Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Listening

Word Structure

SUFFIXES Remind students that the suffix -ful means "full of." For example, prideful means "full of pride." Another common suffix is -ly, meaning "in a way that is." Sometimes -ful and -ly are added to the end of a base word together, as in pridefully, which means "acting in a way that is full of pride." Have students use the suffixes to complete a chart like the one below. You may wish to add these base words: skill, power, pity, and respect.

Diversity

LOOKING BACK Remind students of the question of the week: What experiences bring diverse people together? Discuss how this week's Concept Web relates to the theme of diversity. Ask students if they have any words or categories to add. Discuss if words and categories are appropriately related to the concept.

MOVING FORWARD Preview the title of the next selection, Lewis and Clark and Me. Ask students which Concept Web words might apply to the new selection based on the title alone. Put a star next to these words on the Web.

Display the Concept Web and revisit the vocabulary words as you read the next selection to check predictions.

Dramatic Retelling

Listen to a Story

Present a dramatic reading of a story to students. Read aloud a story of your choice or play a recording of a professional dramatic reading.

Then discuss what aspects of the story made it memorable, enjoyable, or full of dramatic tension. Guide students to consider the content, the organization, and the way it was presented.

You may want to practice this listening activity before students give their own dramatic retellings of Because of Winn-Dixie.

Have students answer these questions orally or in writing.

1.	How is the listening experience different from viewing a play or movie? (Responses will vary but should include a comparison between the two experiences.)
2.	Why does listening to a dramatic reading spark your imagination? (Responses should include how the student imagines the actors, action, or setting.)

SET-UP Have students choose a scene from Because of Winn-Dixie and retell it from the point of view of one of the characters. Set a time limit for the retelling.

PLANNING Have students decide from which character's point of view they will retell the scene. For example, students could portray the story from Winn-Dixie's point of view or the bear's point of view. Have students review the story to find important details for their retellings.

AUDIENCE Invite other students to provide constructive feedback. Discuss what makes a retelling interesting or easy to follow.



	Close
	then… review the words and categories on the Concept Web and discuss how they relate to the lesson concept. If… students suggest words or categories that are not related to the concept, Check Vocabulary Support Vocabulary Use the following to review and extend vocabulary and to explore lesson concepts further: ELL Poster 1, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 3–4. Assessment For information on assessing students' speaking and listening, see the ELL and Transition Handbook.