Scott Foresman Reading Street

Vocabulary Strategy

Use a glossary or dictionary to determine word meaning.

INTRODUCE

Discuss the steps on p. 66 for using the strategy of checking a dictionary or glossary to find the meaning of unfamiliar words.

TEACH

Have students read "Saving Money," paying attention to how vocabulary is used.
Model using a glossary to determine the meaning of fined.

MODEL The word fined begins with fi, so I should find that page in the glossary. I look down the list of words to find the word fine, and I know that fined is the past tense of this word. The glossary tells me that fine means "make someone pay money as punishment for breaking a law or regulation."

Whole Group Discuss the Question of the Day. Then
use pp. 66–69.

Group Time
Differentiated Instruction

Alexander Who Used
to Be Rich Last Sunday. See
pp. 64f–64g for the small group lesson plan.

Reading

Language Arts
Use pp. 85e–85h, 85k–85m.

Whole Group Use p. 85a,
85i.

Grouping Options

PRACTICE AND ASSESS

Have students determine the meanings of the remaining words and explain how they found the meanings of unfamiliar words in the glossary or dictionary.
Have students use their definition cards to match words and meanings, using vocabulary words after they have been looked up and have become more familiar.
Have students complete Practice Book 3.1 p. 25.

WRITE Students' writing should

include reasonable ideas about what a child can do to earn money. Students should use vocabulary words that name coins in their writing.

then… use Tested Vocabulary Cards.

If… students need more practice with the selection vocabulary,

Reference Sources

Practice Book 3.1 p. 25

with | without Answers

Alexander, Who Used to Be Rich Last Sunday

Vocabulary Strategy
for Unfamiliar Words

Glossary or Dictionary You can use a glossary or a dictionary to find the meaning of a word you don't know. A glossary appears at the back of a book and lists important words from that book and their meanings. A dictionary is a separate book that lists words and their meanings, as well as other information about the words. The words in a glossary or a dictionary are listed in alphabetical order.

What do you want to be
when you grow up? Maybe
you want to be a teacher, a
veterinarian, or an astronaut.
To get the job you want, you
may need to go to college.
College costs a lot of money.
You do not have to be rich to
go, but you will need to save
money.
Saving money is hard.
When you go downtown or
to the mall, there are many
wonderful things you can
buy—books, CDs, video
games. How can you do it? Perhaps relatives give you money on your birthday and

college

quarters

fined

dimes

nickels

downtown

rich

at holidays. Perhaps family
members or neighbors pay
you to do extra chores. Try to
put half of any money you get
in your bank. Remember, the
nickels, dimes, and quarters
you save will add up very
quickly.
Before you know it, you'll
need a bigger bank. And even
if the rule in your house is that
you're fined ten cents for not
making your bed or for teasing
your little sister, you'll be able to
afford it. But don't make it a
habit if you want to go to college.

1. Look at the first letter in the word.

2. Turn to the section for that letter in the
    glossary or dictionary.

3. Read the entry for the word. If the word has     more than one meaning, decide which
    meaning you think fits in the sentence.

4. Try that meaning in the sentence to see if
     it makes sense.

As you read "Saving Money," use a glossary
or a dictionary to find the meanings of the
vocabulary words.

Write about what you do to earn money. Think of other things you can do. Write about them too. Use words from the Words to Know list.



	Close
	Access Content Use ELL Poster 3 to preteach vocabulary. Choose from the following to meet language proficiency levels. Beginning Point out that college begins with a c, o. Show students the appropriate page in the glossary. Have them match the letters in college with the words in the glossary until they find its meaning. Intermediate After reading, students can create their own two-column glossary and add words to it as they come across unfamiliar words. Advanced Teach the lesson on pp. 66–67. Students can report on the names of different coins in their home languages. Resources for home-language words may include parents, bilingual staff members, bilingual dictionaries, or online translation sources. Unfamiliar Words Have students work in pairs to follow the steps on p. 66. Encourage them to use a glossary or dictionary to determine the meaning of each unfamiliar word.