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Use page 72 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 Movement bounding v. leaping forward The cats came bounding from the basement when they heard the can opener. careening v. staggering and swaying She tripped and went careening to the fl oor. collided v. crashed into The toddlers collided with each other and fell down. jostled v. pushed and bumped into The students jostled through the crowded halls. swiveled v. turned The stool squeaked as Henry swiveled back and forth. veered v. changed direction I veered away from the snowball headed toward me. wheeled v. moved in a large curve She quickly wheeled around the spilled drink. Discuss Guide children to see the relationship between each word and the category. Invite them to demonstrate each word. Read Aloud Explain that you will read aloud a story about how an athlete moves. Then read aloud “A Magic Moment.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “A Magic Moment.” 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. Moving Away Moving Together swiveled veered wheeled jostled collided 1. Is a person who is careening likely to collide with someone else? Explain your answer. (Yes, because the person is out of control.) 2. What word might describe an excited dog running toward you? (bounding) Day 3 Day 4 Day 5 Unit 3, Lesson 11 t T23 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. More Words About Movement lunging v. moving forward quickly Megan yelped, lunging to catch the falling vase. lurched v. moved in a jerky way The bus lurched forward after each stop. plunged v. thrown forcefully into something She plunged her fork into the spaghetti. quaking v. shivering We were quaking under the blanket, watching the scary movie. shuffl ed v. walked slowly with dragging feet I shuffl ed into the dentist’s offi ce. staggered v. moved unsteadily I staggered under the weight of the heavy box. stride v. to take long steps I watched my dad stride across the stage to get his award. wobbled v. moved unsteadily from side to side Jacob wobbled, trying to gain his balance on the bike. Discuss Guide children to see the relationship between each word and the category. Prompt students to discuss when they would move in these ways. Read Aloud Explain that you will read aloud a story about a boy working on a school newspaper. Then read aloud “Angel Rodriguez, Journalist.” Discuss the Comprehension questions. Categorize and Classify Reread and Explain Reread “Angel Rodriguez, Journalist.” 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 Sudden Movements Words About Shaky Movements wobbled staggered quaking lunging plunged lurched 1. Which word is the most like stride: glide, walk, march? (walk) 2. Would you shuffl e if you were excited to do something? (probably not) 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 shopping in a busy store and people keep jostling you. Show a partner how you would wobble. Then show how it would look to collide with another shopper. Compare Talk to your partner. Compare the way it looks to stride down a street with the way it looks to shuffl e. Then compare how it would look if you were bounding toward someone to how it would look if you were staggering toward him. Describe Think of a time when you plunged into cool water on a hot day. Describe to your partner the way it felt. Then talk about a time when it was cold and you were quaking. Categorize Think about these words: lunging, swiveled, wheeled, careening, veered, lurched. Sort these words into movements you would make if you were turning and movements you would make if you were unsteady. Assess To assess what word meanings children have learned, copy and distribute the Pretest/ Posttest on pages 112–113. Use page 72 to administer the test. Compare scores with Day 1 assessment.