UNIT 1 BEFORE YOU READ FORMATIVE ASSESSMENT Complete the sentences. 1. Beautiful artwork ___ me to paint. a. advises b. dedicates c. inspires 2. In the hot desert, it is important to have a(n) ___ of water. a. pioneer b. source c. inspiration DIFFERENTIATED INSTRUCTION Scaffold Gather students in a small group to help them find the meaning of the vocabulary words. Model how to use the steps to find clues for 1–3 words. Then have students work in pairs to follow the steps to find clues for each sentence. Once they have made their guesses, have them consult a reference resource to confirm. Amplify Challenge students to use the new words in a new context that makes a connection to themselves. For example: My teacher advised me to practice spelling the new words. I do not feel brave when I am alone in the dark. Instructional Routine: Develop Vocabulary p. Txxv Develop Vocabulary • Acquire vocabulary Tell students that when they read the text Honoring Our Ancestors, these words are important. Understanding these words will help them understand the text. Read aloud the directions while students whisper read along with you. • Use context as a clue to meaning Practice using context to understand meaning with the class. Ask a student to read the first sentence aloud. Ask: What is the highlighted word? Do you know this word? How can you find its meaning? Elicit or explain that there are steps they can follow to find clues: ° Look at the word. Does it look like any words you know? Do you see a root word, prefix, or suffix that you recognize? ° Read the sentence. What can you learn about the word from the words around it? For example, what part of speech is the word? What role does it play in the sentence? ° Look for clues nearby. Is there a definition, example, synonym, or antonym included near the word? ° Consider the connotation. Explain to students that they can often tell from the context whether a word has a positive or negative meaning. Ask: What is the connotation of brave? (It is positive; being brave is a good thing.) ° Make a guess about the word’s meaning and think of a word with a similar meaning. Try substituting the word to see if it makes sense. • Use context as a clue to meaning Give students time to read the sentences and practice following the steps above to understand the meaning of each word. • Evaluate visual content Once students have made guesses about the meaning of each word, have them match each sentence to the photo that best illustrates it. Use the Vocabulary Acquire and use vocabulary Have students work in pairs to compare their answers and talk about each photo using the highlighted vocabulary words. Monitor as pairs work to make sure they are using the words correctly. As an extension, have pairs work together to complete a Frayer model graphic organizer for each word, including the definition, a drawing, an example, and a non-example in a four-square format. Practice Book p. 2 Assessment Program Quiz: Develop Vocabulary EXPLORE AND LEARN PRACTICE COMMUNICATE Gather students in a small group to help them find the meaning of the vocabulary words. Model how to use the steps to find clues for one to three words. Then have students work in pairs to follow the steps to find clues for each sentence. Once they have made their guesses, have them consult a reference resource to confirm. Amplify Challenge students to use the new words in a new context that makes a connection to themselves. For example: My teacher advised me to practice spelling the new words. I do not feel brave when I am alone in the dark. The text Honoring Our Ancestors includes these words. Match each sentence to a picture. Which words do you already know? 1. My coach advised me to visualize the ball going into the basket. 2. Cats are brave explorers, but they can get into trouble. 3. The doctor was a pioneer in medicine because she was the first to use a new type of technology. 4. Music inspires me, and when people listen to my music, that inspires me, too. 5. We dedicate this performance to our drama teacher. 6. Flowers are a source of food for many insects. Develop Vocabulary C D E F A B USE THE VOCABULARY Talk about each image. Use the new words. TUTORIAL In picture D, the insect is using a flower as a source of food. I know that flowers are also a source of food for birds. 5 UNIT 1 BLC23_SE_LB_U01_004-007_BR.indd 5 8/30/21 11:58 AM Teacher’s Edition • UNIT 1 | 5
RkJQdWJsaXNoZXIy NzM2OTg2