Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Viewing

Word Structure

GREEK AND LATIN ROOTS Ask students to
describe or draw the "fractured window glass" on
p. 599 of Antarctic Journal. Explain that the Latin
root fract or frag means "to break." Display other
words with the root fract or frag listed below.
Have students use the root to predict a meaning
for each word. If students have difficulty, give
example sentences. Discuss how each word
relates to breaking.

Adaptations

LOOKING BACK Remind students of the
question of the week: What does a person
sacrifice to explore the unknown? Discuss how
this week's Concept Web of vocabulary words
relates to the theme of adaptations in harsh
climates. Ask students if they have any words or
categories to add. Discuss if words are
appropriately related to the lesson concept.

MOVING FORWARD Preview the title of the
next selection, Moonwalk. 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.

Interview

Analyze Media

MEDIA TECHNIQUES Using library resources,
show part of a documentary about Antarctica or
an animal that lives there. Have students work
in pairs or small groups to answer the following
questions orally or in writing.

1.	What is the purpose of the documentary? What does the director do to try to accomplish this purpose?
2.	Which images did you find most interesting or effective? Why?
3.	If you were the director, what other images would you have included? Why?
4.	If you turn the sound off, how would your understanding of the documentary change? How does the soundtrack help you understand the visuals?

(Responses will vary, but students should
support their thinking with details from the
documentary.)

SET-UP Have pairs conduct an interview with
one student playing the interviewer and the other
playing Jennifer Owings Dewey, author of
Antarctic Journal. Give pairs a time limit for
the interview.

TOPICS Write a list of questions to ask the
author. Instruct students to narrow their focus
to one or two topics only, based on a review of
the selection. If time allows, students may
research Dewey's experiences using available
print or online resources.

ADAPTATION Discuss with students how they
might handle the following situations:

The interviewer loses his or her place or
drops his or her notes.
The interviewee can't think of an answer to
one of the interviewer's questions.
Time is running out and the interviewer still
has more questions to ask.



	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 24, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 164–165 Assessment For information on assessing students' speaking and viewing, see the ELL and Transition Handbook.