UNIT x UNIT 4 | 127 Use the Vocabulary A Classify vocabulary Create a three-column chart on the board with the headings feelings, actions, things. Model how to identify one new term for each category. Have students sort the remaining terms then answer questions 1–7. ANSWERS Sample answers 1–4: 1. tell them they did a good job; 2. Anxious means worried, but confident means feeling good about something. 3. by working on homework on weekends, watching parts of the movie you missed, by running to meet my friend; 4. my science book; 5. an errand because you have to go out to do it; you do chores at home. Sample answers 6–7: 6. My teacher demonstrated static electricity by rubbing a balloon on someone’s head. 7. a notebook Connect to society Have students describe demonstrations they have seen or know about for toys, machines, gadgets, or other items. Develop Vocabulary: Recognizing Dialogue • Build background knowledge: Say: It is important to know a character’s tone of voice when they speak. This way the reader knows how they feel and what is happening. Write on the board: she replied/she shouted/she wondered. Explain that replied means she is answering someone, shouted means she is angry, and wondered means she is curious. Say: These phrases are dialogue tags. Dialogue tags explain how characters feel and what is happening. • Analyze vocabulary Review the text. Have students listen to or read the terms and definitions at least twice. Academic Vocabulary Point out the Academic Vocabulary box and read it aloud. To confirm understanding, ask: What is scanning? A Use vocabulary Have students scan the story for the sentences then complete the sentences in pairs. ANSWERS 1. shouts; 2. asks; 3. replies; 4. exclaims; 5. wonders Make a list Have students work in pairs. Provide a word bank with exclaim, reply, shout, and wonder. Direct students to create brief definitions, example dialogue, and/or illustrations of each word. Practice Book pp. 68–69 Assessment Program p. 62 PRACTICE COMMUNICATE FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold To support students for the Use the Vocabulary activity, supply definitions for each word in the word bank. Read the words and definitions aloud, then have students choral read them. Amplify Direct students to use new vocabulary to write a flier advertising a made-up class event or field trip. Brainstorm ideas together, guiding students to choose events and outings that lend themselves to vocabulary terms. Have students revisit the example sentences and images in Vocabulary in Context for inspiration. Say: This picture shows a bus picking up kids. Where are they going? Talk and write: Farmers Markets Ask and answer in pairs: What is a farmers market? Write a brief description of a farmers market. Explain where you find them. UNIT 4 / BEFORE YOU READ Use the Vocabulary A Answer the questions. 1. How can you give a friend a compliment? 2. Describe the difference between anxious and confident. 3. Explain how you can catch up: on homework, on a movie, to a friend who is running. 4. Pull something out of your backpack. What did you pull out? 5. You go to the store for milk. Is this an errand or a chore? Explain. 6. Have you ever seen a science demonstration? Describe it. 7. Pick something up from your desk. What did you pick up? Develop Vocabulary Recognizing Dialogue Dialogue helps us understand how characters feel and think. A dialogue tag tells who says the words. The most common dialogue tag is say. She says, “My mom took me to get it.” “I found my pen,” he said. There are other dialogue tags that show how people say things. ask / asked say something to get an answer explain / explained say how something works exclaim / exclaimed say something suddenly with strong feeling reply / replied give an answer shout / shouted say something loudly wonder / wondered think something to yourself Knowing different vocabulary for words like say helps you understand a story and improves your writing. A Scan Fresh Finds at the Farmers Market to find these sentences. Complete the sentences with the dialogue tag. 1. “Bring my backpack!” Marisol . 2. “Do you want an apple first?” Marisol . 3. Marisol , “Me, too.” 4. “Oh, no!” Marisol. 5. What is he making? Zoey . shouts ACADEMIC VOCABULARY scan (verb) Definition to look at text quickly to find information Example I scan texts to find important dates. UNIT 4 127
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