Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Viewing

Context Clues

UNFAMILIAR WORDS Remind students that they can use context clues to determine the meaning of unfamiliar words. Have students list any unknown words they encountered as they read William's House. They can create a chart showing the unknown word, helpful context clues, and their definition of the word based on its context. Students can confirm word meanings using a dictionary.

Housing Problems

LOOKING BACK Remind students of the unit theme: Smart Solutions. Discuss the unit focus question: What are smart ways that problems are solved? Ask students how the Concept Vocabulary from each week of this unit relates to the unit theme and unit focus question. Ask students whether they have any words or categories to add. If time permits, create a Unit Concept Web.

Speak to Communicate
Needs

SET-UP Have students use information in William's House to help them talk about the needs that William's family had. Encourage students to include facts about how William met these needs.

ORGANIZATION Tell students to begin their speeches with an interesting statement about William's house. Suggest that students then identify the family's needs. Remind students to distinguish between wants and needs. Provide time for students to rehearse their speeches aloud. Share these organization suggestions:

Open with an interesting statement.
Share William's family's needs.
Next, offer facts about why those needs are important.
Use transition words and phrases, such as but, instead, neither, and on the other hand.
Conclude with a short summary.

Recognize Opinion

Play a video excerpt of Little House on the Prairie
or another dramatized work of fiction about
pioneer life. Remind students to monitor their
comprehension as they view the video. With
partners, students can answer these questions
orally or in writing.

Who is the speaker? (Responses will vary.)
What are some facts that Laura tells us?
(Responses will vary.)
What are some of Laura's opinions?
(Responses will vary.)



	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 10, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 66–67 Assessment For information on assessing students' speaking, listening, and viewing, see the ELL and Transition Handbook.