Scott Foresman Reading Street

Vocabulary Strategy

Use a glossary to define unfamiliar words.

INTRODUCE

Discuss the glossary strategy for unfamiliar words using the steps on
p. 334.

TEACH

Have students read "Class Art," paying attention to how vocabulary is used.
Model using a glossary to determine the meaning of expression.

MODEL The word expression
begins with ex, so I look under these letters in the glossary. The next letter is p, then r. I find the word, but it has two definitions. I use each definition in the sentence and choose the one that makes sense. Here it is: “the act of putting into words or visual medium.”

Whole Group Discuss the Question of the Day. Then use pp. 334–337.

Group Time
Differentiated Instruction

Talking Walls: Art for the People. See pp. 332f–332g for the small group lesson plan.

Reading

Language Arts
Use pp. 353e–353h and
353k–353m.

Whole Group Use pp. 353a and 353i.

Grouping Options

PRACTICE AND ASSESS

Have students determine the meanings of the Words to Know and explain how they found their meanings in a glossary.
Have students revise their Word Rating charts, reassessing their ratings.
Have students complete Practice Book 3.2, p. 125.

WRITE Writing should include

vocabulary words that describe the things that the student would put in the mural.

then… use Tested Vocabulary Cards.

If… students need more practice with the lesson vocabulary,

Glossary

Practice Book 3.2 p. 125

with | without Answers

As you read “Class Art,” use the glossary to
find out the meanings of the vocabulary words.

Read the meaning of the word. Then try the
meaning in the sentence. Does it make sense?

Use the first letters of the word to help you
find it in the glossary.

Turn to the glossary at the back of the book.

Glossary Sometimes you can use a glossary
to find the meaning of an unknown word. A
glossary is a list of important words in a book
and their meanings. The words are listed in
alphabetical order. The glossary is usually at
the back of the book.

Vocabulary Strategy
for Unfamiliar Words

the mural should show the
social life of the people who
live in the community. Diana
thinks the mural should be
more about global, not local,
issues. It should show how
the community is part of the
world. How can the students
get all these ideas on one
mural? Ms. Ramsey points
out that the mural should be
an expression of the group’s
interests and beliefs. She says
that with a little planning,
the students can paint a
mural that will support
everyone’s ideas.

Ms. Ramsey’s students are
excited. They are planning to
paint a mural on one wall in
their classroom. Ms. Ramsey
encourages the students to
talk about what they will
paint on the mural. Everyone
has a different idea. Julio’s
family came to the United
States from Mexico. He wants
to paint something about
his native country and his
new country. Mary wants to
paint something about the
community’s history. Her
family settled here a long,
long time ago. Gerrard thinks

support

expression

local

social

settled

native

encourages

Imagine you and your classmates are going to paint a mural. Tell what
you think the mural should show. Use words from the Words to Know list.



	Close
	Access Content Use ELL Poster 28 to preteach vocabulary. Choose from the following to meet language proficiency levels. Beginning Point out the order of the letters in the word native. Have students use the letter order to find the word in a glossary and read its meaning. Intermediate After reading, students can create their own glossary for the vocabulary words, listing them in alphabetical order and with a definition for each. Advanced Teach the lesson on pp. 334–335. Students can make a glossary of these words as they are used in their home languages. Resources for home-language words may include parents, bilingual staff members, bilingual dictionaries, or online translation sources. Glossary Have students work in pairs to follow the steps on p. 334. Encourage them to list the words and their meanings, as given in a glossary.