Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Listening

Dictionary/Glossary

MULTIPLE-MEANING WORDS Point out
that many words have more than one meaning.
Readers can look up the meanings of a word
in a glossary or dictionary, but they must think
about how the word is used in context to choose
the appropriate definition. Have students use a dictionary to complete a chart listing different meanings for the words lonely and country, from Grandfather's Journey and identify the appropriate meaning for the context. Then have them choose another multiple-meaning word from the selection to add to the chart.

Traveling America

LOOKING BACK Remind students of the question of the week: What can we learn about the United States as we travel? Discuss how this week's Concept Web of vocabulary words relates to the theme of traveling in the United States. Ask students if they have any words or categories to add. Discuss whether words and categories are appropriately related to the concept.

MOVING FORWARD Preview the title of the next selection, The Horned Toad Prince. 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.

Listen to an Advertisement

Have each student listen critically to a classmate's radio advertisement. This step should be done during the rehearsal stage so speakers can use their partners' feedback to improve their advertisements. As students listen, they can analyze the effectiveness of the advertisement by answering questions such as these:

1.	How does the ad try to persuade you to visit the city? What is the most memorable language it uses? (Responses will vary but should cite specific examples.)
2.	Are statements of opinion in the ad supported with facts and examples? How? (Responses will vary. Students should give examples of effective details and facts in the ads.)
3.	How does the advertiser use voice tone, word emphasis, and repetition in the ad? (Responses should be supported by examples.)
4.	What could the advertiser do to make this ad even more convincing? (Responses will vary but should include positive suggestions.)

SET-UP Have students select one city in the United States—their own or another city—and develop a radio advertisement that will convince people to visit there.

RESEARCH Students can use classroom resources or the Internet to find noteworthy information about the city they have chosen. Suggest they look for unusual or interesting natural features, tourist attractions, people, events, and so on.

DELIVERY Remind students that effective advertisements are focused and brief. Advertisers want audiences to get the point quickly and remember it. Some speakers use animated voice tones and humor in their delivery. Repetition of keywords and phrases is also common.



	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 3, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 17–18 Assessment For information on assessing students' speaking and listening, see the ELL and Transition Handbook.