Scott Foresman Reading Street

Students can find out more about myths by searching the Internet. Have them use a student-friendly search engine and the keywords myths, animal myths, and Greek myths.

Build Background Use ELL Poster 16 to build background and vocabulary for the lesson concept of how being unique can sometimes make a person lonely.

ELL Poster 16

WORDS TO KNOW

attention careful thinking,

looking, or listening

complained said that you

are unhappy or annoyed or upset about something

drifting being carried along

by currents of air or water

giggle to laugh in a silly

or uncontrolled way

glaring staring angrily

looping forming a line,

path, or motion shaped so that it crosses itself

struggled tried hard,

worked hard against difficulties

swooping coming down fast

on something

MORE WORDS TO KNOW

gawk to stare in a rude way

snickered laughed in a sly, silly way

= Tested Word

Practice Book 3.2 p. 4

with | without Answers

Build Background

ACTIVATE PRIOR KNOWLEDGE

BEGIN A VENN DIAGRAM to compare and contrast myths and realistic fiction.

Inside the left circle of the diagram, write "Stories That Seem Real." Inside the right circle, write "Stories That Seem Made Up." Write "Both" inside the overlapping circles.
Have students suggest descriptions of realistic fiction and myths, folk tales, or fantasies they have read. Ask them to compare and contrast the two kinds of stories. Record students' responses in the Venn diagram.
Have students look for more comparisons and contrasts between myths and realistic fiction as they read Wings.

Graphic Organizer 17

BACKGROUND BUILDING AUDIO This week's audio features a story about

differences and accepting and celebrating differences.

Background Building Audio

Introduce Vocabulary

WORD MEANING CHART

Create a word meaning chart for the Words to Know, using the categories Word,
Meaning, and Sentence. Use a three-column chart (Graphic Organizer 26).
Have students write meanings for each word, based on what they think it means.
Then have them write a sentence for each word. They should underline the Words
to Know in their sentences. Students should share where they may have seen
some of these words.
Activate Prior Knowledge

Graphic Organizer 26

Have students look up each word in the glossary to verify that their meanings are
correct. If not, have them write a new sentence using the correct meaning.

Tell students that swooping, looping, and drifting can be related to flight or flying.
Ask students if they know any other words that have to do with flight. (Possible
responses: gliding, fluttering, soaring)

Have students use these steps for reading multisyllabic words. (See the Multisyllabic
Word Routine on p. DI•1.)

1 Look for Meaningful Word Parts (base words, endings, prefixes, suffixes, roots)
Think about the meaning of each part. Use the parts to read the word. Model: I see -ing
at the end of drifting. I know that -ing is added to a verb. The verb I see is drift. Drift
means "float." So drifting must mean "floating."

2 Chunk Words with No Recognizable Parts Say each chunk slowly. Then say the
chunks fast to make a word. Model: gig, gle—giggle.

Activate Prior Knowledge

Encourage students to use the words in their writing during the week.