Reading Vocabulary Gr. 1

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or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning.

Printed in the United States of America 1 2 3 4 5 6 7 8 9 HES 14 13 12 11 10

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Table of Contents © M a c m ill an /M c G raw-Hill iii

Lesson 2 Vocabulary Words: Kindergarten, Unit 1 . . . 4

Lesson 5 Section 1 Review . . . 10

Section 2

12

Lesson 6 Vocabulary Words: Kindergarten, Unit 3 . . . .12

Section 3

22 Section 4 190

32

Section 5

42

Section 6

52

Lesson 26 Vocabulary Words: Grade 1, Unit 4, Week 1 . . . 52

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Vocabulary Intervention iv © M a c m ill an /M c G raw-Hill

Section 8

86

Lesson 50 Vocabulary Words: Grade 2, Unit 2, Week 3 . . . .100

Lesson 51 Vocabulary Words: Grade 2, Unit 2, Week 4 . . . . 102

Lesson 53 Section 8 Review . . . .106

Section 9

108

Lesson 64 Section 9 Review . . . . 128

Section 10

130

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Table of Contents © M a c m ill an /M c G raw-Hill v

Lesson 81 Endings -ed, -ing . . . . 162

Lesson 82 Inflectional Nouns -s, -es . . . .164

Lesson 83 Suffixes -ful, -less, -ly . . . . 166

Lesson 84 Suffixes -or, -er, -est . . . . 168

Lesson 85 Word Parts/Roots . . . . 170

Vocabulary Strategies: Context Clues and Using a Dictionary

Section 12

174

Lesson 87 Using Sentence Context . . . . 174

Lesson 88 Using Definition Clues . . . . 176

Lesson 89 Using Example Clues . . . . 178

Lesson 90 Using Synonym Clues . . . . 180

Lesson 91 Using Antonym Clues . . . . 182

Lesson 92 Using Paragraph Context Clues . . . .184

Lesson 93 Using Context Clues: Multiple-Meaning Words . . . . 186

Lesson 94 Using Context Clues: Idioms . . . . 188

Lesson 95 Using Context Clues: Homophones . . . . 190

Lesson 96 Using Context Clues: Syntactic and Semantic Cues . . . . 192

Lesson 97 Finding a Word in a Dictionary . . . . 194

Lesson 98 Using a Dictionary Entry . . . . 196

Lesson 99 Finding the Right Entry . . . . 198

Lesson 100 Section 12 Review . . . .200

Teaching Useful Words . . . . 202

Routine for Teaching Useful Words . . . .203

Useful Words List . . . .204

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Vocabulary Intervention vi vi © M a c m ill an /M c G raw-Hill

contains over ninety 15-minute lessons. These lessons

•

focus on children in Kindergarten through Grade 2 who need reteaching and practice in one or more of the technical skill domains (e.g., vocabulary);

•

provide explicit, sequential, and systematic needs-based instruction of standards taught in the target grade or previous grade that have not been mastered by children;

•

are connected to the basic program and consistent with the key instructional routines used;

•

are designed for efficient and effective use in tutorial or small-group instructional settings;

•

can be administered by a teacher’s aide but are also great for after-school programs or one-on-one tutoring sessions;

•

contain a periodic progress-monitoring assessment for determining attainment of skills taught after approximately every ten lessons.

Contents and Resources

Vocabulary Intervention organizes instruction and practice on two-page spreads

for ease of use. A short, 15-minute lesson provides targeted instruction in a discrete strategy or skill. A Practice Reproducible provides scaffolded practic e.

Sample Lesson LESSON 43 Vocabulary © M a cm ill an /M c G raw-Hill

86Vocabulary Intervention: Section 8

GRADE 2, UNIT 1, WEEK 1

Vocabulary Words

TEACH/MODEL

Teach each Vocabulary Word using the Define/Example/Ask routine.

• DEFINE If you do something carefully, you take your time and think about what you are doing. EXAMPLE Fill the glass carefully so that the milk does not

spill. ASK What do you try to do carefully?

• Two things are different from each other if they are not the same. A red crayon

and a blue crayon are different in color. How is today different from yesterday?

• To be excited is to be thrilled and happy about something. We feel excited

before a party. How do people act when they feel excited?

• When you groan, you make a deep, unhappy sound. If I have to do something I

don’t want to do, I might say “Oh, no!” and groan. What makes you groan? Show

how you groan.

• When I whisper, I talk very softly. It is hard to hear people when they whisper. When might you whisper? Show how you whisper.

PRACTICE/APPLY

Practice Reproducible Distribute Practice Reproducible V43. Help children

complete the first example. Then have children work individually to complete the remaining examples.

Can children provide examples for each word? If No Use the Oral Vocabulary Cards, Glossary Sheets, and online

vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key (Sample answers): carefully Yes: make a good picture, No: make

a messy picture; different Yes: An orange and a banana, No: An orange and a baseball; excited Yes: playing with friends, No: a rainy day; groan Yes: Bad news,

No: Good news; whisper Yes: we are in the library, No: we cheer for our team

Quick Check

RI11_A_K2_ITEVOC_S08.indd 86 5/17/10 4:01 PM

Name Date

Name Date PracticeReproducible

V43 © M a cm ill an /M c G raw-Hill 87 Practice Reproducible

Use Vocabulary Words

Fill in the blanks for each Vocabulary Word.

Yes No

If you draw carefully, you will

.

If you do NOT draw

carefully, you will .

have different shapes. do NOT have different shapes. I feel excited about

.

I do NOT feel excited about

.

makes me groan. does NOT make me

groan. We whisper when . We do NOT whisper when . RI11_A_K2_ITEVOC_S08.indd 87 5/17/10 4:01 PM RI11_A_K2_ITEVOC_FM_TOC.indd vi RI11_A_K2_ITEVOC_FM_TOC.indd vi 6/23/10 1:55 PM6/23/10 1:55 PM

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Using Vocabulary Intervention vii © M a c m ill an /M c G raw-Hill vii

Assessment

Placement To assess which children

need Vocabulary Intervention, monitor how much difficulty they have with the vocabulary in the literature in Treasures, as well their performance on vocabulary assignments and weekly and unit

assessments.

Each section in Vocabulary Intervention teaches a defined set of Vocabulary Words or a limited number of vocabulary strategies. You can place children in one of the following ways:

•

You can teach a discrete lesson or a discrete group of lessons as a prescription for specific skills that children have not yet mastered.

•

You can provide sequential and systematic instruction over a longer period of time, perhaps as a regular part of additional instruction that you provide a group of struggling readers.

Progress Monitoring Vocabulary Intervention

provides both informal and formal assessme nts to monitor children’s progress.

•

A Quick Check box supports progress monitoring at the end of each lesson on Vocabulary Words.

•

At the end of every section, a formal review supports progress monitoring. Each review samples knowledge of representative Vocabulary Words or measures mastery of the word-learning strategies taught in that section.

Name Date PracticeReproducible

V53 © M ac m ill an /M c G raw-Hill 107 Practice Reproducible

Vocabulary Words Review

1. I try to carefully.

2. A is a wonderful thing to see.

3. My favorite machines are .

4. People celebrate .

5. A patient person is able to .

6. I would like a collection of .

7. There was a commotion when .

8. A famous landmark in the United States is

.

9. A clever person can .

10. I am glad that were invented.

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Vocabulary Intervention viii © M a c m ill an /M c G raw-Hill

•

In Section 11 and Section 12, Vocabulary Strategy lessons use explicit

instruction, teacher modeling, and guided and independent practice to teach independent word-learning strategies. The Practice Reproducible for each lesson scaffolds practice applying the strategy to words in sentences and paragraphs.

Instructional Modifications

Children who can decode texts but have difficulty with comprehension may also struggle with a vocabulary deficit. These children need more time and practice to master both individual word meanings and independent word-learning strategies. The lessons in the Vocabulary Intervention are ideal for

these children.

•

The fewer vocabulary words children know, the harder it is for them to use context to understand the meanings of unfamiliar words. Children with limited vocabularies need direct instruction in word meanings.

•

Children with vocabulary deficits might also benefit from instruction in additional word meanings, using read alouds and a research-based word list. See Teaching Useful Words on page 202. See Useful Words List on pa ges 204–222.

Useful Words List

Vocabulary Intervention © M a c m ill an /M cG raw-Hill 204

Useful Words List

(Source: Words Worth Teaching by Andrew Biemiller, SRA/McGraw-Hill, 2008)

A

absence being away absolute certain, positive absorb take in abuse treat badly accent way of speaking accept take willingly accident unexpected injury accompany go with accomplish get done ache steady pain achieve gain by effort acre a measure of land act law passed address to speak adjective a modifying word adjust arrange adopt take as one’s own after chasing after following after close by against not in favor of agenda things to be done alert give warning allegiance loyalty allergy body sensitivity alone only alternate one and then another among with amuse make smile or laugh ancient very old angle slant angle a point of view anniversary yearly event announce make known annoy to trouble anti against antibiotic disease-killing drug anxious eager any one of several

apology saying you are sorry appetite desire to eat applaud give praise apply to put on appointment a set date appreciate to value highly approach come near appropriate proper approve to accept arch to curve are plural of is

area surface argue discuss for and against around here and there around circling arrange prepare beforehand arrest to take prisoner arthritis inflammation of joints article story in newspaper or

magazine

as at the same time assign give assist help assume accept as true astonish surprise attach fasten attack strike with force attend accompany attract draw attention attractive nice looking audience those watching or listening avalanche sliding snow avenger one who punishes in return

for an injury

average ordinary avoid keep away from await wait for, expect awake alert awake conscious aware knowing

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Useful Words List

back around behind back go the other way backward in reverse order backward toward the back bacteria germs bad in poor condition bad without worth balance keep equal or even bald without hair ball big dance ball make a wad of ballot used to vote ban law that prohibits band musical group bare without clothing barely only just bargain sold cheaply bash hit bay sheltered water area beast a cruel person beat tired out beat flap wings because for the reason that before some time ago beverage drink beware be careful beyond farther than bin storage place binocular for both eyes bit a small part bitter sharp tasting blast a rush of wind blast sudden sound blast a good time blizzard cold, snowy storm block something that stops you block a solid piece bloodshot red-eyed blow to explode blow make a sound blow cause heavy wind blue feeling of unhappiness

bluff to fool blush turn red from shame or

confusion

board wall slate for a classroom board to get on boast brag body the main part bolt lightning streak bone hard frame of body bonus something extra boost lift by pushing bother disturb bow front part of ship braid twist together brave fearless brave to face boldly break make an escape break stop suddenly bright cheerful brim edge broil make very hot broke without money bruise to injure or hurt brutal cruel burrow dig bury put into grave business personal interest busy at work busy now in use but nevertheless but yet by at by through the means of

C

calculate figure out call give name to calm quiet camouflage disguise can a metal container cancel to destroy the force or effect cap to cover capture take by force care worry

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Using Vocabulary Intervention © M a c m ill an /M c G raw-Hill ix

•

Children cannot learn more than eight or ten new word meanings a week, so you should carefully choose the words you do teach explicitly. Teach words that are important to the selection that children are reading, as well as words that they are likely to see often in their reading.

•

Children learn a new word in phases. Initially, they have only a vague sense of what a word means and when it is used; their understanding of the word becomes more specific with instruction and practice. Children are able to generate definitions only of words they know quite well.

•

It is often easiest for children to learn new words for concepts they

understand. Learning swift as another word for fast is relatively easy for many children. It is often hardest for children to learn new words for new concepts they don’t yet understand. This is true of a lot of content area words, such as

hemisphere and plateau.

•

Children need additional instruction in multiple-meaning words and idioms.

•

You can also support children’s vocabulary development by fostering word consciousness. You can lead discussions about why an author chose one word over another (such as twig instead of stick, for example). You can explore and discuss word histories and etymologies with children. Children also benefit from simple word games that play with both the meanings and the structures of words.

For additional information on teaching vocabulary, as well as routines for using read alouds to teach word meanings, see Teaching Useful Words on page 202 and Routine for Teaching Useful Words on page 203.

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Context Clues: Idioms 188–189 Context Clues: Multiple-Meaning Words 186–187

Context Clues: Possessive Nouns 174–175, 184–185 Context Clues: Synonyms 180–181

Context Clues: Syntactic and Semantic Cues 192–193 Use a Dictionary 194–199 Use a Dictionary: Alphabetical Order 194–199 Use a Dictionary: Homophones 198–199 Use a Dictionary: Multiple-Meaning Words 198–199 Use a Dictionary: New Meanings for Known

Words 198–199

Use a Dictionary: Unfamiliar Words 194–199

Word Parts: Compound Words 152–153 F Word Parts: Infl ected Nouns (endings -s, -es) 164–165 F, PWS Word Parts: Infl ected Verbs 160–163 F, PWS Word Parts: Infl ected Verbs and Base Words 160–163 F, PWS Word Parts: Infl ectional Endings -ed and -ing 160–163 F, PWS Word Parts: Prefi xes 156–159 F, PWS Word Parts: Roots 170–171

Word Parts: Suffixes 166–169 F, PWS Word Parts: Word Families 154–155 F, PWS

* Practice for these skills can also be found in the Teacher’s Edition for:

C = Comprehension Intervention F = Fluency Intervention

PWS = Phonics/Word Study Intervention V = Vocabulary Intervention

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2 Vocabulary Intervention: Section 1

TEACH/MODEL

Teach each Concept Word using the Define/Example/Ask routine.

•

DEFINE If something is big it is large. Say the word with me. EXAMPLE There is

a big lake in our town. ASK What big thing can you see in our classroom?

•

Something small is little. Say the word with me. The mouse is small. What is something small you use every day?

PRACTICE/APPLY

Practice Reproducible Distribute Practice Reproducible V1. Read the first set

of directions. Ask children to read each word, providing support as necessary. Then have children write each word by tracing the letters. Read the second set of directions and have children draw about one word.

Do children know the meaning of each word?

If No Use the Photo Cards to find additional examples of big and small and

have children identify each.

If Yes Have children say a sentence using each word.

Quick Check

RI11_A_K2_ITEVOC_S01.indd 2

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Say each word.

Write each word.

big

small

Choose one word.

Draw a picture about the word.

(13)

TEACH/MODEL

•

DEFINE Short things are small in height. Say the word with me. EXAMPLE A

baby is short. ASK What kinds of animals are short?

•

Tall things have a lot of height. Say the word with me. The tree is tall. Who do

you know that is tall?

PRACTICE/APPLY

If No Use the Photo Cards to find additional examples of short and tall and

have children identify each.

Quick Check

(14)

Say each word.

Write each word.

short

tall

Choose one word.

Draw a picture about the word.

(15)

TEACH/MODEL

Teach the Concept Word using the Define/Example/Ask routine.

•

DEFINE Red is a color. Many apples and tomatoes are red. Fire engines are red, too. Say the word with me. EXAMPLE I put on a red sweater. ASK What red things do you see in your classroom?

PRACTICE/APPLY

Practice Reproducible Distribute Practice Reproducible V3. Read the first

set of directions. Ask children to read the word, providing support as necessary. Then have children write the word by tracing the letters. Read the second set of directions and have children draw about the word.

Do children know the meaning of the word?

If No Use the Photo Cards to find additional examples of red and have children

identify what is red in each photo.

If Yes Have children say a sentence using the word.

Quick Check

(16)

Say the word.

Write the word.

red

Dr aw a picture about the word.

(17)

TEACH/MODEL

•

DEFINE Yellow is a color. Bananas and baby chicks are yellow. Say the word with me. EXAMPLE I got a yellow balloon at the fair. ASK What yellow things do you see in your classroom?

•

Blue is a color. The sky often looks blue. Say the word with me. My book has a

blue cover. What blue things do you see in your classroom?

PRACTICE/APPLY

If No Use the Photo Cards to find additional examples of yellow and blue and

have children identify each color in the photos.

Quick Check

(18)

Say each word.

Write each word.

yellow

blue

Choose one word.

Draw a picture about the word.

(19)

PREPARING THE REVIEW

•

Copy and distribute Practice Reproducible V5. Make one copy for each child.

•

Write the child’s name and today’s date at the top of the review.

ADMINISTERING THE REVIEW

•

Administer the review individually or to a small group.

•

Read the first direction line and allow children time to draw their answer.

•

Read the second direction line and allow children time to draw their answer.

SCORING THE REVIEW

•

Children should draw to show the meaning of each word.

•

Two items from particular lessons in this book have been provided.

•

If children struggle with either item, use the review format and ask children to draw to show the meaning of other Concept Vocabulary from Units 1 and 2:

Unit 1: big, small (Lesson 1); short (Lesson 2)

Unit 2: red (Lesson 3); yellow (Lesson 4)

•

Reteach those lessons for which the child’s drawing did not convey word meaning.

(20)

Draw a picture about the word t all

t all.

Draw a picture about the word b lue

b lue.

(21)

TEACH/MODEL

•

DEFINE A square is a shape with four sides. All of the sides are the same length. Say the word with me. EXAMPLE I put a square sticker on my drawing. ASK Where have you seen a square?

PRACTICE/APPLY

If No Use the Photo Cards to find additional examples of square and have

children identify each example.

Quick Check

(22)

Say the word.

Write the word.

squ are

square

Draw a picture about the word.

(23)

TEACH/MODEL

•

DEFINE A circle is a shape. A circle is round with no straight sides. Say the word with me. EXAMPLE The red ball had the shape of a circle. ASK What else has the shape of a circle?

•

A triangle is a shape. A triangle has three straight sides. Say the word with me.

The roof on our house has the shape of a triangle. What else do you know that

has the shape of a triangle?

PRACTICE/APPLY

If No Use the Photo Cards to find additional examples of circle and triangle

and have children identify each shape in the photos.

Quick Check

(24)

Say each word.

Write each word.

circle

tri angle

triangle

Choose one word.

Draw a picture about the word.

(25)

TEACH/MODEL

•

DEFINE An apple is a fruit. Apples grow on trees. Say the word with me. EXAMPLE I ate an apple for snack. ASK When would you eat an apple?

PRACTICE/APPLY

If No Use the Photo Cards to find additional examples of apple and have

children identify the fruit.

Quick Check

(26)

Say the word.

Write the word.

apple

D raw a picture about the word.

(27)

TEACH/MODEL

•

DEFINE A banana is a fruit. A banana is yellow on the outside when it is ready to eat. Say the word with me. EXAMPLE I like to cut up a banana and put it on

my cereal. ASK How would you eat a banana?

•

A carrot is a vegetable. Most carrots are orange in color. Say the word with me. I ate a carrot with my dinner. When would you eat a carrot?

PRACTICE/APPLY

If No Use the Photo Cards to find additional examples of banana and carrot

and have children identify each food in the photos.

Quick Check

(28)

Say the word.

Write the word.

b anana

banana

carrot

Choose one word.

Draw a picture about the word.

(29)

PREPARING THE REVIEW

•

Copy and distribute Practice Reproducible V10. Make one copy for each child.

• ADMINISTERING THE REVIEW

•

• SCORING THE REVIEW

•

Unit 3: square (Lesson 6); triangle (Lesson 7) Unit 4: apple (Lesson 8); carrot (Lesson 9)

•

(30)

Draw a picture about the word circle

circle .

Draw a picture about the word b anana

b anana.

(31)

TEACH/MODEL

•

DEFINE Behind is a position word. It means that something is not in front of something else. Say the word with me. EXAMPLE I stood behind Jon in line. ASK What do you see that is behind something else?

PRACTICE/APPLY

If No Use the Photo Cards to find additional examples of behind and have

children identify what object is behind another object in the photos.

Quick Check

(32)

Say the word.

Write the word.

behind

Draw a picture about the word.

(33)

TEACH/MODEL

•

DEFINE Under is a position word. It means that something is below something else. Say the word with me. EXAMPLE The paper was under the book. ASK What can you put under something else?

•

On is a position word. It means that something was above, touching, and held

up by, something else. Say the word with me. I put the book on the shelf. What is something you see in your classroom that is on something else?

PRACTICE/APPLY

set of directions. Ask children to read each word, providing support as neces-sary. Then have children write each word by tracing the letters. Read the second set of directions and have children draw about one word.

If No Use the Photo Cards to find additional examples of under and on and

have children identify the objects that are under or on other objects in the photos.

Quick Check

(34)

Say each word.

Write each word.

under

on

Choose one word.

Draw a picture about the word.

(35)

TEACH/MODEL

•

DEFINE First is a number word. When something is first it means that nothing comes before it. Say the word with me. EXAMPLE I was the first person on the

bus this morning. ASK What letter comes first in the alphabet? What day comes

first in the week?

PRACTICE/APPLY

If No Use the Photo Cards to find additional examples of first and have

children identify who or what is first in the photos.

Quick Check

(36)

Say the word.

Write the word.

first

Draw a picture about the word.

(37)

TEACH/MODEL

•

DEFINE Next means something that comes after something else. Say the word with me. EXAMPLE Sue went first, and I went next. ASK What is the next number after three? What month is next after this month?

•

When something is last, nothing comes after it. Say the word with me. I was

the last one to finish my lunch. What is the last letter in the alphabet? What is

the last thing you do before going to bed?

PRACTICE/APPLY

If No Use the Photo Cards to find additional examples of next and last and

have children identify who or what is next or last in the photos.

Quick Check

(38)

Say each word.

Write each word.

last

Choose one word.

Draw a picture about the word.

(39)

PREPARING THE REVIEW

•

• ADMINISTERING THE REVIEW

•

• SCORING THE REVIEW

•

Unit 5: behind (Lesson 11); on (Lesson 12) Unit 6: first (Lesson 13); next (Lesson 14)

•

(40)

Draw a picture about the word u nder

u nder.

Draw a picture about the word la st

la st.

(41)

TEACH/MODEL

•

DEFINE The word taller tells you that something has more height than something else. It is used to compare two things. Say the word with me. EXAMPLE I am tall, but my brother is taller. ASK What are you taller than? What is taller than you?

•

The tallest thing has the most height. It is used to compare more than two things. Say the word with me. I am tall, my brother is taller, and my sister is the

tallest of us all! What is the tallest thing you can see? Who is the tallest person

in your class?

PRACTICE/APPLY

If No Use the Photo Cards to find examples of two or more people or objects

of varying heights. Then have children use taller and tallest to identify the examples in each of the photos.

Quick Check

(42)

Say each word.

Write each word.

taller

tallest

Choose one word.

Draw a picture about the word.

(43)

TEACH/MODEL

•

DEFINE Smallest means having the least amount of size. Nothing can be smaller. Say the word with me. EXAMPLE I chose the smallest peach for a snack. ASK What is the smallest thing you can see? What is the smallest animal you can think of?

•

Something that is the longest has the most length. Nothing can be longer. Say the word with me. The python is the longest snake in the world. It can be 33

feet long! Who has the longest name in your class? What is the longest word

you can spell on your own?

PRACTICE/APPLY

If No Use the Photo Cards to find additional examples of smallest and longest

and have children identify examples of each in the photos.

Quick Check

(44)

Say each word.

Write each word.

sm allest

smallest

longest

Choose one word.

Draw a picture about the word.

(45)

TEACH/MODEL

•

DEFINE Top is a position word. It means something at the highest point or place. Say the word with me. EXAMPLE I put a hat on top of my head. ASK What can you put on top of a shelf? What are you on top of right now?

PRACTICE/APPLY

If No Use the Photo Cards to find additional examples of top and have

children identify examples of what is on top in the photos.

Quick Check

(46)

Say the word.

Write the word.

t op

top

Draw a picture about the word.

(47)

TEACH/MODEL

•

DEFINE Middle is a position word. It means that something is between two other things. Say the word with me. EXAMPLE I put cheese in the middle of two

pieces of bread to make a sandwich. ASK What number comes in the middle of

six and eight? What can you put in the middle of two other things?

•

Bottom is a position word. It means to be at the lowest point or place. Say the

word with me. When it rained I got mud on the bottom of my shoes. What is at the bottom of you school bag? What could you put in the bottom of a drawer?

PRACTICE/APPLY

If No Use the Photo Cards to find additional examples of things that are in the

middle or at the bottom, and have children identify examples of each in

the photos.

Quick Check

(48)

Say each word.

Write each word.

middle

b ottom

bottom

Choose one word.

Draw a picture about the word.

(49)

PREPARING THE REVIEW

•

• ADMINISTERING THE REVIEW

•

• SCORING THE REVIEW

•

Unit 7: taller (Lesson 16); smallest, longest (Lesson 17) Unit 8: top (Lesson 18); bottom (Lesson 19)

•

(50)

Draw a picture about the word tal lest

tal lest.

Draw a picture about the word mid dle

mid dle.

(51)

TEACH/MODEL

Teach each pair of Concept Words using the Define/Example/Ask routine.

•

DEFINE Big and small are opposite words. Big means large. Small means not large. Say the words with me. EXAMPLE I saw a big dog and a small cat at my

friend’s house. ASK What are some big things you can see? What are some

small things?

•

Short and tall are opposite words. Short means having little height. Tall

means having more height. Say the words with me. My brother is short and my

sister is tall. What can you see that is short? What can you see that is tall?

PRACTICE/APPLY

Practice Reproducible Distribute Practice Reproducible V21. Read aloud the

directions. Ask children to read each word, providing support as necessary. Then have children write each word by tracing the letters. Provide additional practice by having children select a word and draw about it.

If No Reteach Vocabulary Words Lessons 1 (big/tall) and 2 (short/tall) on pages

2–5.

Quick Check

(52)

Say each word.

Write each word.

big

small

short

tall

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TEACH/MODEL

•

DEFINE Thin is a size word. It means that something does not have a big size. Say the word with me. EXAMPLE A piece of grass is thin. ASK What is more thin: a piece of hair or a piece of yarn?

•

Fat is also a size word. It means that something has a big size. Say the word

with me. The tree had a fat trunk. What animals have fat body parts?

Tell children that thin and fat are also opposite words. They mean exactly the opposite things.

PRACTICE/APPLY

If No Use the Photo Cards to find additional examples of thin and fat and have

children identify each.

Quick Check

(54)

Say each word.

Write each word.

thin

fat

Choose one word.

Draw a picture about the word.

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TEACH/MODEL

•

DEFINE Two is a number word. It is the number that comes after one, and it means more than one. Say the word with me. EXAMPLE I had two books in my

bag. ASK What can you see two of in your classroom? What body parts do you

have two of?

PRACTICE/APPLY

If No Use the Photo Cards to find additional examples of two and have

children identify what there are two of in the photos.

Quick Check

(56)

Say the word.

Write the word.

two

Draw a picture about the word.

(57)

TEACH/MODEL

•

DEFINE Four is a number word. Four comes after three. Say the word with me. EXAMPLE There are four sides on a square. ASK What do you see four of in your classroom? What number comes after four?

•

Five is also a number word. Five comes after four. Say the word with me. I saw

five birds sitting in a tree. What number comes after five? What body parts do

you have five of?

PRACTICE/APPLY

If No Use the Photo Cards to find additional examples of four and five and

have children identify what there are four or five of in the photos.

Quick Check

(58)

Say each word.

Write each word.

four

five

Choose one word.

Draw a picture about the word.

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PREPARING THE REVIEW

•

• ADMINISTERING THE REVIEW

•

• SCORING THE REVIEW

•

Un it 9: big/small, short/tall (Lesson 21); fat (Lesson 22)

Unit 10: two (Lesson 23); five (Lesson 24)

•

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Draw a picture about the word th in

th in.

Draw a picture about the word f our

f our.

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TEACH/MODEL

•

DEFINE If you borrow something, you use something that belongs to someone else for a short amount of time. EXAMPLE Henry likes to borrow books from the

library. ASK Name something that you would like to borrow from a friend.

•

When people go on a trip, they travel somewhere. The family went on a trip to

the beach. Where would you like to go on a trip?

PRACTICE/APPLY

complete the first example. Then have children work individually to complete the remainder of the examples.

Can children provide examples for each word?

If No Use the Oral Vocabulary Cards, Glossary Sheets, and online

If Yes Then have them write a sentence using each word. Ask them

to draw a picture to illustrate their sentence.

Answer Key (Sample answers): borrow Yes: a toy, No: homework; trip Yes: a

plane, No: a slide

Quick Check

(62)

Fill in the blanks for each Vocabulary Word.

Yes

No

You can borrow

.

You CANNOT borrow

.

People can take a trip on

.

People CANNOT take a

trip on

.

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TEACH/MODEL

•

DEFINE To concentrate, a person must focus all of his or her attention on something. EXAMPLE I need to concentrate when I am playing the piano. ASK What is something you concentrate on?

•

Something that is splendid is very good. Dad cooked a splendid dinner for the

holiday. If you saw a splendid painting, how would it look?

PRACTICE/APPLY

Answer Key: 1. TRUE; 2. FALSE

Quick Check

(64)

Circle TRUE or FALSE for each Vocabulary

Word.

1. It is easy to concentrate when it is quiet.

TRUE

FALSE

2. An old pair of boots is splendid.

TRUE

FALSE

(65)

TEACH/MODEL

•

DEFINE Something that is difficult is not easy. EXAMPLE Dan worked hard to

solve the difficult math problem. ASK How do you feel when you are able to do

something that is difficult?

•

When fruit is ripe, it is ready to be picked and eaten. The farmer picked the ripe