Scott Foresman Reading Street

Vocabulary Strategy

Use reference sources, such as dictionaries, to find the meaning of unfamiliar words.

INTRODUCE

Discuss the dictionary strategy for unfamiliar words using the steps on
p. 200.

TEACH

Have students read "Get Organized," paying attention to how vocabulary is used.
Model using context clues to determine the meaning of collection.

MODEL The word collection is on a page that describes things people collect. So collection must name the group of things that are collected.

Grouping Options

Reading

Whole Group Discuss the
Question of the Day. Then use
pp. 200–203.

Group Time
Differentiated Instruction

Prudy's Problem. See
pp. 198f–198g for the small
group lesson plan.

Whole Group Use pp. 223a
and 223i.

Language Arts

Use pp. 223e–223h and
223k–223m.

PRACTICE AND ASSESS

Have students determine the meanings of the remaining words and explain the context clues they used.
Point out that dictionaries may contain more than one meaning for a particular word. Students should try each meaning in the context of the sentence to see which meaning works best.
Have students complete Practice Book 3.1, p. 75.

WRITE Writing should include

vocabulary words that name and describe the items that students collect. They should also explain why they like or dislike collecting things.

then… use Tested Vocabulary Cards.

If… students need more practice with the lesson vocabulary,

Reference Sources

Practice Book 3.1 p. 75

with | without Answers

Vocabulary Strategy
for Unfamiliar Words

Dictionary You can always use a dictionary
to find out the meaning of a word you don't
know. A dictionary tells you the word's
meaning and how to say the word. The words
in a dictionary are listed in alphabetical order.

1. Look at the first letter in the word and
turn in the dictionary to the section for
that letter.

enormous

shiny

collection

realize

strain

scattered

Next, take the things
you are keeping. Put them
into groups. Put each group together in one place. Put
all the books on a shelf or
table. Hang the clothes in the closet or put them in drawers.
Do you have a collection
of objects, such as rocks, postcards, or stamps? Display
them together on a shelf,
table, or wall.
Now vacuum and dust
your room. Congratulations!
You have a shiny, clean, and well-organized room.

2. Use the guide words at the top of each
    page and what you know about the
    alphabet to help you find the word.

3. Read the definitions. 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.

Read "Get Organized." Use a dictionary
to find out the meanings of the vocabulary
words.

What do you collect? Write about your collection. Tell why you like to collect. Use as many words from the Words to Know list as you can.

Are there enormous piles
of stuff in your room? Are your
things scattered everywhere?
Is your closet clutter putting
a strain on the door? Then it's
time to take action!
First, realize that this will
take time and work. Look at
each thing. Ask yourself, "Do I
use this? Will I ever use this?"
This information will help
you decide what to get rid of
and what to keep. Take the
things you are getting rid of.
Put them in large trash bags.
Are they in good shape? Give
them away to a charity. If not,
throw them out.



	Close
	Access Content Use ELL Poster 8 to preteach vocabulary. Choose from the following to meet language proficiency levels. Beginning Point out that enormous and shiny are both adjectives, or words that describe things. Have students use the words in sentences to describe things that are huge and bright. Intermediate After reading, students can make a list of some of the things that they would like to collect. Advanced Teach the lesson on pp. 200–201. Students can report on the names of some of the things they or others have collected in their home languages. Resources for home-language words may include parents, bilingual staff members, bilingual dictionaries, or online translation sources. Reference Sources Have students work in pairs to follow the steps on p. 200. Encourage them to use the alphabet, guide words, and meanings that make sense in context when looking up a word in a dictionary.