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AFTER READING
Vocabulary and Word Study
Speaking and Listening
VOCABULARY STRATEGY
Target Skill Word Structure
COMPOUND WORDS Remind students that they can use word structure to determine the meaning of compound words. Have students list compound words they encountered as they read Hottest, Coldest, Highest, Deepest. They can create a chart showing the compound word, its components, and its definition based on its components. Students can confirm word meanings using a dictionary.
Compound Words
Geography Terms
BUILD CONCEPT VOCABULARY
Mosts
LOOKING BACK Remind students of the focus question of the week: Why do nature's record holders fascinate us? Discuss how this week's Concept Web of vocabulary words relates to the theme of examples of "mosts." 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, Rocks in His Head. 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.
Concept Web
Planning Tips
SPEAKING
Weather Forecast
SET-UP Have students write weather forecasts for a television news program. Use current weather patterns as a guide.
PLANNING Use local newspapers, and television and radio broadcasts for ideas. Remind students to begin with a catchy or interesting statement. They can then share today's weather, tonight's weather forecast and what people can expect for tomorrow. Students may wish to include a 3-, 5-, or 7-day extended forecast.
DELIVERY Provide time for students to practice delivering their weather forecasts. Share these delivery suggestions:
  • Be familiar with your material. Practice in front of a mirror.
  • Look directly at your audience.
  • Speak in a loud, clear voice.
  • Use visual aids to increase audience interest.
LISTENING
Listen to an Interview
Have students listen to an interview of a pop star or an athlete. Tell them to imagine they are the person asking the questions in this interview. Have students answer these questions orally or in writing.
  1. What question would you like to ask this person? Remember to think of an important question that relates to the topic. (Responses will vary.)
  2. What might the person's response be? (Responses will vary.)
  3. What question would you not ask this person? Think of a question that might be hard for the person to answer. (Responses will vary.)
 
   
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SUCCESS PREDICTOR
Monitor Progress
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
ELL
Support Vocabulary Use the following to review and extend vocabulary and to explore lesson concepts further:
  • ELL Poster 17, Days 3–5 instruction
  • Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 115–116
Assessment For information on assessing students' speaking, listening, and viewing, see the ELL and Transition Handbook.