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BEFORE READING
Tech Files ONLINE
For a Web site that explores the history of boom towns in the American West during the 1800s, do an Internet search using keywords such as boom town, Gold Rush, and ghost towns.
ELL
Build Background Use ELL Poster 1 to build background and vocabulary for the lesson concept of how towns grow.
ELL Poster 1
ELL Poster 1
Lesson Vocabulary
WORDS TO KNOW
Tested Word boom having rapid growth
Tested Word business work done to earn a
living
Tested Word coins round pieces of metal
used as money
Tested Word fetched went and got
something
Tested Word laundry a room or building
where clothes are washed and ironed
Tested Word mending sewing that repairs a
hole or tear
Tested Word pick a tool with a heavy metal
bar pointed at one or both ends, having a long, wooden handle
Tested Word skillet a type of frying pan
Tested Word spell a period of time
MORE WORDS TO KNOW
bustle a noisy or excited activity
nuggets small, rough pieces of valuable metal ore
prospector someone who explores or examines a region, looking for gold or other valuable resources
Tested Word = Tested Word
Practice Book
Practice Book 3.1 p. 4
with | without Answers
Build Background
ACTIVATE PRIOR KNOWLEDGE
BEGIN A KWL CHART about how towns grow.
  • Give students two to three minutes to write as many things as they can about
    how towns grow. Prompt them with categories from the Concept Web from
    p. 12l. Record what students know on the KWL chart.
  • Give students two minutes to write three questions they would like to answer
    about how towns grow. Record questions on the KWL 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 3
BACKGROUND BUILDING AUDIO This week's audio explores a boom town during
the California Gold Rush. After students listen, discuss what they learned and
have them explain whether or not they would have liked to live in a Gold Rush
boom town.
Audio CD Background Building Audio
Introduce Vocabulary
STORY PREDICTION FROM VOCABULARY
Have students use vocabulary to predict what the story is about. Use the Story
Prediction from Vocabulary chart (Graphic Organizer 2).

Read the title of the story to students. Encourage them to think about the title
and the vocabulary words, as well as the first-page picture, as they predict
what will happen in the story. Remind them to use what they know about the
vocabulary words and the picture as they predict what the story is about.
Activate Prior Knowledge
Have students share where they may have seen some of these words. Point out
that some of this week's words are homonyms (pick) or have multiple meanings
(spell) and students may learn new definitions for these words.
Homonyms • Multiple-Meaning Words
Discuss the meanings of some vocabulary words with students. Ask questions
such as the following to help clarify meaning.
  • If you have a pet dog, what does it mean to teach the dog to fetch
    something?
  • When you fry something in a skillet, what type of pan are you using?
  • If you buy juice from a vending machine, which coins do you put into
    the coin slot?
Use the Multisyllabic Word Routine on p. DI•1 to help students read multisyllabic words.