Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Listening

Word Structure

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

Fitting In

LOOKING BACK Remind students of the unit theme: One of a Kind. Discuss the unit focus question: What does it mean to be unique? Ask students how the Concept Vocabulary from each week relates to the unit theme and focus question. Ask students whether they have any words or categories to add. If time permits, create a Unit Concept Web.

Book Review

SET-UP Students will work in small groups to deliver book reviews about one of the two selections for the week.

ORGANIZATION Ask students to begin their report by stating the title of the selection and its author. Next, students offer a brief summary of the story. Then, have them add interesting examples of events and details. Finally, groups conclude with opinions from each group member as to whether they recommend the story to others.

TEAM PRESENTATION Provide time for groups to rehearse their book reviews aloud. Share these delivery suggestions:

Know which team member is responsible for what material.
Material should be split equally among the team members.
Team members should pay attention to the one speaking.

Listen to an Ad

Have students listen to radio advertisements. After listening to the ads, ask students these questions.

How does the speaker feel about the product being advertised? (Possible response: The speaker says that he has used the product before and likes it.)
Why do you think this person was chosen to be the spokesperson for this product? (Possible response: She was chosen because she is the age to use this product.)
Do the spokesperson's words make you want to buy the product? Would you buy the product being advertised? Why or why not? (Possible response: The speaker's words do not make me want to buy the product. I would not buy it because I like the pens that I already have.)



	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 20, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 136–137 Assessment For information on assessing students' speaking, listening, and viewing, see the ELL and Transition Handbook.