Scott Foresman Reading Street

Vocabulary Strategy

Use context clues to determine word meaning.

INTRODUCE

Remind students of strategies they can use when they encounter unknown words.

Look for context clues.
Predict a meaning for the unknown word.
Decide whether the meaning makes sense in the context.

TEACH

Discuss the steps on p. 562 for using context clues.
Have students read "Amelia Earhart," paying attention to how vocabulary is used.
Model using context clues to determine the meaning of daring.

MODEL The first sentence tells me that a person can be daring, but I need more information, so I read on. I learn that Amelia "bravely did things" that girls didn't usually do. The context shows that a daring person acts bravely and tries to do new things. I predict that daring means "bold and brave." That meaning fits with the rest of the article.

then… use Tested Vocabulary Cards.

If… students need more practice with the selection vocabulary,

Context Clues

PRACTICE AND ASSESS

Have students determine the meanings of the remaining words and explain the context clues they used.
Point out that context doesn't always offer enough clues to meaning. Students may need to look up a word in a glossary or dictionary.
If students filled out a synonyms chart (p. 562b), they may add another synonym or expand a definition for each vocabulary word.
Have students complete Practice Book p. 225.

WRITE Remind students to write

in first person. Writing should include several vocabulary words as well as words that describe a solo flight over an ocean.

Practice Book p. 225

with | without Answers

As you read “Amelia Earhart,” use the
context to help you figure out the meanings of
vocabulary words.

Try that meaning in the sentence. Does it
make sense?

Predict a meaning for the unknown word.

If not, say what the sentence means in your
own words.

Read the words and sentences around the
unknown word. The author may give you a
definition of the word.

Context Clues Sometimes you can use
context clues—the words and sentences
around an unknown word—to help you figure
out the meaning of the word.

Vocabulary Strategy
for Unfamiliar Words

from Newfoundland, Canada,
and flew to Ireland. She was the
first woman to fly solo across
the Atlantic Ocean. She was
also the first woman to fly solo
from coast to coast and the first
person to fly solo from Hawaii
     to California. As her final
         record, she wanted to be
          the first woman to fly around            the world. In 1937, Amelia                   and her navigator, Fred
                     Noonan, set out from
                         Florida, flying east.
                          They disappeared
                             over the Pacific
                             Ocean and were
                                never found.

Amelia Earhart was always
daring. Even as a child, she
bravely did things that were
considered more suitable for
boys than girls. But she wanted
to change that kind of thinking.
Society might declare that
a woman should be
elegant and passive,
but Amelia said, in her
outspoken way, “Women
must try to do things as
men have tried.” That is
what Amelia did as an
aviator. On a brisk spring
day in 1932, alone in the
cockpit of her small
plane, she set out

Try the strategy.
Then, if you need
more help, use
your glossary or
a dictionary.

solo

cockpit

brisk

aviator

outspoken

elegant

daring

Imagine you are Amelia Earhart flying alone across the Atlantic Ocean. Write a journal entry about your trip. Use words from the Words to Know list.



	Close
	Access Content Use ELL Poster 23 to preteach vocabulary. Choose from the following to meet language proficiency levels. Beginning Have students point out any words with which they are familiar and say or gesture the meaning of each. Intermediate Have students add more synonyms to their synonyms chart (p. 562b). Predict antonyms for the words. Advanced Teach the lesson on pp. 562–563. Have students add a third column entitled word in context to their synonyms chart (p. 562b). Resources for home-language words may include parents, bilingual staff members, bilingual dictionaries, or online translation sources. Context Clues Have partners follow the steps on p. 562. Have them list clues for an unknown word and predict a likely meaning. Connect to Phonics Word Study/Decoding Explain that students can break words into syllables, or sound chunks, and read each part separately before putting them together to form the word. Model identifying syllabication by using outspoken from p. 563. Have students suggest other multisyllabic words they know. Have them break each word into sound chunks, read each separately, and then put them back together. Check dictionaries or glossaries for correct syllabication.