Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Viewing

Context Clues

MULTIPLE-MEANING WORDS Remind students that they can use context clues to determine the meaning of multiple-meaning words. Have students list any unknown words they encountered as they read Rocks in His Head. 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.

Unique Interests

LOOKING BACK Remind students of the focus question of the week: When is it valuable to have unique interests? Discuss how this week's Concept Web of vocabulary words relates to the theme of unique interests. 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, America's Champion Swimmer: Gertrude Ederle. 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.

Interview

SET-UP Have students work with a partner and present an interview to the class. Students act as reporters, interviewing interesting people for an article.

TOPICS Have partners brainstorm jobs and topics that might be discussed during an interview for an article. One partner pretends to hold the job, and the other conducts the interview.

REHEARSE Provide time for students to rehearse their interviews. Remind interviewers to wait for questions to be answered before asking the next question. They should listen to each answer so that the next question is logical. Remind them to look directly at the person they are interviewing. Questions should be well thought-out and spoken clearly.

Analyze a Newspaper

Have students study a local newspaper article. In small groups, have students answer these questions in writing.

What is the main idea of this article? (Responses will vary.)
Would you expect to find this article or a similar article in other newspapers? Why or why not? (Responses will vary.)
Does a photograph make you want to read an article? (Possible response: Yes, if the photo is interesting, I'll want to read about it.)



	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 18, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 122–123 Assessment For information on assessing students' speaking, listening, and viewing, see the ELL and Transition Handbook.