Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Viewing

Word Structure

ENDINGS Remind students that the ending -ed is added to a verb to show action that happened in the past. The ending -ing is used for verbs telling about present or ongoing actions. Ask pairs to find five verbs in Lewis and Clark and Me that end in -ed or -ing. Have them write the verb, the base word, and then create a new verb by adding -ed or -ing. Then have partners take turns using the original and new forms of the verbs in example sentences.

Exploration

LOOKING BACK Remind students of the question of the week: What did Lewis and Clark learn on their journey? Discuss how this week's Concept Web relates to the theme of exploration. 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, Grandfather's Journey. 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.

Introduction

Analyze an Illustration

Using library resources, display an illustration of an art print depicting Lewis and Clark's journey or another scene from the old American West. Have students examine the picture. Then ask students to answer the following questions:

1.	What is the setting or scene of the picture?
2.	What details are most noticeable in the picture and why do you think the artist focused on them?
3.	What is the artist trying to tell you about this moment in American history?

(Responses will vary. Ask students to cite details to support their answers.)

SET-UP Have students imagine there is an American Dogs Hall of Fame that honors courageous and brave canines. Have them introduce the dog Seaman as a distinguished new member to this Hall of Fame.

TOPICS Ask students to review Lewis and Clark and Me to recall what Seaman was like—his physical characteristics, talents, and personality. Remind them their introductions should explain both who Seaman was and why he is a good choice for the Hall of Fame. Suggest they use strong adjectives to strengthen their descriptions.

AUDIENCE Remind speakers their audience wants to be entertained as well as informed. Instruct them to adjust the loudness of their voices with the back row of the audience in mind.



	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 2, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 10–11. Assessment For information on assessing students' speaking and viewing, see the ELL and Transition Handbook.