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Use page 71 to administer the test. Explain Write each oral vocabulary word below on the board. Read it aloud. Offer an explanation and a brief example for each word. Words About Too Much and Too Little extra adj. more than usual Gordon ate an extra slice of pizza. overfl owing v. spilling over the top Janice poured too much milk into her glass, so it was overfl owing. remove v. to take away Hungry birds remove lots of seeds from the bird feeder every day. under prep. less than The bowl held under one cup of water. zero n. nothing We had two sandwiches left, then one, and then zero. Discuss Guide children to see the relationship between each word and the category. Ask questions such as these: When did you have extra of something? Have you ever seen a glass or something else that was overfl owing? What will you remove from your desk before you go home today? Read Aloud Explain that you will read aloud a story about animals fi nding food for winter. Then read aloud “Food for Winter.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “Food for Winter.” At the end of each sentence that includes an oral vocabulary word, stop and repeat the explanation of the word. Then reread the sentence. Use a Graphic Organizer Use the graphic organizer and the questions below to reinforce understanding of the relationship between each word and the category. Words About a Lot Words About a Little extra overfl owing under zero 1. If you had only one sock on and you removed it, how many socks would you have on then? (zero) 2. The milk spilled because the glass was __________. (overfl owing) 3. What are some other words that mean a lot? What are some other words that mean a little? Add these to the graphic organizer as children suggest them. (Sample answers: A Lot: more, most; A Little: less, few) Days 3 and 4 “The Acornball Game,” Vol. 1, pp. 40–41 Assessment Pretest/Posttest Administration p. 71 Pretest/Posttest Blackline Masters pp. 110–111 Days 1 and 2 “Food for Winter,” Vol. 1, pp. 38–39 Day 3 Day 4 Day 5 Unit 2, Lesson 10 t T21 15–20 Minute Lessons Introduce Meanings Explain Write each oral vocabulary word below on the board. Read it aloud. Offer an explanation and a brief example for each word. Words About Actions caught v. grabbed in the air Gerald caught the baseball easily when his brother threw it. cheered v. shouted to show you wanted someone to do well Andrea and her family cheered for their team as they watched the football game on TV. hurried v. rushed Alana hurried to the bus stop because she was late. stumbled v. tripped and almost fell Pedro stumbled on a crack in the sidewalk. tossed v. threw Gerald and his brother tossed the baseball back and forth. Discuss Guide children to see the relationship between each word and the category. Ask questions such as these: Why might someone hurry? Would you cheer if a friend stumbled? Read Aloud Explain that you will read aloud a story about animals playing a game like baseball. Then read aloud “The Acornball Game.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “The Acornball Game.” At the end of each sentence that includes an oral vocabulary word, stop and repeat the explanation of the word. Then reread the sentence. Use a Graphic Organizer Use the graphic organizer and the questions below to reinforce understanding of the relationship between each word and the category. Words About a Game of Catch Throwing the Ball Catching the Ball tossed hurried caught 1. What other words could you use to talk about a game of catch? Add these to the graphic organizer as children suggest them. (Sample answers: throw; hurl; hold; miss) 2. What would you have done if your team won a game? (cheered) 3. If you tripped on a rock but did not fall, you __________. (stumbled) Deepen Understanding Review Repeat explanations for all oral vocabulary words. Use the defi nitions and examples from Day 1 and Day 3. Guide Partner Activities Have partners work together to complete each of the activities below. Circulate and listen to partners as they work. Provide corrective feedback. Role-Play Work with a partner. Imagine extra water was overfl owing from a fountain. Show how you might have caught the water in a cup. Then show how you might have tossed the water down a drain. Categorize Think about these parts of the body: eyes, nose, ears, fi ngers, tongue, toes, mouth, hands. Which parts do you have two of? More than two? Under two? Examples Tell a partner about a time people cheered for you. Describe Work with your partner to describe what people can do to keep from stumbling. For example, where should someone look to keep from stumbling? Draw Draw and label a picture for each of these words: hurried, zero, remove. Assess To assess what word meanings children have learned, copy and distribute the Pretest/ Posttest on pages 110–111. Use page 71 to administer the test. Compare scores with Day 1 assessment.