Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Listening

Word Structure

PREFIXES Remind students that they can use word structure and prefixes to help determine the meaning of unfamiliar words. Have students list any unknown words they encountered as they read The Story of the Statue of Liberty. They can create a chart showing the unknown word, its base and prefix, and their definition of the word. Students can confirm word meanings using a dictionary.

American Symbols

LOOKING BACK Remind students of the focus question of the week: What does the Statue of Liberty mean to Americans? Discuss how this week's Concept Web of vocabulary words relates to the theme of American symbols. 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, Happy Birthday Mr. Kang. 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.

Announcement

SET-UP Have students make a 2-minute announcement about a new sculpture that they are unveiling in your city or town.

PLANNING Have students announce and pretend to unveil a new sculpture. Their announcement will name the sculpture and the artist who created it, and explain why it was created. Encourage students to use descriptive words and offer complimentary opinions about the sculpture. Remind students to be aware of the nonverbal cues they use when they are speaking, including facial expressions and body language. Suggest that students conclude their announcements by asking the audience to applaud the work of the artist.

MULTIMEDIA PRESENTATION Some students may choose to play music in the background during the announcement. Others might decide to show photos or slides of other works of art.

Listen to an Announcement

Have students listen to a public service announcement. Individually, they can answer these questions orally or in writing.

1.	Do you have the same understanding of the situation as the speaker? (Possible response: Yes. I know that there are warning signs for cancer.)
2.	Why do you think this public service announcement was made? (Possible response: The announcement was made to help keep people healthy.)
3.	Do you agree with the ideas presented in the public service announcement? Why or why not? (Possible response: Yes. Some people who hear the announcement will go to a doctor to find out more about their health.)



	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 26, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 178–179 Assessment For information on assessing students' speaking, listening, and viewing, see the ELL and Transition Handbook.