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BEFORE READING
Tech Files ONLINE
Students can find out more about gardening by searching the Internet. Have them use a student-friendly search engine and the keywords gardens, gardening, and growing vegetables.
ELL
Build Background Use ELL Poster 9 to build background and vocabulary for the lesson concept of when respect and understanding are important in solving a problem.
ELL Poster 9
ELL Poster 9
Lesson Vocabulary
WORDS TO KNOW
Tested Word bottom the lowest part
Tested Word cheated tricked someone;
acted in a way that is not honest
Tested Word clever bright; intelligent
Tested Word crops plants grown for food
Tested Word lazy not willing to work or move
fast
Tested Word partners members of a
company who share the risks and profits of the business
Tested Word wealth riches
MORE WORDS TO KNOW
cornstalk the main stem of a corn plant
debt something owed to someone else
Tested Word= Tested Word
Practice Book
Practice Book 3.1 p. 84
with | without Answers
Build Background
ACTIVATE PRIOR KNOWLEDGE
BEGIN A STEPS IN A PROCESS CHART about gardening and growing vegetables.
  • On the board, draw a chart that has five boxes. (You may have to add boxes as
    you discuss the topic.) Write the title "Growing Vegetables" above the chart.
  • Ask small groups of students to brainstorm the steps in growing a vegetable
    garden. Allow about five minutes for the process. Then write their ideas on the
    chart. Emphasize the importance of placing the information in the correct sequence.
  • When the chart is complete, discuss different things people can do with vegetables
    they harvest from their gardens.
Graphic Organizer 24
Graphic Organizer 24
BACKGROUND BUILDING AUDIO In this week's audio, Cherokee storyteller
Gayle Ross tells another story with a trickster rabbit character. After students
listen, discuss why they think the trickster character in tales is often a rabbit.
Audio CD Background Building Audio
Introduce Vocabulary
DEFINITION CARDS
Write each of the Words to Know on an index card. On separate cards, write a
definition of each word. Read each word aloud to students, and then read the
definitions. Have students think about where they may have seen or heard some
of these words. Activate Prior Knowledge
Distribute the definition and word cards to students. Have one student hold up
and read a definition card. The student with the correct word match stands up and
says the word. Repeat with reading the word first and then the matching definition.
Point out that the title of this week's story is Tops and Bottoms, and that the word
tops is an antonym for the word bottoms. Have students think of antonyms for some
of this week's words, such as lazy (hard-working) and wealth (poverty). As they come
up with antonyms, write these words on index cards as well. When a definition is read,
first have the students with the correct word match stand, then have students with the
word's antonym stand. Antonyms
Students can write sentences using the words from the list. Have them circle words
whose meanings they did not previously know but now do.
Use the Multisyllabic Word Routine on p. DI•1 to help students read multisyllabic words.