Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Viewing

Context Clues

ANTONYMS Remind students that they can use context clues to determine the meaning of unfamiliar words that are antonyms for other words. Have students list any unknown words they encountered as they read Tops and Bottoms. They can create a chart showing the unknown word, antonym context clues, and their definition of the word based on the antonym. Students can confirm word meanings using a dictionary.

Personal Responsibility

LOOKING BACK Remind students of the focus question of the week: When are respect and understanding important in solving a problem? Discuss how this week's Concept Web of vocabulary words relates to the theme of personal responsibility. 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, William's House. 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.

Compare and Contrast

SET-UP Have students orally compare and contrast Hare in Tops and Bottoms with the hare in The Hare and the Tortoise.

ORGANIZATION Have students begin their speeches with an interesting similarity about the two hares. Then they can continue describing similarities. After all the similar characteristics have been shared, students can discuss differences. Encourage students to conclude their speeches with a one-sentence summary.

ADAPTATION Provide time for students to rehearse their compare and contrast speeches. Offer these adaptation suggestions:

If you find yourself running low on time, focus on the most important similarities.
If you need to fill more time, describe more details about each character.
Use a visual, such as a two-column chart or Venn diagram, to illustrate similarities and differences.

Analyze a Picture

Have students view the picture on p. 237 of Tops and Bottoms. With partners, they can answer these questions orally or in writing.

How can illustrations help you understand a story? (Possible response: Illustrations offer additional details and give us a better understanding of what the characters look like.)
What is the main idea of this picture?
(Bear gets the tops, and Hare gets the bottoms.)
How did the illustrator depict or characterize Bear? (Responses will vary but might include lazy, grumpy, not very intelligent.)



	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 9, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 59–60 Assessment For information on assessing students' speaking, listening, and viewing, see the ELL and Transition Handbook.