Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Viewing

Context Clues

SYNONYMS Remind students that they can use context clues to find synonyms for unfamiliar words. Have students list any unknown words and their synonyms that they encountered as they read Penguin Chick. They can create a chart showing the unknown word, its synonym, and their definition of the word based on its synonym. Students can confirm word meanings using a dictionary.

Animal Adaptations

LOOKING BACK Remind students of the focus
question of the week: How have animals adapted
to solve the problems of their environment?
Discuss how this week's Concept Web of
vocabulary words relates to the theme of animal
adaptations. 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, A Day's Work. 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.

Informational Speech

SET-UP Have students use information from
Penguin Chick and other resources to prepare and deliver informational speeches about penguins.

RESEARCH Have students review Penguin Chick
and outline important information about penguins.
Students may also wish to research penguins in the library or on the Internet. Students can use the research and outlines to create note cards.

DELIVERY Provide time for students to rehearse
their informational speeches aloud. Share these
delivery suggestions:

Be familiar with your facts.
Make and keep eye contact with your audience.
Speak in a loud, clear voice, but don't shout.
Use note cards only to keep you on target. Don't read from cards.

Analyze a Photo

Have students look at photographs of adult penguins. Have students answer these questions orally or in writing. Discuss what the intended use of the photograph may be.

What are the penguins doing in this photograph? (Responses will vary, depending on the photo.)
How would you describe the penguins' appearance?
(Possible response: black and white, short legs, white belly, long beak)
What do you think the photographer was thinking when these photographs were taken? Why? (Responses will vary.)



	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 6, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 38–39 Assessment For information on assessing students' speaking, listening, and viewing, see the ELL and Transition Handbook.