Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Viewing

Glossary

UNFAMILIAR WORDS Remind students that they can use the glossary at the back of a book to find the meaning of some unfamiliar words. Have students list any unknown words they encountered as they read Talking Walls. They can create a chart showing the unknown word and its glossary definition.

Freedom of Expression

LOOKING BACK Remind students of the focus question of the week: Why is freedom of expression important? Discuss how this week's Concept Web of vocabulary words relates to the theme of freedom of expression. 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, Two Bad Ants. 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.

Interview

SET-UP Groups of students act out talk shows having one host and several guests. Students who portray guests decide what they do for a living and why they have been invited. Hosts prepare questions they will ask during the interview.

REHEARSE Remind students to wait for questions to be asked or answered before they ask another question or respond. Remind hosts to listen closely to answers and to look directly at the person to whom they are speaking. Provide time for students to rehearse their talk shows.

SPACE Help students set up a stage area similar to those seen on television talk shows. The host is seated in a chair to one side, often with a desk, and several chairs are placed to one side of the host for the guests. Notice that usually the guests sit to the host's right.

Analyze Artwork

Have students study the photograph of the U.S. Capitol mural "Declaration of Independence, 1776" on p. 348. With partners, they can answer these questions orally or in writing.

1.	What are the men doing? (The men are shaking hands, sitting around a table, and signing their names on the Declaration of Independence.)
2.	This mural is in the U.S. Capitol. If this mural could talk, what would it say? (Responses will vary.)
3.	How do you think people feel when they look at this painting? Why? (Possible response: People feel proud and happy to be living in America. Seeing the mural reminds them of the history of our country and why we have freedom.)



	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 28, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 192–193 Assessment For information on assessing students' speaking, listening, and viewing, see the ELL and Transition Handbook.