UNIT X UNIT 7 | 271 FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold To help students understand the information in the Word Study box, write a sample sentence with an underlined word, such as: The teacher collected our homework. Read the sentence aloud. Then erase the underlined word. Fill in the blank with a different word, such as grabbed. Lead a discussion of how different words change the meaning. Amplify Provide a word with a weak meaning, such as good. Have students find as many synonyms for the word as they can in a thesaurus. Then have students make an arrow graphic organizer for the words they found. Talk and write: Shades of meaning Say a word with a different shade of meaning for like, good, and bad. Rewrite these sentences. Use words with a different shade of meaning from the underlined words: I don’t like scary movies. It is cool today. Dad said, “It was fun.” WORD STUDY: Shades of Meaning • Understand academic language Explain the literal meaning of shade, pointing out colors as an example. For example, say: Margo is wearing a light gray shirt. Jon is wearing dark gray pants. They are different shades of gray. Explain that words with different shades of meaning have similar but slightly different meanings. • Understand shades of meaning Direct students’ attention to the Word Study chart. Say: All these words have similar meanings to the verb take. Ask: Which word is the least strong? (collect) Which word is the strongest? (grab) A Use a graphic organizer Draw an arrow graphic organizer on the board. Direct students to item 1. Ask: Which word do you think is strongest? (shouted) Which do you think is the weakest? (asked) Complete the graphic organizer for item 1 as a class. Then have students map the words on arrow charts in pairs. ANSWERS Sample answers: 1. asked g answered g replied g shouted 2. thought g wondered g muttered g complained 3. temperate g cool g cold g icy g frozen B Use words with different shades of meaning Direct students’ attention to the word box. Point out that the words in each row have different shades of meaning. Ask: Which is stronger—can’t stand or don’t like? (can’t stand) Which is stronger—good or terrific? (terrific) Which is strongest—bad, awful, or terrible? (terrible). Ask a volunteer to read the sample sentences. Have students write sentences independently before they share them with the class. ANSWERS Sample answers: I don’t like jogging, but I can’t stand yoga. My singing is good, but your singing is terrific! Cutting down trees is bad, and cutting them down to make room for cattle is awful. But cutting down trees in the rain forest is terrible. Practice Book p. 147 Assessment Program p. 127 EXPLORE AND LEARN PRACTICE COMMUNICATE WORD STUDY Shades of Meaning Notice shades of meaning when you read. This will help you to understand a text better. It will help you learn new words. Look at these words with similar meanings. pick up grab collect snatch take You can map similar words with an arrow chart. collect pick up take snatch grab One word is often stronger than the other. Using the stronger word can make a text more interesting. He took his RRSS and his O-link. Stronger: He grabbed his RRSS and his O-link. A Make an arrow graphic organizer for each set of words. 1. shouted / answered / replied / asked 2. wondered / thought / muttered / complained 3. cool / frozen / icy / temperate / cold B Write sentences using different shades of meaning. Use words from the box or your own ideas. can’t stand / don’t like good / terrific bad / awful / terrible My brother doesn’t like celery very much. I can’t stand broccoli! 271 UNIT 7 UNIT X7 / CONNECT TO LANGUAGE ARTS
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