Scott Foresman Reading Street

Vocabulary Strategy

Use context clues to determine the meaning of unfamiliar words.

INTRODUCE

Discuss the context clues strategy using the steps on p. 252.

TEACH

Have students read "Like the Good Old Days," paying attention to how vocabulary is used.
Model using context clues to determine the meaning of pegs.

MODEL Pegs on p. 253 are said to be made of wood and used to "hold the logs and planks together." So pegs must mean "small pieces of wood that hold things together."

Whole Group Discuss the Question of the Day. Then use pp. 252–255.

Group Time
Differentiated Instruction

William's House. See
pp. 250f–250g for the small
group lesson plan.

Reading

Language Arts
Use pp.271e–271h and
271k–271m.

Whole Group Use pp. 271a
and 271i.

Grouping Options

PRACTICE AND ASSESS

Have students determine the meanings of the remaining words and explain the context clues they used to find the meanings.
Point out that context does not work with every word. Students may have to use the glossary or a dictionary to find the exact meaning of some words.
Have students refine their word rating charts, reassessing their ratings if necessary.
Have students complete Practice Book 3.1, p. 95.

WRITE Writing should include

vocabulary words that describe what life in a colonial house would be like.

then…
use Tested Vocabulary Cards.

If… students need more practice with the lesson vocabulary,

Context Clues

Practice Book 3.1 p. 95

with | without Answers

Vocabulary Strategy
for Unfamiliar Words

Context Clues Sometimes when you are reading, you come across a word you don’t know. How can you figure out what the word means? Look for context clues. Context clues are the words and sentences around the word. They can help you figure out the meaning of the word.

As you read “Like the Good Old Days,” use
context clues to help you understand the
meanings of the vocabulary words.

1. Read the words and sentences around the
    word you don’t know. Sometimes the
    author tells you what the word means.

2. If not, use the words and sentences to
    predict a meaning for the word.

3. Try that meaning in the sentence. Does
     it make sense?

Look at the photograph.
These people are pretending
to be colonists in the 1600s.
They are called reenactors.
They want to do things the
way the colonists did. They
built a house like one the
colonists built.
First, the reenactors
cut down trees to make a
clearing, or open space. They
used whole logs to make
the frame of the house, and
they split logs into planks,
or boards, to make the walls.
They carved pegs out of
wood and used the pegs,
instead of nails, to hold the

logs and planks together.
Finally, they put a very steep
roof on the house so that the
snow would slide off.
Behind the house the
reenactors dug a cellar, or
underground room. They
put food into barrels and
stored the barrels in the
cool, dry cellar so that the
food wouldn’t spoil. This
was one way the colonists
kept their food fresh. They
also salted their meat and
dried their vegetables.

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

spoil

barrels

cellar

steep

pegs

clearing

Look at the picture. Write about what
you think it would be like to live in a
colonial house. Use words from the
Words to Know list.



	Close
	Access Content Use ELL Poster 10 to preteach vocabulary. Choose from the following to meet language proficiency levels. Beginning Point out clues on p. 253 that describe what a cellar is. Have students point to the words that contain these clues. Intermediate After reading students can create a Venn diagram to show words that belong with building, words that belong with food, and words that can belong with both. Advanced Teach the lesson on pp. 252–253. Students can report on the names of different parts of a house in their home languages. Resources for home-language words may include parents, bilingual staff members, bilingual dictionaries, or online translation sources.