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Use page 70 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 How Things Look and Feel frail adj. weak; easily broken The frail lamp broke into many pieces when I knocked it over. lustrous adj. shining The lustrous moon lit up the night. rigid adj. stiff; hard to bend He could not bend the rigid stick. shimmering adj. shining with fl ickering light I jumped into the shimmering water. shriveled adj. shrunken or wrinkled The man's face was shriveled and old. supple adj. easy to bend She easily tied the supple rope into knots. taut adj. pulled tight The puppet's clothing was taut across its wide belly. Discuss Guide children to see the relationship between each word and the category. Prompt children to look around the classroom and describe objects they see using the words. Read Aloud Explain that you will read aloud a story about the history of puppets. Then read aloud “A History of Puppets.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “A History of Puppets.” 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 Things Look Words About How Things Look and Feel shimmering lustrous frail taut shriveled rigid supple 1. Name two things that might look lustrous. (Sample answer: hair, jewelry) 2. What other words can you use to talk about how things look? Add these to the graphic organizer as children suggest them. (Sample answers: colorful; dull) 3. Dry skin may look and feel __________. (shriveled) Day 3 Day 4 Day 5 Unit 2, Lesson 9 t T19 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 Ways of Speaking berate v. to scold, often angrily and for a long time Don't berate me for being late! gloat v. to feel or show great, often mean-spirited pleasure My sister likes to gloat that she is better at math than I am. implored v. begged The child implored his parents to buy him a toy. interrupted v. stopped someone else from speaking You interrupted my speech. mocking v. laughing, teasing, or otherwise trying to make someone look foolish I know I’m right, so stop mocking me! persuade v. to convince We tried to persuade our mom to let us stay home. recite v. to say from memory Can you recite any poems? urge v. to try hard to get someone to do something I had to urge him to tell the truth. Discuss Guide children to see the relationship between each word and the category. Give example sentences in different tones of voice and prompt children to use the words to describe the way you spoke. Read Aloud Explain that you will read aloud a story about kids telling stories around a campfi re. Then read aloud “Tale of a Bear Tail.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “Tale of a Bear Tail.” 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 Not Talking Nicely mocking gloat berate Words About Telling Someone What to Do urge persuade implored 1. Suppose you were studying when suddenly you heard a loud noise. What word might describe what happened? (interrupted) 2. If you tell a friend the words to your favorite song, what do you do? (recite) 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 List three things that are supple. Then list three things that are rigid. Compare Compare the skin on a drum to the skin on a raisin. Use these words: taut, shriveled, frail, lustrous. Examples Think of a time you tried to persuade someone to do something. Did you have to urge this person to do what you wanted? Then think of a time someone interrupted you when you were trying to say something. Tell your partner how you felt. Write Make up a story about a group of children talking in a classroom. Use these words: recite, mocking, gloat, berate, implored. Draw Draw a picture that shows something that is shimmering. Assess To assess what word meanings children have learned, copy and distribute the Pretest/ Posttest on pages 108–109. Use page 70 to administer the test. Compare scores with Day 1 assessment.