Scott Foresman Reading Street

Vocabulary Strategy

Use a glossary to
determine the meaning
of unfamiliar words.

INTRODUCE

Discuss the glossary strategy using the steps on p. 306.

TEACH

Have students read "The Class
Play," paying attention to how
vocabulary is used.
Model using a glossary to
determine the meaning of
antlers.

MODEL The word antlers is
used on p. 307. I look under
"a" in the glossary to find out

that antlers means "growths
on an elk's head."

Whole Group Discuss the Question of the Day. Then use pp. 306–309.

Group Time
Differentiated Instruction

Pushing Up the Sky.
See pp. 304f–304g for the
small group lesson plan.

Reading

Language Arts
Use pp. 329e–329h and
329k–329m.

Whole Group Use pp. 329a
and 329i.

Grouping Options

PRACTICE AND ASSESS

Have students determine the
meanings of the remaining
words and explain how they
went about finding the definitions in the glossary.
Point out that a glossary may
not contain every word
students are unfamiliar with.
They may have to use a dictionary to find the exact meaning of some words.
Have students complete
Practice Book 3.1, p. 115.

WRITE Writing should include

as many vocabulary words as
possible to explain how they,
as the teacher, would reply to
Jenna and Kate.

then… use
Tested
Vocabulary
Cards.

If… students
need more
practice with
the lesson
vocabulary,

Glossary

Practice Book 3.1 p. 115

with | without Answers

As you read “The Class Play,”use the
glossary to find the meanings of the
vocabulary words.

Read the meaning of the word. Then try the meaning in the sentence. Does it make sense?

Use the first letters in the word to help you find the word in the glossary.

Turn to the glossary in the book.

Glossary Sometimes you can use a glossary to find out the meaning of a word. The important words in a book are often listed in a glossary. A glossary is a list of words and their meanings. The words are listed in alphabetical order. A glossary is usually at the back of the book.

for Unfamiliar Words

Vocabulary Strategy

languages

antlers

narrator

imagined

poked

overhead

Both girls were disappointed
but glad to be in the play. Maybe
next time they would get the
parts they wanted.

Jenna was the Elk. She didn’t
have any lines at all, and she
had to wear brown paper antlers
on her head. “Don’t elks know
any languages?"

Later, Ms. Chavez announced
the parts. Kate was the Narrator.
She had a lot of lines, but she
didn’t get to wear a costume.
“But I made such a beautiful
cape,” she wailed.

The next day Jenna tried out
for the First Chief. That was
scarier than she had imagined.
She forgot several words.

Jenna grinned and poked
Kate in the shoulder. They
both wanted to be Chiefs
together. They had already
learned the lines and planned
their costumes.

“I have counted the votes,”
declared Ms. Chavez, waving
a sheet of paper overhead.
“Our play for Parents Night
will be Pushing Up the Sky.
Tryouts are tomorrow.”

When Kate tried out for the Seventh Chief’s part, she didn’t make a single mistake.

Imagine that you are Ms. Chavez. What would you say to Jenna and
Kate? Write your response. Use as many words from the Words to Know list as you can.



	Close
	Access Content Use ELL Poster 12 to preteach vocabulary. Choose from the following to meet language proficiency levels. Beginning Point out the first letter in each vocabulary word. Tell students that glossaries are arranged alphabetically. Have students list the vocabulary words in alphabetical order. Intermediate After reading, students should return to the problem and solution chart and revise their use of vocabulary words based on what they learned by finding the words in a glossary. Advanced Teach the lesson on pp. 306–307. Students can create their own glossary for the vocabulary words and any other words in the selection that are unfamiliar. Glossary Have students work in pairs to follow the steps on p. 306. Encourage them to write down the definitions of the vocabulary words as given in the glossary.