy supply. regularly struggle
The Canadian Wind Energy Association believes that wind energy will provide 20 percent of
with, exercises
our electrical power in the coming years.
provide for longer-
form writing so
Wind energy is an important part of Canada’s energy supply
Main idea: __________________________________________________________________________________ that students
can demonstrate
- wind turbines used in Canada starting 1970s
authentic learning.
- all provinces in Canada uses wind power These longer-
form exercises
- more than two million homes, businesses use wind-generated electricity allow for formative
- Ontario, Quebec, Alberta top three wind energy producers assessment
opportunities,
- production grew in 2012, by 20%, created 10, 500 jobs including self and
peer assessment.
- provides 3 % of Canada’s energy
- important part of balanced energy supply
- Canadian Wind Energy Association: wind energy will provide 20% of Canada’s
electrical power in future.

D. Cover up the paragraph in Exercise C. Use your notes to put the writer’s ideas in
your own words.

Wind energy is a very important part of Canada’s energy supply. Canada started
using wind turbines to make energy in the 1970’s. Today, all of Canada’s provinces
use wind energy. In fact, more than two million homes and buinesses use
wind-generated electricity!
The top three provinces that produce wind energy are Ontario, Québec, and
Alberta. In 2012, Canadian wind energy grew by twenty percent and created
Application
10 500 jobs. That is a lot of jobs! Wind energy provides just 3% of our energy
exercises
today, but the Canadian Wind Energy Association thinks it will provide 20% in the encourage
students to use
future. So, wind energy will become more important in our balanced energy real-world texts,
supply over time. their peers,
and their own
portfolios to
deepen their
E. Exchange your answers to Exercises C and D with a partner. Compare the notes you learning.
both took and the paragraphs you wrote. How are your paragraphs different?

NEL Develop Research Skills

 Early Level ISBN Publication Date

Student Book 25-Pack 9780176713317 February 2016

Student Book 10-Pack 9780176713409 February 2016

Blackline Masters 9780176713492 March 2016

Teacher’s Resource 9780176713584 March 2016

Level A ISBN Publication Date

Student Book 25-Pack 9780176713300 Published

Student Book 10-Pack 9780176713393 Published

Blackline Masters 9780176713485 Published

Teacher’s Resource 9780176713577 Published

Level B ISBN Publication Date

Student Book 25-Pack 9780176713294 Published

Student Book 10-Pack 9780176713386 Published

Blackline Masters 9780176713478 September 2015

Teacher’s Resource 9780176713560 September 2015

Level C ISBN Publication Date

Student Book 25-Pack 9780176713287 Published

Student Book 10-Pack 9780176713379 Published

Blackline Masters 9780176713461 Published

Teacher’s Resource 9780176713553 Published

Level D ISBN Publication Date

Student Book 25-Pack 9780176713270 Published

Student Book 10-Pack 9780176713362 Published

Blackline Masters 9780176713454 Published

Teacher’s Resource 9780176713546 Published

nelson.com/languagepowernow

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