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Use page 79 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 Getting and Making Food collect v. to pick up and bring together I like to collect shells I fi nd on the beach. ingredients n. foods that make up a dish Sugar and eggs are two important ingredients in a cake. mixture n. different things stirred together Kate stirred fl our and water to make a mixture for baking cookies. orders n. the ways you can sort things by facts, such as number, height, or age The children line up in order by age. scrambled v. mixed up He scrambled the eggs in the pan. sorted v. put into groups David sorted his marbles into two jars, one with red marbles and one with blue marbles. Discuss Guide children to see the relationship between each word and the category of getting and making food. Read Aloud Explain that you will read aloud a story about where eggs come from and how they can be used in cooking. Then read aloud “The Egg: From Hen to Omelet.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “The Egg: From Hen to Omelet.” 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 Actions Words About Things collect sorted scrambled mixture ingredients 1. What word might you use to describe mixing something up? (scrambled) 2. Think of your favorite food. Name some ingredients that you might use to make it. (Sample answer: pizza: cheese, tomatoes) 3. Suppose Jan was fi rst in line, Jim was second, and Maria was third. What is another order they could stand in line? (Sample answer: Jim, Maria, Jan) Day 3 Day 4 Day 5 Unit 4, Lesson 18 t T37 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 How Much either conj. one or the other You can borrow either my red pen or my blue pen, but not both. entire adj. whole There is no pie left—we ate the entire thing! less than adv. a smaller amount or number Five is less than six. measuring cup n. a cup that tells how much is in it Use a measuring cup to make sure you have exactly half a cup of milk. pound n. a certain weight people use to tell how heavy something is He bought a pound of apples from the store. twice adv. two times Hal knocked on the door twice: rap, rap! Discuss Guide children to see the relationship between each word and the category of how much. Read Aloud Explain that you will read aloud a story about a squirrel that tries to bake a cake. Then read aloud “Squirrel’s Tasty Treat.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “Squirrel’s Tasty Treat.” 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 How Much Words About Finding How Much twice entire pound less than measuring cup 1. Name some things you might pour into a measuring cup. (Sample answer: fl our, water) 2. What other things could you use to fi nd how much of something you have? Add these to the graphic organizer. (Sample answers: teaspoon; ruler; scale) 3. Do you want a hamburger or a hot dog for dinner? You can have __________. (either) Deepen Understanding Review Review word meanings 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. Categorize Work with a partner. Look around the classroom. Sort what you see into Things You Write With and Things You Read With. Could you put the things in each group in a certain order? Examples List three ingredients you could use to make a sandwich. Then list three ingredients you could use to make a dessert. Are any of the ingredients listed twice? Draw Draw a picture of something that weighs less than a pound. Discuss Think of your favorite breakfast food. Give your partner instructions for cooking it. Use these words: measuring cup, collect, scrambled, mixture, either. Compare Talk to your partner. Compare how heavy an entire box of crayons is to half a box of crayons. Assess To assess what word meanings children have learned, copy and distribute the Pretest/ Posttest on pages 126–127. Use page 79 to administer the test. Compare scores with Day 1 assessment.