Scott Foresman Reading Street

Vocabulary Strategy

Use word structure to determine word meaning.

INTRODUCE

Remind students of strategies they can use when they encounter unknown words.

Look for word parts, such as a base word and an ending.
Ask yourself how the ending changes the use of the base word.
Try the meaning in the sentence to see if it makes sense.

TEACH

Discuss the steps on p. 42 for using word structure.
Have students take note of words with -ed or -ing as they read "Westward Ho!"
Model identifying the base word to determine the meaning of migrating.

MODEL When I cover the -ing
ending, I see migrat. If I put
back the final e, I recognize

the word migrate. I know that birds migrate south in winter. I wonder if migrating has to do with moving from place to place. Yes, it makes sense that herds and flocks of animals could be on the move, or migrating.

then… use Tested Vocabulary Cards.

If… students need more practice with the lesson vocabulary,

Word Structure

PRACTICE AND ASSESS

Have students determine the meanings of the remaining words and explain the strategy they used.
Ask students for the base word and ending in the vocabulary word yearned. Discuss whether they know the meaning of yearn. Point out that if they do not know the meaning of a base word, they should think about the context— the surrounding words and sentences.
If you offered category clues
(p. 42b), have students create their own category clues using lesson vocabulary words.
Have students complete Practice Book p. 15.

WRITE Writing should include

several lesson vocabulary words as well as words related to river travel.

Practice Book p. 15

with | without Answers

Vocabulary Strategy
for Endings

Word Structure Sometimes when you are reading,
you may come across a word you don’t know. Look
at the end of the word. Does it have -ed or -ing?
The ending -ed is added to a verb to make it past
tense, or tell about past actions. The ending -ing
is added to a verb to make it tell about present or
ongoing actions. You may be able to use the ending
to help you figure out the meaning of the word.

1. Put your finger over the -ed or -ing ending.

2. Look at the base word. Do you know what the
base word means?

3. Try your meaning in the sentence. Does it
make sense?

As you read “Westward Ho!” look for words that
have the -ed or -ing ending. Use the ending to help
you figure out the meanings of the words.

Try the strategy.
Then, if you need
more help, use
your glossary or
a dictionary.

scent

migrating

scan

docks

wharf

yearned

In the 1800s, America grew
ever larger as land in the West
was bought. As it grew, men and
women of a certain kind yearned
to travel west into the unknown.
They had pioneer spirit.

As they traveled, pioneers
would scan the country for food
and Indians. There were no
grocery stores. And they never
knew how the Indians would
receive them. If the Indians were

There were no roads, of course. However, rivers made good highways for boats. In my mind I can see the pioneers with all their goods, waiting on the wharf in St. Louis. Sailors are busy loading and unloading ships. The pioneers load their belongings onto flatboats tied to the docks.

friendly, they might talk and
trade. If a trapper were present,
they were lucky. Trappers knew
the country and the Indians well.
It must have been exciting to
see this country for the first time.
Pioneers saw endless herds and
flocks of animals migrating. They
breathed pure air full of the scent
of tall grasses and wildflowers.

Imagine you are starting a trip to explore an unknown river. Describe
your first day on the water. Use words from the Words to Know list.



	Close
	Access Content Use ELL Poster 2 to preteach vocabulary. Choose from the following to meet language proficiency levels. Beginning Show students how you scan the reading for the word yearned. Have them scan for the other words. Intermediate Create a Word Rating Chart, rating words as Know, Have Seen, or Don't Know. Verify the meanings of Have Seen. Advanced Teach the lesson on pp. 42–43. Students can report on terms such as wharf and dock in their home languages. Resources for home-language words may include parents, bilingual staff members, bilingual dictionaries, or online translation sources. Word Structure Have students find waiting on p. 43, paragraph 2. Have them cover the ending, name the base word, and use the words in this frame: When I am __ for a bus, I do not like to __ a long time. Connect to Phonics Word Study/Decoding Point out that the spelling of the base word often changes before adding an inflected ending. Model identifying the inflected ending and base word using exciting from p. 43, paragraph 4. Have students suggest other words they know with the inflected endings –ed and –ing. Have them identify the inflected ending and base in each word. Then have them identify the meaning of each word with and without the inflected ending.