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Use page 87 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 Illustrating Books brush n. a tool for putting paint on paper and other things Wash your brush after you paint. illustrate v. to make pictures for books Artists illustrate many books for children. scribbles n. marks that aren’t letters or pictures Young children make scribbles. sketches n. quick drawings I made some sketches of my cat. textures n. feelings of surfaces Bumpy and smooth are different textures. tracing v. copying a shape Try tracing a picture if you cannot draw one. Discuss Guide children to see the relationship between each word and the category. Show an illustrated book. Prompt children to use the words to describe the pictures in the book. Read Aloud Explain that you will read aloud a story about people who make pictures for books. Then read aloud “An Idea for Every Book.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “An Idea for Every Book.” 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 What Artists Do Words for Tools Artists Use Words About What Artists Make illustrate tracing brush sketches textures scribbles 1. What things could an artist glue on a picture to make different textures? (Sample answers: paper; cloth; foil; leaves) 2. What tool does an artist need to paint a picture? (brush) 3. To make a picture look like it was drawn by a baby, an artist might draw __________. (scribbles) 4. What are some other words for tools that artists use? Add these to the graphic organizer as children suggest them. (Sample answers: crayons; pencils; pens) Day 3 Day 4 Day 5 Unit 6, Lesson 26 t T53 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 Making Old Things New balance v. make steady Amanda will balance the wagon while she fi xes the squeaky wheel. blurry adj. not clear Alejandro repaired his television because the picture was blurry. fi ne adj. OK; good enough The bike was fi ne after we fi xed it. polish v. make shiny I like to polish the old car until it shines. rickety adj. weak; shaky The old chair was rickety and needed stronger legs. straight adj. even You need to make the bent nail straight before you can use it. Discuss Guide children to see the relationship between each word and the category. Ask them questions such as these: Would something rickety be easy to balance? How would you polish something that was blurry? Read Aloud Explain that you will read aloud a story about a girl who makes an old bike look like new. Then read aloud “Making an Old Bike New.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “Making an Old Bike New.” 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 to Describe Old Things Words to Describe New Things blurry rickety polish fi ne straight 1. Would it be easy to balance yourself on a rickety bike? (Sample answer: No, it would be wobbly.) 2. If a bike was good enough to ride, what would it be? (fi ne) 3. What could you do to make a bike shiny and bright? (polish it) 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 Pretend you are using a brush to illustrate a large, fancy book. Then pretend to balance the book on your head. Don’t let it fall! Examples Give an example of a thing that is fi ne. Name some things that are not fi ne. Draw Make scribbles. Make straight lines and blurry shapes. Then try tracing your hand carefully. Finally, make a sketch of your partner. Category Make lists of things with smooth and rough textures. Describe how each thing might feel. Describe Which of these things are rickety: car, old treehouse, mirror, broken ladder, dirty eyeglasses, wobbly bed. Which can you polish? Assess To assess what word meanings children have learned, copy and distribute the Pretest/ Posttest on pages 142–143. Use page 87 to administer the test. Compare scores with Day 1 assessment.