Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Listening

Word Structure

COMPOUND WORDS Remind students that they can use word structure to determine the meaning of compound words. Have them list unknown compound words they encountered as they read What About Me? They can create a chart showing the compound word, the two smaller words that make it, and their definition of the word. Students can confirm word meanings using a dictionary.

Getting What We Need

LOOKING BACK Remind students of the focus question of the week: How would we get what we
need without money? Discuss how this week's
Concept Web of vocabulary words relates to the
theme of getting what we need. Ask students
whether 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, Alexander, Who Used to Be Rich Last Sunday. 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.

Description

SET-UP Have students describe money. Speakers should use prior knowledge and actual coins and bills to describe the pictures and words found on various forms of money.

RESEARCH Speakers should study various bills and coins. They can compare and contrast what is pictured and written on each form of money. Remind them to notice the size and colors of coins and bills.

AUDIENCE Good speakers consider the age
of the audience. Younger children need simpler descriptions of money. An older audience expects more details. Offer these polite listener tips to audience members:

Pay attention.
Face the speaker.
Do not interrupt.

Listen to a Description

Have students listen as other students describe money. Then have them answer these questions orally.

What are some ways you can demonstrate being a polite listener? (Possible response: facing the speaker, paying attention.)
What should you not do when someone is talking? (interrupt)
When two people are having a discussion, what should they do so that each person gets a chance to talk? (Responses will vary but may include: The people take turns speaking.)



	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 2, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 10–11 Assessment For information on assessing students' speaking, listening, and viewing, see the ELL and Transition Handbook.