Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Viewing

Word Structure

SUFFIXES Remind students that the suffixes -ist, -er, and -or mean "one who is an expert in" or "one who does." For example, naturalist means "a nature expert." Have students look through the selection for more words that end with suffixes -ist, -er or -or. Have them list the words and their meanings.

This Land Is Your Land

LOOKING BACK Remind students of the Big Idea question: How do the diverse regions and peoples of the United States reflect its greatness? Discuss the Big Idea question. Then ask students how the concept vocabulary from each week of this unit relates to the unit theme This Land Is Your Land and the Big Idea question. Ask students if they have any words or categories to add. If time permits, create a Unit Concept Web.

Debate

Analyze a Photo

Using library or Internet sources, show students a striking photograph of Yosemite or another national park. Then ask students to answer the following questions in pairs or small groups:

1.	What statement is the photographer making with this photograph? (Students should be able to draw reasoned conclusions about the photographer's point of view.)
2.	*Compare and contrast the photograph with photographs found in Letters Home from Yosemite. What new details do you notice in each photograph?* (Responses will vary.)
3.	How did viewing the picture again give you better understanding of the selection? (Responses should compare opinions of the reading before and after viewing the photographs again.)
4.	Create a question about the photographs to ask a partner. Avoid questions that can be answered yes or no.

SET-UP Tell students the federal government makes rules about the use of motorized vehicles, such as snowmobiles, in national parks such as Yosemite. Have students debate reasons for and against restricting vehicle access in the parks. You may wish to have them research details about this policy. Then have them choose a position and give a short speech to the class.

ORGANIZATION Tell students to open their speech with a clear statement of an opinion and then list reasons that support the opinion. They should end with a summary of their position.

AUDIENCE Remind speakers to speak loud enough so the entire audience can hear them. Remind students in the audience to be respectful of speakers. They should listen respectfully, even when someone with an opposing view is speaking.



	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 5, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 31–32. Assessment For information on assessing students' speaking, listening, and viewing, see the ELL and Transition Handbook.