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BEFORE READING
Tech Files ONLINE
For a Web site that explores the history of bartering, do an Internet search using the keywords barter or history of barter.
ELL
Build Background Use ELL Poster 2 to build background and vocabulary for the lesson concept of bartering.
ELL Poster 2
ELL Poster 2
Lesson Vocabulary
WORDS TO KNOW
Tested Word carpenter someone whose
work is building and repairing things made of wood
Tested Word carpetmaker a person who
makes carpets and rugs for floors
Tested Word knowledge what you know
Tested Word marketplace a place where
people meet to buy and sell things
Tested Word merchant someone who buys
and sells goods for a living
Tested Word plenty a full supply
Tested Word straying wandering
Tested Word thread a thin string made of
strands of cotton, silk, wool, or nylon, spun and twisted together
MORE WORDS TO KNOW
stunned thoroughly shocked or confused
wanderer someone who travels aimlessly from place to place
Tested Word = Tested Word
Practice Book
Practice Book 3.1 p. 14
with | without Answers
Build Background
ACTIVATE PRIOR KNOWLEDGE
BEGIN A T-CHART comparing barter and money use.
  • Write Barter as the title of the left column and Money as the title of the right column.
  • Give students two to three minutes to discuss what they know about bartering with friends. Then have a volunteer offer key words that arise from the students' discussion. Words should relate to objects that students barter and people with whom they trade. Record these words in the Barter column.
  • Repeat the procedure with Money, after students discuss how they use money to obtain goods. They should discuss what objects they buy with money and where they make their purchases. Compare the two sides of the chart.
  • Tell students that, as they read, they should look for any new information they can add to the chart.
Graphic Organizer 25
BACKGROUND BUILDING AUDIO This week's audio explores the topic
of trade. After students listen, have them describe their experiences
with trading things.
Audio CD Background Building Audio
Introduce Vocabulary
WORD RATING CHART
Create word rating charts using the categories Know, Have Seen, and Don't Know.

Read each word to students and have them mark it in one of the three columns:
Know (know and can use); Have Seen (have seen or heard the word; don't know
meaning); Don't Know (don't know the word).
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 compound words that are large words made
up of two smaller words. Tell students that they may be able to figure out the
meaning of the compound word by putting together the meanings of the two
smaller words.
Compound Words
Check charts with students at the end of the week and have them make changes
to their ratings.
Discuss the meanings of some of the vocabulary words with students. Ask
questions such as the following to help clarify meaning.
  • If you were a carpetmaker, what would people do with the things you make?
  • What might happen to you if you began straying off a trail in a forest while you
    were hiking?
  • What do you use to hold thread when you sew something?
Use the Multisyllabic Word Routine on p. DI•1 to help students read multisyllabic words.