Scott Foresman Reading Street

For Web sites about one New York City neighborhood, do an Internet search using the keywords Spanish Harlem.

Build Background Use ELL Poster 25 to build background and vocabulary for the lesson concept of how families are changed by the kind of place they live in.

ELL Poster 25

WORDS TO KNOW

cardboard a stiff material

made out of layers of paper pulp pressed together, used to make cards, posters, boxes, and so on

feast a big meal for a special

occasion shared by a number of people

fierce wild and frightening

flights sets of stairs from one

landing or one story of a building to the next

pitcher a baseball player who

throws the ball to the catcher

ruined destroyed or spoiled

something completely

stoops porches or platforms

at the entrance to a house

treasure any person or thing

that is loved or valued a great
deal

MORE WORDS TO KNOW

conductor a person who collects fares or tickets on a train or other public transportation

conversations discussions or talks between two or more people

platform a raised floor at a train station from which you can enter or leave a train

= Tested Word

Practice Book 3.2 p. 94

with | without Answers

Build Background

ACTIVATE PRIOR KNOWLEDGE

BEGIN A KWL CHART about New York City.

Have groups of students brainstorm what they know about the city, making notes as they go. Then have students work on their own to record their thoughts in the K column of a KWL chart.
Next, ask students to write three questions they have about New York City. Record their questions on the chart. Add a question or two of your own.
Students should read for the answers to their questions and note any new information so that they can add it to their chart.

Graphic Organizer 3

BACKGROUND BUILDING AUDIO This week's audio presents the sights and sounds of
a big city. After students listen, discuss what they heard and what it reminded them of
in their own lives.

Background Building Audio

Introduce Vocabulary

DEFINITION CARDS

Write each of the Words to Know on an index card. On separate cards, write a definition
of each word. Read each word aloud to students, and then read the definitions. Have
students think about where they may have seen or heard these words.

Have students use these steps for reading multisyllabic words. (See the Multisyllabic
Word Routine on p. DI•1.)

1 Look for Meaningful Word Parts (base words, endings, prefixes, suffixes, roots)
Think about the meaning of each part. Use the parts to read the word. Model: I see
-ed at the end of ruined. Ruin means "destroy," and -ed means it happened in the
past, so ruined means "destroyed."

2 Chunk Words with No Recognizable Parts Say each chunk slowly. Then say the
chunks fast to make a word. Model: trea, sure—treasure.

Activate Prior Knowledge

Distribute the definition and word cards to students. Have one student hold up and read
a definition card. The student with the correct word match stands up and says the word.
Repeat with reading the word first and then the matching definition.

If time permits, have students play a memory game with the index cards. Mix all the cards and place them in rows face down. Have students take turns placing two cards face up, trying to match each word with its definition.

Have students share where they may have seen some of these words. Point out that some of this week's words are homonyms (flights). (For additional practice with homonyms, see
p. 275c.)

Context Clues • Homonyms

Check charts with students at the end of the week and have them make changes to their vocabulary word usage and definitions.

Discuss the meanings of some of the vocabulary words with students. Ask the following questions to clarify word meanings.

Do you think my shirt is ruined because I spilled a bottle of ink on it?
What type of food will you bring to the neighborhood feast next weekend?
Is your dog really fierce, or does he just look unfriendly?