Scott Foresman Reading Street

Vocabulary Strategy

Use context clues and antonyms to determine word meaning.

INTRODUCE

Discuss the context clues strategy for antonyms using the steps on p. 226.

TEACH

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

MODEL The seeds are put in
the bottom of each hole and
are covered with soil on
p. 227. So bottom must mean "the lowest part."

Whole Group Discuss the Question of the Day. Then use pp. 226–229.

Group Time
Differentiated Instruction

Tops and Bottoms. See
pp. 224f–224g for the small
group lesson plan.

Reading

Language Arts
Use pp. 249e–249h and
249k–249m.

Whole Group Use pp. 249a
and 249i.

Grouping Options

PRACTICE AND ASSESS

Have students determine the
meanings of the remaining
words and explain the context
clues they used.
Point out that not all words have antonyms, nor are antonyms always used in the text. Explain that students may have to use a glossary or a dictionary to find the exact meaning of some words.
Have students complete
Practice Book 3.1, p. 85.

WRITE Writing should include

vocabulary words that give reasons why students do or do not want to be a farmer.

then… use Tested Vocabulary Cards.

If… students need more practice with the lesson vocabulary,

Context Clues

Practice Book 3.1 p. 85

with | without Answers

Vocabulary Strategy
for Antonyms

Context Clues Sometimes when you are
reading, you come across a word you don’t
know. The author may give you an antonym for the word. An antonym is a word that means the
opposite of a word. For example, empty is the
opposite of full. Look for a word that might be
an antonym. It can help you understand the
meaning of a word you don’t know.

1. Look at the words around the word you
don’t know. The author may have used
an antonym.

2. Look for words that seem to have opposite
meanings. Think about the word you know.

3. Use that word to help you figure out the
meaning of its antonym.

wealth

partners

cheated

clever

crops

bottom

lazy

Farming is not an
occupation for lazy people.
Farmers are always busy. In the
spring they till, or turn up, the
soil to prepare it for planting.
Then they dig holes, put the
seeds in the bottom of each
hole, and cover them with soil.
In the summer, farmers water
and weed the growing crops. In
the fall, it is time for harvesting.
Then they cut or dig up the
crops in the fields. In some
countries, farmers use machines
to do these things. In many
countries, however, farmers
still do many jobs by hand.

The weather can make
any farmer look clever or
foolish. Too much rain and the
crops wash away; not enough
rain and the crops die. The
weather has often cheated
farmers and ruined their crops.
So farmers must be partners
with the weather.
Most farmers do not make
a lot of money. So why do they
farm? Some farm to get the
food they need. Many choose
to be farmers because to them
wealth is not as important as
working with the land.

Try the strategy. Then,
if you need more help,
use your glossary or
a dictionary.

As you read “Farming,” look for
antonyms to help you understand
the meanings of the vocabulary words.

Would you like to be a farmer? Why or why not? Write about your
ideas. Use words from the Words to Know list.



	Close
	Access Content Use ELL Poster 9 to preteach vocabulary. Choose from the following to meet language proficiency levels. Beginning Point out the text on p. 227. Point out the context clues that tell you what lazy means (not busy) and what crops means (things that grow). Have students use each word in a sentence. Intermediate After reading, students can create a two-column list of vocabulary and other words from the story, then write an antonym for each. Advanced Teach the lesson on pp. 226–227. Students can report on vocabulary words and their antonyms in their home languages. Resources for home-language words may include parents, bilingual staff members, bilingual dictionaries, or online translation sources.