Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Listening

Context Clues

HOMONYMS AND HOMOGRAPHS Review homographs (words with the same spelling but different meanings and pronunciations) and homonyms (words spelled and pronounced the same but with different meanings and origins). When a familiar word does not seem to make sense in context, it may be a homograph or homonym. Display a chart with the phrases listed in the first column below. Have students read each phrase aloud and then restate it in their own words. Students can look up pronunciations or unknown words in a dictionary, if needed.

The Sea

LOOKING BACK Remind students of the question of the week: What is it like to live life at sea? Discuss how this week's Concept Web of vocabulary words relates to the theme of the sea. 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, Lost City: The Discovery of Machu Picchu. 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.

Dramatization

Listen to Media

Using library or Internet resources, have students listen to an audio recording of sounds related to the ocean, such as whale songs, ocean waves, seagull calls, or storms. After listening, students can answer the following discussion questions as a class or in small groups.

1. What feelings or moods did you have

when you listened to these sounds?

2. How do you think these sounds affect the

moods and attitudes of people traveling at sea?

3. What sounds do you hear in your daily life?

What effects do these sounds have on your attitude or mood?

Have students compare the sounds they hear every day and their effects with sounds related to the ocean and their effects. Have students classify sounds they think have a positive effect on a listener and sounds that might cause negative effects.

SET-UP Have small groups of students prepare and perform short improvisational scenes using characters in Sailing Home. Students can use events from the story or make up new events.

PLANNING Students do not need to write scripts or memorize lines. Have the group decide on a problem or conflict and the scene's beginning, middle, and end. Encourage them to improvise the actual dialogue based on the conflict of the scenes.

TEAM PRESENTATION Explain the effectiveness of the presentation will depend on everyone's contributions. Group leaders should make sure every group member has a role in the scene. Encourage students to give one another helpful feedback.



	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 21, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 143–144 Assessment For information on assessing students’ speaking and listening, see the ELL and Transition Handbook.