Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Viewing

Word Structure

PREFIXES AND SUFFIXES Remind students that they can use word structure to determine the meaning of words with prefixes and suffixes. Have students list any unknown words they encountered as they read Two Bad Ants. They can create a chart showing the unknown word, its prefix or suffix, and their definition of the word based on its word structure. Students can confirm word meanings using a dictionary.

Too Much Freedom

LOOKING BACK Remind students of the question of the week: When can freedom be a problem? Discuss how this week's Concept Web of vocabulary words relates to the theme of too much freedom. Ask students if they have any words or categories to add. Discuss if words and categories are appropriately related to the concept.

MOVING FORWARD Preview the title of the next selection, Elena's Serenade. 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.

Description

SET-UP Have students use the note they wrote in Look Back and Write on p. 376 to help them think of other descriptive words and phrases when they write descriptions of their bedroom as seen by ants.

ORGANIZATION Have students begin their descriptions with an exciting statement about what their bedroom looks like from an ant's perspective. Students can then imagine the ants crawling to other areas in the room. They may wish to begin at the bedroom door and work their way around the room. Encourage students to include details that support their descriptions. Suggest that students conclude their descriptions with a one-sentence summary of what the room looks like from an ant's perspective.

ASSESSMENT After students deliver their oral descriptions, have them reflect on and assess their performance as speakers. Did they speak loudly and clearly? Did they maintain audience interest? Were there parts of the speech that could have been better? What will they do differently the next time they speak?

Analyze Classified Ads

Have students choose four or five classified ads in newspapers. Then have them answer these questions orally or in writing.

1.	What condition do you expect, based on the words the seller uses to describe the items? (Possible response: I think the lawnmower will be in poor condition because the ad says it needs work.)
2.	How do the writers of the ads use language to create clear visual images? (Possible response: The writers use descriptive words to help you visualize the item for sale.)
3.	Do you trust that the items are exactly as they are described? (Possible response: I think the video game will be exactly as it's described because the name of the game is included in the description.)



	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 29, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 199–200 Assessment For information on assessing students' speaking, listening, and viewing, see the ELL and Transition Handbook.