UNIT X UNIT 3 | 87 UNIT 3 / BEFORE YOU READ FORMATIVE ASSESSMENT Talk and write: Whisper Write the meaning of whisper using your dictionary. Who do you whisper to? Write a sentence. Read your sentence aloud to your partner. Check the meaning of your partner’s sentence and their pronunciation. Use the Vocabulary A • Classify vocabulary Write the vocabulary words on the board. Then create a three-column chart with headings nouns, verbs, and adjectives. Model how to identify one term for each category. As there are no adjectives, students can add their own words to describe the nouns. • Build content vocabulary Give each student a vocabulary word and have them look it up and then draw a picture of the word. The rest of the class then needs to guess the word and its meaning based upon the picture. • Connect to society Lead a class discussion about whether or not it is polite to whisper to someone around other people. Discuss when this it is acceptable and when it is not. • Exchange information Have students complete Activity A in pairs. Call on volunteers to share their answers with the class. ANSWERS Sample answers: 1. I whisper when I tell someone a secret. 2. Sioux, Apache; 3. Being embarrassed can make someone blush. 4. I hum when I am bored. 5. The outline would show several short buildings. My city is small. I would take someone on a tour of the zoo in my city. 6. tribe, generations, ancestors; 7. When you are embarrassed, you blush. Develop Vocabulary: Silent Letters A • Build background knowledge Read the information in the text aloud as students follow along silently. Point to your knee. Say: This is my knee. Write This is my knee on the board. Have students repeat the sentence orally. Ask students to sound out the words in the sentence on the board. Have pairs write on a paper which letter is silent and hold it up to the class. The pairs should all hold up a k; if they don’t, guide groups in sounding out the sentence and identifying the silent letter. • Analyze vocabulary Read aloud the words in the Words to Use box. Have the students listen and repeat each one. Have students work in pairs to complete the chart. ANSWERS Sample answers: gh: thought, tight, fought, taught; wr: wrapped, wrinkled, wrong; wh: what, when, why, white Share ideas Have students tell a partner something that relates to them using a sentence with a word from the box. I like to whisper ______. I think it’s wrong to _____. Practice Book pp. 46–47 Assessment Program p. 42 COMMUNICATE DIFFERENTIATED INSTRUCTION Scaffold To support students for the chart activity, you can add sticky notes to pages in the dictionary that contain examples of words with silent letters. Guide students to use the pages marked in the dictionary to find the words more quickly. Amplify Direct students to add a fourth column to the list with another silent letter and fill it with examples using their dictionary. For example, -mb: climb, comb, thumb PRACTICE Use the Vocabulary A Answer the questions. 1. When do you whisper? 2. What Native American tribe names do you know? 3. What can make someone blush? 4. When do you hum? 5. What does an outline of your city look like? Is it small or big? Where would you take someone on a tour of your city? 6. Which words can describe a group of people? 7. How are the words blush and embarrassed related? Explain. Develop Vocabulary Silent Letters Some words have silent letters; for example, the gh in right and the w in wrong are silent. • gh is silent before t • w is silent before r • h is silent after w Knowing common silent letters helps you pronounce words correctly and figure out the meaning. A Find words that fit the pattern. Complete a chart like this one. Add your own words. SENTENCE STARTERS • I whisper when . . . • The Native American tribe names I know are . . . • Someone can blush when . . . Words to Use what wrapped thought night why wrinkled tight when fought wrong brought wrote whisper night wrinkled UNIT 3 87
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