Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Viewing

Context Clues

SYNONYMS Remind students that they can use context clues, sometimes with synonyms, that help them determine the meaning of unfamiliar words. Have students list any unknown words they encountered as they read Suki’s Kimono. They can create a chart showing the unknown word, context clues, and their definition of the word. Students can confirm word meanings using a dictionary.

Dressing Differently

LOOKING BACK Remind students of the focus question of the week: What can happen when someone’s clothes are different? Discuss how this week’s Concept Web of vocabulary words relates to the theme of dressing differently. 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, How My Family Lives in America. 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.

Introductions

SET-UP Have students make introductions. Place students in groups of three.

REHEARSAL Review with students the conventions of making introductions in our culture. Always introduce the older person first to a younger person. People of similar ages may be introduced in any order. Have students practice introducing people in small groups of three. Students can role play other people, such as a coach or teacher. Have them demonstrate for the class.

AUDIENCE Point out to students that they need to be aware of when a person needs an introduction. Whose name is said first? Remind students to consider their audience and speak clearly as they make the introduction. Allow ample time for students to practice introducing people.

Analyze Photos

Have students view photos of various kimonos. Have students in small groups answer these questions orally or in writing.

1. How are the kimonos similar?
(Responses will vary.)

2. Which kimono is your favorite? Why?

(Responses will vary.)

3. Is there a common theme in the style of

the kimonos or in the fabric? (Possible
response: bright colors, dragonflies)



	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 21, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 143–144 Assessment For information on assessing students' speaking, listening, and viewing, see the ELL and Transition Handbook.