Scott Foresman Reading Street

Vocabulary Strategy

Use word structure to determine the meaning of compound words.

INTRODUCE

Discuss the strategy of word structure using the steps on p. 44.

TEACH

Have students read "At the Market," paying attention to how vocabulary is used.
Model using context clues to determine the meaning of marketplace.

MODEL The word marketplace is made up of two small words. I know "place" is location. I know "market" is a place where things are sold and bought. So marketplace must mean "a place where people buy and sell things."

Whole Group Discuss the Question of the Day. Then use pp. 44–47.

Group Time
Differentiated Instruction

What About Me? See
pp. 42f–42g for the small group lesson plan.

Reading

Language Arts
Use pp. 63e–63h, 63k–63m.

Whole Group Use pp. 63a,
63i.

Grouping Options

PRACTICE AND ASSESS

Have students determine the meanings of the remaining words and explain the two words that make up the compound word and how they determined its meaning.
Point out that determining the meaning of compound words by looking at its smaller words does not work with every word. Students may have to use the glossary or a dictionary to find the exact meaning of some words.
If you began a word rating chart (p. 44b), have students reassess their ratings.
Have students complete Practice Book 3.1, p. 15.

WRITE Writing should include

vocabulary words that name the different kinds of things people sell for money. Students should use descriptive words, especially compound words, to describe the shopping trip.

then… use Tested Vocabulary Cards.

If… students need more practice with the selection vocabulary,

Word Structure

Practice Book 3.1 p. 15

with | without Answers

Vocabulary Strategy
for Compound Words

Word Structure When you are reading you
may come across a long word. Look closely
at the word. Do you see two small words in it?
It may be a compound word. You may be able
to use the two small words to help you figure
out the meaning of the compound word. For
example goatseller is a person who sells
goats.

Try the strategy.
Then, if you need
more help, use
your glossary or
a dictionary.

marketplace

straying

plenty

carpetmaker

thread

merchant

knowledge

carpenter

Imagine a small town in Europe three hundred years
ago. It is market day. People
come from miles around to
buy and sell things. They
meet in the marketplace
in the center of the town.
Look, there is a farmer who
has come to sell his fruits
and vegetables. And here is
another farmer who is selling
chickens and geese. He has
put them in wicker cages to
keep them from straying. The
carpenter has made chairs
and tables for people's homes.
The baker has baked plenty

of pies, cakes, and breads.
This merchant sells things
for sewing—cloth, needles,
and thread. And over there
is a carpetmaker. He has
made beautiful carpets.
People walk from stall to
stall looking at the items. They
know what they are willing to
pay, and they use this
knowledge to decide what they
will buy.
Is it different today? Not
really. Just think about your
last trip to a modern
marketplace—the shopping
mall!

1. Divide the compound word into its two small     words.

2. Think of the meaning of each small word
    and put the two meanings together.

3. Try the new meaning in the sentence. Does
    it make sense?

Read "At the Market." Use the meanings of the small words in each compound word to help
you figure out the meaning of the compound word.

Write about a special shopping trip. Tell what you see and what you do. Use words from the Words to Know list.



	Close
	Access Content Use ELL Poster 2 to preteach vocabulary. Choose from the following to meet language proficiency levels. Beginning Point out the word "maker" in carpetmaker. Tell students that a "maker" is someone who makes something. Explain that in a compound word with "maker," the first part tells what the person makes. Intermediate Students can create a four-column chart, with the two word parts in the first two columns, the compound word in the third column, and the compound word's definition in the last column. Advanced Teach the lesson on pp. 44–45. Students can report on the their home language words for these compound words. Resources for home-language words may include parents, bilingual staff members, bilingual dictionaries, or online translation sources. Word Structure Have pairs of students follow the steps on p. 44. Encourage them to divide compounds into two smaller words. Have them define the smaller words then decide on a meaning for the compound word.