Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Listening

Context Clues

UNFAMILIAR WORDS Remind students that they can sometimes use context clues to figure out the meaning of an unfamiliar word. Have students list a few words they're unsure of from Amelia and Eleanor Go for a Ride. They can fill in a chart showing the word, context clues, and a predicted meaning. Students can confirm definitions using a dictionary.

Women at Work

LOOKING BACK Review the question of the week with students: How did an adventure by two famous women break tradition? Discuss how this week's Concept Web of vocabulary words relates to the theme of women at work. 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, Antarctic Journal. 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.

Informational Speech

Listen to a Speech

SET-UP Have each student prepare and present an informational speech about a talented or interesting woman. Students can talk about someone they know or use any research compiled during the week.

DELIVERY Encourage students to express their opinions and feelings as well as objective facts about their subjects. Point out that anecdotes and quotations can enliven a speech. Students may also choose to deliver the speech from the first-person point of view or use another creative approach to grab listeners' attention.

AUDIENCE Encourage presenters to think about whether audience members will be familiar with the subject of their speech or if they will need background information about who the person is, when she lived, and what she did. Remind them to pitch their voices so students in the back rows can hear easily.

Have students listen to their classmates' informational speeches on interesting women. Have students use the following questions to help them evaluate the speaker's effectiveness and provide constructive feedback.

1. Does this speech grab you right from the

beginning? Why or why not?

2. Do you learn enough about the woman to

understand why she was important? What else would you have liked to learn about the subject?

3. Do you think this speech is effective? What

things would you change to make it more effective? Why would these changes improve the speech?

Allow time for listeners to give feedback to speakers. Remind students of the value of constructive criticism. They should point out things they felt the speakers did well and give positive suggestions for ways the speakers could improve.



	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 23, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 157–158 Assessment For information on assessing students' speaking and listening, see the ELL and Transition Handbook.