Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Listening

Reference Sources

GLOSSARY Remind students that they can use
a glossary at the back of a book to determine the
meaning of unfamiliar words. Have students list
any unknown words they encountered as they
read Pushing Up the Sky. They can create a
chart showing the unknown word and its
definition in the glossary.

Explaining Nature

LOOKING BACK Remind students of the
question of the week: How do people explain
nature in order to understand it? Discuss how
this week’s Concept Web of vocabulary words relates to the theme of explaining nature. 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, The Night Letters. 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.

Dramatization

SET-UP Have students work in groups to
dramatize Pushing Up the Sky. Group
members will assign parts and practice
several times before dramatizing the story
for the class.

REHEARSAL Groups can use or create simple
props and costumes as suggested in the text.
Non-speaking roles are filled as needed. The
narrator can also take on the role of director.
Everyone follows the stage directions shown in
parentheses. Allow time for several rehearsals.

SPACE Have students rehearse in the space
where they will dramatize the story. Remind
them to use the entire space to maintain
audience interest. Rows of audience chairs
should be staggered so that each member
of the audience has a good view of the
“stage.”

Listen to AudioText

Have students listen to the AudioText of Pushing Up the Sky. Then have them answer these questions orally or in writing.

How do you know when different
characters are speaking? (Possible
responses: Different people are talking;
the storyteller uses a different voice to
represent each character.)
Does listening to the AudioText help
you imagine the characters and the
setting? Why or why not? (Possible
response: Yes, hearing the characters
makes me feel like I am in the village.)
Did you read “YAH-HOO” in the text
the same way you hear it read in the
AudioText? (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 12, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 80–81 Assessment For information on assessing students' speaking, listening, and viewing, see the ELL and Transition Handbook.