Scott Foresman Reading Street

Vocabulary Strategy

Use word structure to determine the meaning of words with prefixes and suffixes.

INTRODUCE

Discuss the word structure strategy for prefixes and suffixes using the steps on p. 356.

TEACH

Have students read "How Ants Find Food," paying attention to how vocabulary is used.
Model using word structure to determine the meaning of disappeared.

MODEL The base word in disappeared is appear, which means "to be seen or visible." The prefix dis- means "not." So disappeared probably means "not to be visible, or to vanish from sight."

Whole Group Discuss the Question of the Day. Then use pp. 356–359.

Group Time
Differentiated Instruction

Two Bad Ants. See
pp. 354f–354g for the small group lesson plan.

Reading

Language Arts
Use pp. 379e–379h and 379k–379m.

Whole Group Use pp. 379a and 379i.

Grouping Options

PRACTICE AND ASSESS

Have students determine the meanings of the remaining words and explain how they used word structure and prefixes and suffixes to find the meanings.
Point out that word structure does not work with every word. Students may have to use the glossary or a dictionary to find the exact meaning of some words.
Have students review their Word Meaning Chart, refining their use of the vocabulary words in their sentences.
Have students complete Practice Book 3.2, p. 135.

WRITE Writing should include

vocabulary words that describe the type of work a worker ant probably does.

then… use Tested Vocabulary Cards.

If… students need more practice with the lesson vocabulary,

Word Structure

Practice Book 3.2 p. 135

with | without Answers

for Prefixes and Suffixes

Vocabulary Strategy

Read “How Ants Find Food.” Look for words
that have a prefix or suffix. Use the prefix or
suffix to help you figure out the meanings of
the words.

3. Try that meaning in the sentence. Does
it make sense?

2. Look at the base word. Put the base word
    in the appropriate phrase:
    “not ___” for un-
    “the opposite of ___” for dis-
    “full of ___” for -ful

1. Put your finger over the prefix or suffix.

Word Structure When you see a word you don’t
know, look closely at the word. Does it have a
prefix or suffix? The prefixes un- or dis- at the
beginning of a word make the word mean “not
___” or “the opposite of ___.” For example,
unhappy means “not happy,” and disagree
means “the opposite of agree.” The suffix -ful at
the end of a word makes a word mean “full of.”
For example, joyful means “full of joy.” You can
use un-, dis-, or -ful to help you figure out the
meaning of a word you don’t know.

Try the strategy.
Then, if you need
more help, use
your glossary or
a dictionary.

unaware

disappeared

joyful

journey

crystal

scoop

discovery

goal

swarm over the sugar,
picking up all the crystals. In a
short time, all of the sugar has
disappeared, and so have the
ants. It happens so quickly that
often people are unaware that
ants were ever there at all.

become very excited.
They seem joyful
about the news.
Many ants follow
the scout’s trail back
to the food. They

the scout ant also leaves
a scent trail leading from the
food to the nest. When the
other ants realize that the
scout has found food, they

Ants that look for
food are called scouts.
Their goal is to find food
and report the locations
to the ants back at the nest.
Suppose a scout ant makes this
discovery: Someone has left
out a scoop of sugar. The scout
carries a sugar crystal back to
the nest. On its return journey,

Ants are social insects. Like
wasps and bees, they live in
large groups called colonies.
The queen ant lays all the
eggs, and the worker ants
build the nest, look for
food, care for the eggs,
and defend the nest.

Write about the jobs you think a worker ant does. Use words from
the Words to Know list.



	Close
	Access Content Use ELL Poster 29 to preteach vocabulary. Choose from the following to meet language proficiency levels. Beginning Point out the word structure of unaware. Aware means “to be conscious of something.” The prefix un- means “not.” So unaware means “not to be conscious of something.” Intermediate After reading, students can create a two-column chart showing base words with their prefixes or suffixes, and the meaning of each. Advanced Teach the lesson on pp. 356–357. Students can report on the prefixes and suffixes used with words in their home languages. Resources for home-language words may include parents, bilingual staff members, bilingual dictionaries, or online translation sources. Word Structure Have students work in pairs to follow the steps on p. 356. Encourage them to list base words and their prefixes or suffixes and then decide together the best meaning for them.