Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Viewing

Context Clues

SYNONYMS Remind students that authors sometimes provide a synonym that can help readers understand an unfamiliar word. Have students locate the words listed on the left side of the T-chart in The Horned Toad Prince. Tell them to scan the nearby context to find related synonyms and list those synonyms on the right side the T-chart. Then challenge students to identify another word and synonym in the story.

The Southwest

LOOKING BACK Remind students of the question of the week: What is unique about the landscape of the Southwest? Discuss how this week's Concept Web of vocabulary words relates to the theme of the Southwest. 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, Letters Home from Yosemite. 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.

Oral Report

Analyze Photos

Have students study the sequence of photographs on p. 111. They can work in small groups to answer the following questions orally or in writing.

1.	What is happening in these photos? (The horned lizard is squirting blood from its eye.)
2.	What details are most noticeable? What details are least noticeable? (Possible response: The little squirt of blood is most noticeable. The horned toad's color is least noticeable.)
3.	What is the initial impact of this photograph? Why do you think the author included it? (Possible response: I was a bit shocked to see blood squirting out of an animal's eye. The author probably included it so readers would understand how unusual this defense mechanism is.)

SET-UP Discuss animals, plants, landforms, and other aspects of the Southwest that make it a unique region. Have students select a topic on which they would like to report. Some students may choose to report on results of any Internet inquiries done this week.

PLANNING Suggest students brainstorm five questions they hope to answer about their topic. For example, students who are researching animals might ask questions such as: Where can this animal be found? What does it look like? What does it eat? How does it get food? Who are its enemies? Student reports can provide answers to these questions.

VISUAL AIDS Encourage students to prepare visual aids to support and enhance their reports, such as photographs, illustrations, maps, diagrams, charts, and graphs.



	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 4, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 24–25 Assessment For information on assessing students' speaking, listening, and viewing, see the ELL and Transition Handbook.