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BEFORE READING
Tech Files ONLINE
Students can search the Internet to learn more about the moon. Have them use a student-friendly search engine and the keyword moon.
ELL
Build Background Use ELL Poster 25 to build background and vocabulary for the lesson concept of the moon.
ELL Poster 25
ELL Poster 25
Lesson Vocabulary
WORDS TO KNOW
Tested Word loomed appeared dimly or
vaguely as a large, threatening shape
Tested Word rille a long, narrow valley on
the surface of the moon
Tested Word runt animal, person, or plant
that is smaller than the usual size. If used about a person, runt is sometimes considered offensive.
Tested Word staggered became unsteady;
wavered
Tested Word summoning stirring to action;
rousing
Tested Word taunted jeered at; mocked;
reproached
Tested Word trench any ditch; deep furrow
Tested Word trudged walked wearily or with
effort
MORE WORDS TO KNOW
conscious aware of what you are doing; awake
feebly weakly; without strength
rift a split; break; crack
Tested Word = Tested Word
Practice Book
Practice Book p. 244
with | without Answers
Build Background
ACTIVATE PRIOR KNOWLEDGE
BEGIN A KWL CHART about the moon.
  • Have students list facts they know about the moon. Prompt them with categories from the Concept Web from p. 608l. Record what students know in the first column of the KWL chart.
  • Have students write three questions about the moon. Record their questions in the second column of the chart. Add a question of your own.
  • Tell students that, as they read, they should look for the answers to their questions and note any new information to add to the chart.
Graphic Organizer 4
BACKGROUND BUILDING AUDIO This week's audio features NASA radio
transmissions. After students listen, discuss what they learned about space
travel. Ask whether they'd like to attempt it one day, telling why or why not.
Audio CD Background Building Audio
Introduce Vocabulary
CATEGORY CLUES
Give clues that help students think about the categories in which lesson vocabulary
words belong.
Display the lesson vocabulary words and discuss what students already know about
them. Have them check the glossary for the meanings of any unfamiliar words. Then
read aloud each three-item set below. Have students name one or more lesson
vocabulary words that fit in the same category and explain why each word fits. Activate
Prior Knowledge
  • arrived, arose, appeared (loomed—All tell how something came into view.)
  • ditch, gully, valley (rille, trench—All are cracks or furrows in Earth's or the moon's
    surface.)
  • tiny, puny, scrawny (runt—All describe things that are undersized.)
  • stumbled, lurched, wobbled (staggered, trudged—All describe unsteady ways of
    moving or walking.)
  • gathering, calling for, assembling (summoning—All are ways to bring people or
    things together.)
  • mocked, jeered, insulted (taunted—All are ways someone has made fun of someone
    else.)
Make the point that careful writers choose exactly the right synonym to match their
meaning. Ask students to explain or demonstrate how these sentences with
synonyms have slight differences in meaning: Kim trudged with the heavy load.
Kim staggered with the heavy load. Synonyms
Students can use lesson vocabulary words or other selection words to write their
own category clues at the end of the week.