Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Viewing

Context Clues

HOMONYMS Remind students that they can use context clues to determine the meaning of unfamiliar words that are homonyms. Have students list any unknown words they encountered as they read Me and Uncle Romie. They can create a chart showing the unknown word, helpful context clues, and their definition of the word based on the context. Students can confirm word meanings using a dictionary.

Changing Environments

LOOKING BACK Remind students of the unit theme: Cultures. Discuss the unit focus question: What happens when two ways of life come together? Ask students how the Concept Vocabulary from each week of this unit relates to the unit theme and unit focus question. Ask students whether they have any words or categories to add. If time permits, create a Unit Concept Web.

Retelling

SET-UP Have students work in groups of three to retell Me and Uncle Romie.

TEAM PRESENTATION Have groups stand in the order they will speak, left to right. Members should know when their parts begin and end. They should demonstrate good listening skills. Each group member should talk for the same amount of time. Provide time for groups to practice their retellings.

AUDIENCE Discuss with students the different words they might choose if they were retelling this story to kindergarten children or teachers and parents. Help students understand that their word choices and voices change with different audiences.

Analyze Brochures

Have students view several travel brochures, some with formal language (for adult vacations) and others with more informal language (for family vacations). With partners, students can answer these questions orally or in writing.

How does the language differ among the brochures? (Possible response: Some ads use formal language and others use more kid-friendly language.)
Is formal or informal language used in an advertisement for a family theme park vacation? (Possible response: Informal language is used for this type of ad.)
Do advertisements that try to persuade children look different than those that have an adult audience? (Possible response: Yes, advertisements for products for children usually use the language that kids use. Advertisements for products that adults use usually use more difficult words and language.)



	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 25, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 171–172 Assessment For information on assessing students' speaking, listening, and viewing, see the ELL and Transition Handbook.