Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Viewing

Word Structure

ENDINGS Remind students that they can use word structure to determine the meaning of unfamiliar words with endings. Have students list any unknown words they encountered as they read Wings. They can create a chart showing the unknown word, its ending, and their definition of the word based on its base word. Students can confirm word meanings using a dictionary.

Being Unique

LOOKING BACK Remind students of the question of the week: How can being unique sometimes make a person lonely? Discuss how this week's Concept Web of vocabulary words relates to the theme of being unique. 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, Hottest, Coldest, Highest, Deepest. 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.

Express an Opinion

SET-UP Tell students they will express an opinion about a problem in school. Review that opinions express what someone feels or thinks.

TOPICS Brainstorm a list of topics and school-related issues, such as cafeteria food, bus behavior, playground equipment, school uniforms, sports equipment, and library materials.

VISUAL AIDS Suggest that students use visual aids for their opinion speeches. If students choose to speak about the cafeteria, then they might display a cafeteria tray or food item. Or, if they discuss the condition of sports equipment, encourage them to display a sample of the item in question.

Analyze Media

Show students a local morning newscast. Have individuals answer these questions orally or in writing.

Did you hear any information on the newscast that might be misleading? If so, what? (Responses will vary, depending on the newscast.)
How can you tell the difference between facts and opinions? (Possible response: Supporting details and examples generally follow facts. Opinions often have words and phrases such as I think, I believe, in my view, and so on.)
Would you expect to hear more facts or opinions during a newscast? (Possible response: You would expect to hear mostly facts.)



	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 16, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 108–109 Assessment For information on assessing students' speaking, listening, and viewing, see the ELL and Transition Handbook.