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BEFORE READING
Tech Files ONLINE
For a Web site that explores life in
an ant colony, have students use a
student-friendly search engine to do an Internet search using the keywords ant colony.
ELL
Build Background Use ELL Poster 29 to build background and vocabulary for the lesson concept of too much freedom.
ELL Poster 29
ELL Poster 29
Lesson Vocabulary
WORDS TO KNOW
Tested Word crystal a hard, solid piece of
some substance that is naturally formed on flat surfaces and angles
Tested Word disappeared vanished
completely; stopped existing
Tested Word discovery something found
out
Tested Word goal something desired
Tested Word journey a long trip from one
place to another
Tested Word joyful causing or showing
joy; glad; happy
Tested Word scoop a tool like a small
shovel used to dig up things
Tested Word unaware not aware;
unconscious
MORE WORDS TO KNOW
hovered stayed in one place
twilight the faint light reflected from the sky before sunrise and after sunset
violently acting or doing something with great force
Tested Word= Tested Word
Practice Book
Practice Book 3.2 p. 134
with | without Answers
Build Background
ACTIVATE PRIOR KNOWLEDGE
BEGIN A T-CHART about freedom.
  • Have students label the left column “Freedom is good when…” Have them
    label the right column “Too much freedom can be bad when…”
  • Explain how to read and complete the columns. Point out that the column
    heads are sentence starters.
  • Allow students time to consider when they have freedom in their lives and
    when this freedom is good for them. Have them record their ideas in the
    first column.
  • Then have students consider when having too much freedom can be bad.
    Have them record their ideas in the second column.
  • Remind students to add information to their T-chart as they read the
    selection.
Graphic Organizer 25
Graphic Organizer 25
BACKGROUND BUILDING AUDIO This week’s audio presents an interview with
entomologist Mark DuBois. After students listen, discuss what they found
out and what surprised them most about the work of an entomologist.
Audio CD Background Building Audio
Introduce Vocabulary
WORD MEANING CHART
Create a word meaning chart for the Words to Know, using the categories
Word, Meaning, and Sentence. Use a three-column chart. Have students write
meanings for each word, based on what they think it means. Then have them
write a sentence for each word. They should underline the Words to Know in
their sentences. Students should share where they may have seen some of
these words.
Activate Prior Knowledge
Have students look up each word in the glossary to verify that their meanings
are correct. If not, they should write a new sentence using the correct
meaning.
Ask students what the words unaware, disappeared, and joyful have in
common. (They all have prefixes or suffixes.) Then ask them what the base
words for these words are (aware, appear, joy), and if prefixes or suffixes can
be added to any other words from the list. (Possible responses: crystallize,
rediscovery)
Prefixes and Suffixes
Encourage students to use the words in their writing during the week.
Use the Multisyllabic Word Routine on p. DI•1 to help students read
multisyllabic words.