Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Listening

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 A Symphony of Whales. 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.

Helping Animals

LOOKING BACK Remind students of the focus
question of the week: How can people help
animals that are in danger? Discuss how this
week’s Concept Web of vocabulary words relates
to the theme of helping animals. 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, Volcanoes: Nature’s Incredible
Fireworks. 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.

Description

SET-UP Have students use information from the
textbook to describe whales. Remind students to
include the way whales look, sound, and feel.

RESEARCH Have students review the
illustrations and notice how whales look.
Students can skim the text to find out how
whales sound and feel. Students may also
wish to research whales in the library or on
the Internet. Students can make a three-column chart with headings look, sound, feel. They
can write descriptive words and phrases in
each column as they find information.

VISUAL AIDS Students may decide to include
visual aids in their description. Photos of whales found in books may prove useful in emphasizing
the whale’s physical description. Use of visual
aids will most likely increase audience
understanding and interest.

Listen for Sensory
Words

Have students listen to poetry that contains
sensory words and/or have them listen to the
descriptions of whales. After listening, have
individuals answer these questions orally.

What words did you hear that appealed to your sense of smell? (Responses will vary.)
What words did the speaker use that
appealed to your sense of touch? (Responses will vary.)
Did the listening experience help you imagine what the object being described looked like and felt like? How? (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 14, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 94–95 Assessment For information on assessing students' speaking, listening, and viewing, see the ELL and Transition Handbook.