Scott Foresman Reading Street

Vocabulary Strategy

Use context clues to define unfamiliar words.

INTRODUCE

Discuss context clues strategy using the steps on p. 222.

TEACH

Have students read "Biscuits for Breakfast," paying attention to how vocabulary is used.
Model using context clues to determine the meaning of ingredients.

MODEL The word ingredients
on p. 223 refers to what is
needed to make a batch of
biscuits. So ingredients probably means "the parts of a mixture" that make something.

Whole Group Discuss the Question of the Day. Then use pp. 222–225.

Group Time
Differentiated Instruction

Jalapeño Bagels.
See pp. 220f–220g for the
small group lesson plan.

Reading

Language Arts
Use pp. 243e–243h and
243k–243m.

Whole Group Use pp. 243a and 243i.

Grouping Options

PRACTICE AND ASSESS

Have students determine the
meanings of the remaining
words and explain the context
clues they used.
Point out that context does not
work with every word. Students
may have to use the glossary
or a dictionary to find the exact
meaning of some words.
If you began word rating charts
(p. 222b), have students
reassess their ratings.
Have students complete
Practice Book 3.2, p. 85.

WRITE Writing should include

vocabulary words telling about
a favorite breakfast and how to
prepare it.

then… use Tested Vocabulary Cards.

If… students need more practice with the selection vocabulary,

Context Clues

Practice Book 3.2 p. 85

with | without Answers

Read “Biscuits for Breakfast.” Use context
clues to help you understand the meanings
of the vocabulary words.

Try that meaning in the sentence. Does it
make sense?

If not, use the words and sentences to
predict a meaning for the word.

Read the words and sentences around the
word you don’t know. Sometimes the author
tells you what the word means.

Context Clues Sometimes when you are
reading, you come across a word you don’t
know. How can you figure out what the word
means? Look at the context, or the words and
sentences around the word. You might find
clues that can help you figure out the meaning
of the word.

Vocabulary Strategy
for Unfamiliar Words

times. Roll the

dough flat, about 1/2 inch
thick.Cut out round circles using
a biscuit cutter or an overturned glass. Place the circles on a baking sheet. Do not let the circles touch one another.
Bake at 350° for 10 to 12
minutes or until the biscuits
are light brown on top. Serve them with butter and honey.
Forget about braided coffee cakes, cream-filled doughnuts, and giant muffins. When the
water boils for your morning
tea and you are looking for something to go with it, grab a fresh, hot biscuit.

Would you like
something for breakfast
that you will not find in a
bakery? Make biscuits! You’ll
need only a few ingredients to
make one batch.
1/3 cup shortening
1 3/4 cups flour
2 1/2 teaspoons baking powder
3/4 teaspoon salt
3/4 cup milk
Use a fork to add the
shortening to the flour, baking
powder, and salt. The mixture
should look like fine crumbs.
Add enough milk so that the
dough rounds into a ball. Put
the dough on a floured board.
Knead it 10 times and only 10

Try the strategy.
Then, if you need
more help, use
your glossary
or a dictionary.

boils

braided

knead

dough

mixture

batch

ingredients

bakery

What is your favorite breakfast food? Write the directions
for how to make it. Be sure to include the ingredients and the steps. Use words from the Words to Know list.



	Close
	Access Content Use ELL Poster 24 to preteach vocabulary. Choose from the following to meet language proficiency levels. Beginning Point out clues in the last paragraph on p. 223 that show that boils means “to heat." Intermediate After reading, students can create a Venn diagram to show words that belong with baking, that do not belong with baking, and those that belong with both. Advanced Teach the lesson on pp. 222–223. Students can report on the names of different baked goods in their home languages. Resources for home-language words may include parents, bilingual staff members, bilingual dictionaries, or online translation sources. Context Clues Have students work in pairs to follow the steps on p. 222. Encourage them to list clues for an unknown word and then decide together the best meaning for it.