Scott Foresman Reading Street

Vocabulary and Word Study

Speaking and Listening

Context Clues

SYNONYMS Remind students that they can use context clues and synonyms to determine the meaning of unfamiliar words. Have students list any unknown words they encountered as they read Elena's Serenade. They can create a chart showing the unknown word, helpful context clues and synonyms, and their definition of the word. Students can confirm word meanings using a dictionary.

Following Your Dreams

LOOKING BACK Remind students of the unit theme: Freedom. Discuss the unit focus question: What does freedom mean? Ask students how the Concept Vocabulary from each week of this unit relates to the unit theme and unit focus question. Ask students if they have any words or categories to add. If time permits, create a Unit Concept Web.

Song, Rap, or Poem

SET-UP Students recite a poem from memory or perform a song or rap for the class.

PLANNING Have students think of a short song, rap, or poem they can memorize and present. Performances should be less than three minutes. Encourage students to select a piece that uses figurative language techniques, such as similes, metaphors, or sensory language. Remind students to consider using notes or props during their presentations.

DELIVERY Provide time for students to rehearse their song, rap, or poem aloud. Share these delivery suggestions:

Stand tall.
Use a clear voice with emotion.
Smile and make eye contact.
Move with the rhythm.
Keep the rhythm lively to maintain audience interest.

Listen to Song or Poem

Have students listen to their classmates recite a poem, song, or rap. Then have them answer these questions orally.

1.	What forms of sound devices or poetic elements did the speaker use? (Responses will vary but may include rhyme, alliteration, repetition.)
2.	How did the song or poem make you feel? Was it uplifting? Scary? (Responses will vary.)
3.	Did the poem or song have a repetitive pattern or beat? Did the rhythm of the song or poem help you enjoy the listening experience? Why or why not? (Possible response: Yes, the poem rhymed. I like listening to rhyming poems because I can follow and remember them.)



	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 30, Days 3–5 instruction Vocabulary Activities and Word Cards in ELL Teaching Guide, pp. 206–207 Assessment For information on assessing students' speaking, listening, and viewing, see the ELL and Transition Handbook.