Scott Foresman Reading Street

Vocabulary Strategy

Use word structure to determine the meaning of words with the -ing ending.

INTRODUCE

Discuss the strategy of word structure using the steps on p. 14 for finding the meaning of words with suffixes.

TEACH

Have students read "The Story of Daedalus and Icarus," paying attention to how vocabulary is used.
Model using word structure to determine the meaning of glaring.

MODEL I know that to glare means to stare at someone angrily. Glare is the base word. So glaring must mean "the action of staring angrily."

Whole Group Discuss the Question of the Day. Then use pp. 14–17.

Group Time
Differentiated Instruction

Wings. See pp. 12f–12g for the small group lesson plan.

Reading

Language Arts
Use pp. 35e–35h and
35k–35m.

Whole Group Use pp. 35a
and 35i.

Grouping Options

PRACTICE AND ASSESS

Have students determine the meanings of the remaining words and explain the steps they used to figure them out.
Point out that finding and knowing the base word does not work with every word that has a suffix. Students may have to use the glossary or a dictionary to find the exact meaning of some words.
Have students complete their descriptions, reassessing and refining their use of the vocabulary words in their writing.
Have students complete Practice Book 3.2, p. 5.

WRITE Writing should include

vocabulary words that describe the feeling of flying and/or what they might see if they could fly.

then… use Tested Vocabulary Cards.

If… students need more practice with the lesson vocabulary,

Word Structure

Practice Book 3.2 p. 5

with | without Answers

Read “The Story of Daedalus and Icarus.” Look
for words that have the ending -ing. Use the
ending to help you figure out the meanings of
the words.

Try your meaning in the sentence. Does it
make sense?

Look at the base word. Do you know what
the base word means?

Put your finger over the -ing ending.

Word Structure Sometimes when you are
reading, you may come across a word you
don’t know. Look closely at the word. Does it
have the ending -ing? The ending -ing is usually
added to a verb, or action word. You may be
able to use the ending to help you figure out
the meaning of the word.

for Endings

Vocabulary Strategy

Try the strategy.
Then, if you need
more help, use
your glossary or
a dictionary.

struggled

giggle

complained

glaring

drifting

attention

looping

swooping

And don’t fly too low or the
sea will dampen the feathers.”
     But Icarus paid no
attention. He kept soaring
higher and higher and drifting
closer and closer to the hot,
glaring sun.
     “Icarus!” Daedalus shouted.
“Come back right now!”
     “I never get to have any fun,”
Icarus complained. With a
giggle, he made another high arc.
     Suddenly his wings wobbled.
Icarus struggled to stay in flight,
but it was too late. The heat from
the sun had melted the wax that
held his wings together. Icarus
fell into the sea and drowned.

     The ancient Greeks
told a story about Daedalus
who was a very clever
inventor. When he and his
son Icarus were imprisoned
on an island, Daedalus
invented a way to escape.
With feathers, thread, and
wax, he made two pairs of
wings. Then he and Icarus
flew away.
     Icarus, excited to be flying,
began swooping down toward
the sea, looping around his
father, and zooming up toward
the sun.
     “Icarus,” Daedalus warned,
“don’t fly too high or the sun will
melt the wax on your wings.

Write a description of what you think it would be like to fly like a bird.
Use words from the Words to Know list.



	Close
	Access Content Use ELL Poster 16 to preteach vocabulary. Choose from the following to meet language proficiency levels. Beginning Point out that swoop is the base word for swooping. Act out swooping. Have students point to the base word and the suffix. Then have them say the word swooping as they act it out. Intermediate After reading, students can create a two-column chart, with base words + the -ing suffix in one column and the meaning of the word in the second column. Advanced Teach the lesson on pp. 14–15. Students can report on the names of these different action words in their home languages. Resources for home-language words may include parents, bilingual staff members, bilingual dictionaries, or online translation sources. Word Structure Have students work in pairs to follow the steps on p. 14. Encourage them to list the base word for each unknown word and then decide together the best meaning for it.