Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Listening

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 Good-Bye, 382 Shin Dang Dong. They can create a chart showing the compound word, its two smaller words, and their definition of the word based on its components. Students can confirm word meanings using a dictionary.

Changing Cultures

LOOKING BACK Remind students of the focus question of the week: What is gained and lost in a move from one culture to another? Discuss how this week’s Concept Web of vocabulary words relates to the theme of changing cultures. 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, Jalapeño Bagels. 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.

Song or Poem

SET-UP Students will perform a short song or recite a poem from memory for the class.

PLANNING Have students identify a song or poem they would like to perform for the class. Performances should last less than three
minutes. Ask students to consider using notes
or props for their performances.

DELIVERY Provide time for students to rehearse their song or poem aloud. Share these delivery suggestions:

Stand tall.
Use a voice that shows emotion.
Smile and use eye contact.
Move with the rhythm.
Keep tempo lively to maintain audience interest.
Use a prop, such as a microphone or musical instrument.
Engage the audience by inviting them to clap their hands or tap to the beat.

Listen to a Musical Performance

List kinds of musical performances students have experienced. Then sort them as live or recorded events. Discuss acceptable behavior for these musical events.

Show respect for performer and other listeners by being quiet.
Don't sing or clap along unless invited to do so.
Close your eyes, if you want, to eliminate distractions.
Clap at the end to show your approval.
Remain seated.

Discuss with students the differences in behavior at a live event and a recorded event. Note the next school program or recital and suggest that students listen appropriately.



	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 23, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 157–158 Assessment For information on assessing students' speaking, listening, and viewing, see the ELL and Transition Handbook.