Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Listening

Word Structure

COMPOUND WORDS Remind students that
they can use word structure to determine the meaning of unfamiliar compound words. Have students list any compound words they
encountered as they read Night Letters. They
can create a chart showing the unknown word,
its two smaller words, and their definition of the word. Students can confirm word meanings
using a dictionary.

Observing Nature

LOOKING BACK Remind students of the focus
question of the week: What information and
pleasure can people gain by observing nature? Discuss how this week’s Concept Web of
vocabulary words relates to the theme of
observing 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, A Symphony of Whales. 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.

Recite a Poem

SET-UP Have students recite a short poem from
memory to the class.

TOPICS Encourage students to consider poems
they already know or to look through anthologies
of short poems that can be easily memorized.
Invite students to recall poems they may have learned as a young child or in preschool. Poems that rhyme are more easily remembered.

AUDIENCE Consider inviting a younger class to
visit your classroom to listen to the poems.
Children can sit on the floor to listen to the
rhythmic sound of poetry. Speakers may wish
to sit on a chair or stool to be closer to this
younger audience. Speakers sometimes use
a higher-pitched voice when talking to young
children.

Listen to Poetry

Have students listen to a poetry CD or poems
recited by classmates. In small groups, they can
answer these questions orally or in writing.

In these poems, could you identify the
rhyming word that was coming next? How? (Responses will vary.)
Do you prefer listening to poetry that rhymes or poetry that does not include rhyming words? Why or why not? (Responses will vary.)
Would it be easier to memorize a poem that rhymes or a poem that does not rhyme? Why? (Responses will vary.)
Do these poems use formal or informal language? How can you tell? (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 13, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 87–88 Assessment For information on assessing students' speaking, listening, and viewing, see the ELL and Transition Handbook.