Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Listening

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 America's Champion Swimmer: Gertrude Ederle. 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.

Being First

LOOKING BACK Remind students of the question of the week: How might it feel to be the first to do something? Discuss how this week's Concept Web of vocabulary words relates to the theme of being first. 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, Fly, Eagle, Fly! 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.

Sportscast

SET-UP Have students deliver a 3- or 4-minute television sportscast that includes news about Gertrude Ederle's swim.

TOPICS Invite students to choose two or more sports besides swimming to talk about in their sportscast. Students may choose to talk about local or national sports. Encourage them to consider local high school teams, their favorite teams, or sports that get little television coverage.

REHEARSAL Provide time for students to rehearse their sportscasts. Share these delivery suggestions:

Be familiar with the material. You don't want to read the sportscast.
Remember that your audience is the people watching the broadcast.
Raise your voice and get excited if you are talking about an exciting win.

Listen to a List

Have students listen to a list of items read aloud. The list should contain 8–10 items. Students can work with a partner to answer these questions.

How can you group words together to make them easier to remember? (Possible response: You can group like items together. You can use imagery to remember items. You can use an acronym or acrostic to help remember the beginning letter of each item.)
Would using visualizing or an acronym help you to remember the items on the list? (Responses will vary depending on the items in list.)
Do you use mnemonic devices to help you remember important information? Give an example of a mnemonic device you use. (Responses will vary.)



	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 19, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 129–130 Assessment For information on assessing students' speaking, listening, and viewing, see the ELL and Transition Handbook.