Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Viewing

Context Clues

HOMONYMS Remind students that some words have more than one meaning. Students can use context clues to figure out which meaning makes sense in the sentence. If they still need help, students can find the meaning of the word in a dictionary. They can decide which meaning is appropriate in the context of Boom Town.

Community Development

LOOKING BACK Remind students of the focus question of the week: When would hard work be
the way to strike it rich? Discuss how this week's Concept Web of vocabulary words relates to the theme of community development. 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, What About Me? 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.

Compare and Contrast

SET-UP Have students use the chart or Venn diagram they created on p. 41. Encourage students to orally compare and contrast Mike in "The Kid's Business Book" and Amanda in Boom Town. Remind students of the many reasons why we speak: to inform; to persuade; to entertain; to express needs, wants, and feelings; and to inquire. This speech will inform.

ORGANIZATION Students should begin their speeches with an interesting similarity about the two characters, then continue telling other similarities. After all similar characteristics have been shared, they can begin sharing differences. They can conclude with a one-sentence summary.

ADAPTATION Provide time for students to rehearse their speeches. Offer these adaptation suggestions:

If you are running out of time, focus on the highlights or key similarities.
If you need to fill more time, embellish the details of each character.

Analyze a Photo

Have students study photographs of various U.S. bills and coins. In small groups, they can answer these questions orally or in writing.

Who is pictured on a five-dollar bill?
(Abraham Lincoln)
Which bird is featured on many U.S. bills and coins? Why? (Possible responses: The eagle is a symbol of America. The bald eagle is our national bird. Eagles represent freedom.)
Why do you think coins are different sizes? (Possible response: Coins are different sizes so we can tell them apart easily.)



	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 1, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 3–4 Assessment For information on assessing students' speaking, listening, and viewing, see the ELL and Transition Handbook.