SIGHT
PA R T
Unit Overview for
1
Word
We all perceive the world differently.
It’s important for students to develop
vocabulary that allows them to des-
Context Clues Wisdom
cribe how they see the world. In this
unit, students will learn vocabulary
related to sight. Through Unlocking,
The Apparition
Processing, and Applying activities, Perhaps you’ve heard that
students will experience “seeing is believing.” Some-
times, however, what we think
C deep processing of meaning.
we see can be misleading.
C multiple word interactions.
D
r. Fogg sat down for lunch
C word meanings through context. with his oldest friend, Professor Linear offered to
Professor Linear. “What new replace the light bulb. “Ah, there it
research have you been working is! The light made a noticeable
SIGHT on?” Professor Linear asked. difference,” exclaimed Dr. Fogg.
PA R T Dr. Fogg answered, “It’s very “I see nothing,” responded
Context exciting. I have produced an Professor Linear. “May I see your
1 Clues
apparition in my lab on many
occasions.”
“An apparition! How did you
create a ghostly image in a
laboratory? Please enlighten me,”
research notes?”
“I’m afraid my notes are not
legible,” said Dr. Fogg, taking off
his eyeglasses to clean them on his
lab coat. “Even I can barely read
the professor begged. “Do you my own writing. Hmm, the
TAKING INVENTORY: PRETEST have evidence to support your apparition seems to vanish when
Assess students’ prior knowledge claim?” I take off my glasses.”
“Of course,” answered the “May I look?” asked the
of Part 1 vocabulary words by
doctor, polishing his thick glasses professor, picking up the glasses.
using the Part 1 Pretest on page with the napkin on his lap. “I “Dear Fogg, you have polished
Sight
T215. Answers: 1.C 2.E 3.J 4.B 5.I expect to show the world my these glasses so much that they are
6.A 7.G 8.F 9.D 10.H. supporting facts soon. I hope to terribly scratched. The apparition
televise my results next month.” you claim to have seen is simply a
“Fogg, I would love a preview reflection on the scratched lens!”
OBJECTIVES of your lab work before you go on “Imagine, Professor, if I had
Students will television.” gone on TV to share my evidence!
The two men met the next day It’s a good thing we had the
C read and discuss a story related in Dr. Fogg’s office. “Bad news,” foresight to bring you here!”
to this unit’s theme—Sight. UNIT Fogg reported. “The lamp has “A better thing,” said Fogg’s
C activate prior knowledge about burned out, and I cannot see the friend, “would be for you to get
the theme to help them learn
1 apparition.” new glasses.”
the meanings of ten words.
6 Sight Part 1
GUIDE STUDENTS
Activating Prior Knowledge
Discuss these questions before stu-
dents read “The Apparition.”
Sight Unit Planner
C What does the phrase seeing is
Sections to Use Strategy/Skills WORD LIST List
Word
believing mean? Week 1 Pretest Read words in context. communicate, recognize,
apparition visual
C Have you ever seen something that Part 1 “The Apparition” Context Clue: Look for express,
enlighten attention, admit,
perspective
you thought was one thing, but it Posttest Words That Mean the silence,
evidencededication,
provide
Same. announcement, speech-
expect apparent
turned out to be another thing? less, vocabulary
Week 2 Pretest Read words in context. televise visa
announcer, announce,
Sight
Have students share any prior Part 2 “More Than Double Latin roots par, spec, preview scan
vocal, pronounce,
knowledge they have about the Vision: Flies’ Eyes” spect, spic, vid, and vis.noticeable distinguish
pronunciation, dictation,
legible
Prefixes trans-, in-, pro-. exhibit
ten boldfaced words in the story. Home Connection diction, vowel, vocalist,
vanish
predict resemble
Have students take turns reading Posttest
foresight distinct
the story aloud or assign it as Week 3 Pretest discuss,
Read words in context. inspect debate, state,
observe
reply, complain, demand,
silent reading. Compare and con- Part 3 “Come and See ‘My Reference Skill: Idioms specimen
urge, narrate, report,
demonstrate
trast students’ prior knowledge House’!” and Special Dictionaries. appearance
request obvious
UNIT
Posttest transparent emblem
and their new understanding of
1 these ten words. Week 4 Review
Part 4 Test-Taking Strategy
Review the unit. specific unit vocabulary
Review
words
detect
Build New Words Use suffixes.
Unit Posttest Assess students’
knowledge.
T6 Unit 1 Sight Part 1
Context Clues
Context Clues Strategy
Strategy:
Look for Words That Mean the Same
EXAMPLE: Tim’s vision is not as good as it once was. His
Look for Words That
eyesight is so weak that he has to wear glasses. Mean the Same
CLUE: The word eyesight is a definition for the word vision
and helps explain its meaning. OBJECTIVE
Students will
Here are steps for using this context clues strategy to figure C learn this unit’s specific context
out the meaning of the word apparition. clues strategy to help them unlock
the meanings of new words.
Read the sentence with the unknown word and some
of the sentences around it. GUIDE STUDENTS
• • • • •
“I have produced an apparition in my lab on many
Tell students that this is the first of
occasions.” nine context clues strategies that
“An apparition! How did you create a ghostly image in a they will learn this year. Students
laboratory?” will use the Five-Step Process—with
Look for context clues. Can you find Words That strategy-specific instruction—with
Mean the Same as the word apparition? each of the nine different strategies.
• • • • •
When Professor Linear hears Dr. Fogg tell about an Have a volunteer read aloud the
apparition, he asks how Fogg created a ghostly image. Example sentences. Ask students
which words in the Example give
Think about the context clues and other information
you may already know.
them clues about—or are Words
• • • • • That Mean the Same as—vision.
Ghostly image tells the meaning of apparition. Discuss these clue words with stu-
Predict a meaning for the word. dents before moving on to the Clue
• • • • • sentence. Point out that the word
An apparition is probably a ghostly image. eyesight is a description or definition
Check the Word Wisdom Dictionary to be sure of the of the word vision.
meaning.
• • • • • PRACTICE
The word apparition means “a ghostly-looking image.” Have students use the Five-Step
Process on this page—Read, Look,
Sight Part 1 7
Think, Predict, and Check—to under-
stand the meaning of apparition.
Encourage students to read
Part 1 Daily Planner
more mysteries. You can find addi-
Page(s) to Use Strategy/Skills WORD LIST tional selections in the Zaner-Bloser
Day 1 Pretest, p.T215 Assess prior knowledge. apparition
Catalog or at our Web site at
Introduce Unit Theme, p. 6 enlighten
Unlock Through Context evidence www.zaner-bloser.com.
Reading Selection, p. 6 Read words in context. expect Zaner-Bloser Literacy,
televise
Day 2 Introduce Context Clues Chapter Books:
preview
Strategy, p. 7 Pepper and the Case of the Mystery Key
noticeable
Unlock the Meanings, p. 8 Practice the strategy. legible
Day 3 Unlock the Meanings, p. 9 Use context clues. vanish
Day 4 Process the Meanings, p. 10 Find the synonyms. foresight
Rewrite the sentences.
Day 5 Apply What You’ve Learned, Solve riddles.
p. 11 Connect to your life.
Write It!, p. 11 Apply skills to writing.
Posttest, p.T215 Assess students’
knowledge.
Unit 1 Sight Part 1 T7
Unlock the Meanings Unlock the Meanings
Practice the Strategy Here is another boldfaced word from
Practice the Strategy the story about Dr. Fogg on page 6. Using the context clues
strategy on page 7, follow these steps to figure out the meaning
OBJECTIVE of the word. Answers will vary.
Students will
C practice using this unit’s context evidence
clues strategy to learn the mean-
Read the sentence that includes the word evidence. Read
ing of evidence. some of the sentences around the word.
Look for context clues. What Words That Mean the
GUIDE STUDENTS
Same can you find?
Tell students that they will use this
unit’s context clues strategy to figure “I expect to show the world my supporting facts soon.” Supporting facts
out the meaning of another word help to explain evidence.
from the story on page 6. Introduce
the vocabulary word evidence from
the story about the apparition on Think about the context clues. What other helpful
page 6. Have students pronounce the information do you know?
word and share any prior knowledge Detectives in books and movies look for evidence when they’re
they have of it. Next, have students
review the Read, Look, Think, trying to solve a case to help them prove what happened.
Predict, and Check steps on page 7.
PRACTICE Predict a meaning for the word evidence.
Have students complete page 8 inde- Evidence probably means “facts that prove something.”
pendently. When they have finished,
discuss the ways that students’ prior
knowledge helped them understand Check the Word Wisdom Dictionary to be sure of the
the word evidence more clearly. meaning of the word evidence. Decide which of the
meanings fits the context.
Evidence means “proof; facts or information that serve as proof.”
8 Sight Part 1
Learning Styles Kinesthetic
Dramatization
Have students work in groups of three to
take on the roles of Dr. Fogg, Professor
Linear, and the narrator from the story. Ask
them to work together to dramatize the
story events, focusing on proper expression
in the dialogue. Students can gather or
make simple props and costumes. You may
wish to break the story into short scenes
and have each small group present one
scene to the class.
T8 Unit 1 Sight Part 1
WORD LIST
✔ apparition Use Context Clues
Use Context Clues You have been introduced to two enlighten
vocabulary words from “The Apparition.” Those words are ✔ evidence OBJECTIVES
checked off in the Word List here. Under “Vocabulary Word”
below, write the other eight words from the Word List. Predict a expect Students will
meaning for each word under “Your Prediction.” Then check the televise C use context clues and their own
meanings in the Word Wisdom Dictionary. Write the definition preview prior knowledge to find the
under “Dictionary Says.” noticeable meanings of new words.
legible C use a dictionary to check word
Vocabulary Your Dictionary vanish meanings.
Word Prediction Says foresight
C begin writing in their Word
1 Journals to reinforce their new
enlighten Answers will vary. to inform; to make clearer word encounters.
GUIDE STUDENTS
2
expect Answers will vary. to look for as likely to happen If necessary, review the Five-Step
Process on page 7. Then, read the
directions together. Tell students that
3
televise Answers will vary. to show on television the strategy they learned on page 7
applies to some, but not all of the
words in the Word List. Explain that
4
preview Answers will vary. something seen in advance in Word Wisdom, students will learn
nine different context clues strate-
gies. Tell them to use the Word List
5 on page 9 to complete the first col-
noticeable Answers will vary. easily seen
umn in the chart. Remind students
to use any appropriate context clues
6 from the story on page 6 to predict
legible Answers will vary. can be read easily
their own definitions in the second
column before checking the dictio-
7 nary. Encourage students by telling
vanish Answers will vary. to disappear
them that there are no right or
wrong answers for column two. Their
8 answers are merely predictions.
foresight Answers will vary. the ability to see ahead
PRACTICE
Sight Part 1 9
Have students complete page 9 inde-
pendently. When they are finished,
allow volunteers to share their own
word meaning predictions. Ask stu-
dents to explain how they arrived at
Word Journal their definitions. Then compare stu-
Starting the Journal dents’ definitions with the dictionary
definitions for each word.
Have students organize their Word Journals
by placing loose-leaf paper in a three-ring
binder. Have students make a divider page
for each unit by labeling it with the unit
number and theme. Have students place
these divider pages at the beginning of each
unit in their Word Journal binder. Students
should record where they see or hear the
vocabulary words introduced throughout
this program. Encourage them to record the
entire sentence or context in which they
encounter each word. Invite students to be
creative and write letters, short stories,
comic strips, and their own definitions for
each word in their Word Journals.
Unit 1 Sight Part 1 T9
Process the Meanings
Process the Meanings
Find the Synonyms Choose a word from the Word List
Find the Synonyms and WORD LIST
that means the SAME or NEARLY THE SAME as each word
apparition
Rewrite the Sentences enlighten
below. Write the synonym on the line next to the word.
1 disappear vanish 3 readable legible
OBJECTIVES evidence
Students will expect 2 facts evidence 4 ghost apparition
C process the meanings of vocabu- televise
preview Rewrite the Sentences Rewrite each sentence. Use the
lary words by finding synonyms.
noticeable word in parentheses. You may add an ending to the word.
C rewrite sentences to use Part 1 Answers will vary.
legible 5 I watched a sample of several new movies. (preview)
vocabulary words correctly.
vanish
Watching a preview of a new movie helps me decide if I want to
GUIDE STUDENTS foresight
Explain that synonyms are words see it.
with the same or almost the same 6 It’s helpful to plan ahead when you go camping. (foresight)
meanings. At the conclusion of the
first activity, you may wish to discuss You should use foresight when you go camping so that you don’t
how the synonyms in each pair have forget something important.
a slightly different meaning.
7 The games will be shown on television. (televise)
Model the second activity by writing
The best plays of the game will be televised.
the following example on the board:
When I close the curtains, the sun
seems to disappear. Say, “We need to
rewrite this sentence to include the 8 Would you please explain that to me? (enlighten)
word vanish.” With students, substi- Would you please enlighten me?
tute vanish in the sentence to arrive
at the following result: When I close
the curtains, the sun seems to vanish. 9 Mud is easily seen on a clean floor. (noticeable)
PRACTICE Mud is noticeable on a clean floor.
Have students complete page 10 10 What time do you look forward to doing your homework?
independently. Ask them to share the (expect)
synonyms they matched. Then call
What time do you expect to do your homework?
on volunteers to write some of their
new sentences on the board. Point
out that even though students’ sen- 10 Sight Part 1
tences vary, they are correct as long
as the vocabulary word is used
appropriately.
Learning Styles Interpersonal
Vocabulary Concentration
First, print out the Unit 1, Part 1 word cards
using the Word Wisdom CD-ROM. Then,
have partners cut out two sets of word
cards—one set to show the words from the
Word List on page 10 and one set to show a
corresponding synonym for each word.
Students will need to write their own syn-
onym cards. Point out that they can use the
four synonyms from the top of page 10 to
get started. Then tell partners to shuffle the
cards and arrange them facedown. Have
partners play a concentration game, keeping
word pairs that show synonyms.
T10 Unit 1 Sight Part 1
Apply What You’ve Learned Apply What You’ve Learned
Solve Riddles Solve each riddle with a word from the Word List.
Solve Riddles and
foresight
1 You can’t see this, but it’s useful for planning. Connect to Your Life
2 If you said you saw one of these, your friends might think you
OBJECTIVES
were seeing things. apparition Students will
3 Without this, you can’t solve a mystery. evidence C apply their new understanding of
each word to solve riddles.
4 If you had a messy room and you wanted to go out to play, you
C apply their new understanding of
might wish the mess would do this. vanish each word and their own experi-
ences to form complete responses.
Connect to Your Life Respond to each question or statement.
Answers will vary. C apply new vocabulary skills to
5 Why is a preview of a book useful? writing.
It’s useful because you learn what the book is about before reading it.
GUIDE STUDENTS
6 Describe a time when someone enlightened you about something. Provide a riddle as an example of the
first activity before students begin
Last year, my science teacher enlightened me about the planets.
the page: If you went to school with
7 What might happen if you write a message that is not legible? blue hair, you might be this. What is it?
noticeable
The person getting the message might not be able to read it.
Explain that in the second activity
8 Describe what was noticeable when you arrived at school today.
students will be answering questions
The new bulletin board was very noticeable. and following directions based on
9 Describe something that you expect to happen tomorrow.
their own experiences and what they
know about the vocabulary words.
Tomorrow, I expect our team to win the game. Remind students to write complete
10 Describe something televised that you found surprising. sentences.
I found the televised pictures from Mars to be surprising. PRACTICE
Have students complete page 11
independently. Students can discuss
Write It! Imagine that your favorite book, CD, or video
game has disappeared from your room. How would you their responses in pairs or small
solve the mystery? Use several words from the Word List groups. Challenge students to make
on page 10. up new riddles for the vocabulary
Sight Part 1 11
words.
Write It! Encourage stu-
dents to extend their under-
Second-Language Learners standing of the Part 1 vocabu-
lary words by using them to
Model the Language
write how they would solve the
Second-language learners may benefit from seeing mystery of the disappearing
activities modeled before attempting to complete item. Students may work inde-
them. Model answering the questions and following pendently or with partners.
the directions in the Connect to Your Life activity.
Read aloud item 5, “Why is a preview of a book use-
ful?” Respond to the question aloud, applying it to TAKING INVENTORY: POSTTEST
your own life. For example, you might say, “I want Assess students’ knowledge of the
to read about planting a garden. A book review would vocabulary words in Part 1 by using
tell me if a specific gardening book is useful.” Then the Part 1 Posttest on page T215.
ask volunteers to state their answers to the question. Answers: 1. explaining things 2. on
Follow the same procedure for the remaining items. television 3. some of the plot details
You may want to pair second-language learners with 4. wear bright colors 5. bleach
fluent partners to share their responses. 6. good planning abilities 7. easy to
read 8. presents 9. an image
10. to prove something.
Unit 1 Sight Part 1 T11
SIGHT
SIGHT
PA R T
PA R T
for
Latin
2 Roots 2 Latin Roots
More Than Double Vision:
Word
Wisdom
TAKING INVENTORY: PRETEST
Assess students’ prior knowledge of
Flies’ Eyes
Part 2 vocabulary words by using the Do you understand how we specific part of the insect’s
see? First, light travels through surroundings. The insect’s brain
Part 2 Pretest on page T216.
space from the sun, a lamp, or blends the visual images from all
Answers: 1.D 2.F 3.A 4.H 5.J 6.B 7.I of these units into one image.
another light source.This light
8.G 9.E 10.C. Our eyes can change focus. They
strikes objects in its path.The allow us to see close up or far
objects absorb some of the away. A compound eye cannot
OBJECTIVES
light and reflect the rest. change focus. That gives insects a
Students will When you look at something, limited perspective. They see
C read and discuss a selection related you see the reflected light. only what is close by. Still, com-
pound eyes provide insects with a
to this unit’s theme—Sight. vital skill. This kind of eye is very
N
ot all living things see in
C activate prior knowledge about the the same way that humans good at detecting motion. And
theme to help them learn the do. Did you ever inspect because the eye bulges out, it can
the eyes of a fly or of another see up, down, forward, backward,
meanings of ten new words. insect? Insects and certain other and to the sides—all at the same
living things have compound eyes. time. This skill is apparent to
GUIDE STUDENTS We have single eyes. If you can, anyone who has ever tried to swat
Activating Prior Knowledge find a dead fly and study this a fly!
specimen. You will find that a Compound eyes allow insects to
Discuss the following questions fly at high speeds without running
compound eye has a strange
before students read “More Than appearance. Make sure you wash into anything. Insects see changes
Double Vision: Flies’ Eyes.” your hands when you are finished! in their surroundings quickly,
A compound eye is made of allowing them to swerve to miss an
C Do you know how your eyes work? hundreds or even thousands of object in their path. This skill also
Have you ever wondered why you see units. Each unit is like our single helps them chase—and catch—
the world the way you do? eye in some ways. The unit has its other flying insects.
own transparent, or clear, lens So flies and other insects don’t
C Have you ever wondered how and a nerve that leads to the need a visa or a passport to go
insects see? insect’s brain. sightseeing around the world—
The units in compound eyes are they can see only a few feet away!
Have students share any prior knowl- different from our eyes, too. Each All they really need is something
edge they have about the ten bold- unit faces in a slightly different to eat and people to annoy!
direction. It sees only a small,
faced words in “More Than Double
Vision: Flies’ Eyes” on page 12. Have
students take turns reading the selec- 12 Sight Part 2
tion aloud or assign it as silent read-
ing, depending on the needs and
abilities of your students. Compare
and contrast students’ prior knowl-
edge and their new understanding of Part 2 Daily Planner
these ten words. Page(s) to Use Strategy/Skills WORD LIST
Day 1 Pretest, p.T216 Assess prior knowledge. inspect
Unlock Through Context specimen
Reading Selection, p. 12 Read words in context. appearance
Practice the Context Clues Practice the strategy. transparent
Strategy, p. 13 specific
Home Connection, p.T210 visual
perspective
Day 2 Unlock the Meanings, p. 14 Learn the Latin roots par, provide
spec, spect, spic, vid, and vis.
apparent
Day 3 Unlock the Meanings, p. 15 Use roots and the prefixes visa
trans-, in-, and pro-.
Day 4 Process the Meanings, p.16 Choose the words.
Find the words.
Day 5 Apply What You’ve Learned, Demonstrate word
p. 17 knowledge.
Speak It!, p. 17 Apply skills to speaking.
Posttest, p.T216 Assess students’
knowledge.
T12 Unit 1 Sight Part 2
Practice the Context Clues Strategy Here is one
Practice the Context
of the boldfaced words from the selection on page 12. Use Clues Strategy:
the context clues strategy you learned in Part 1 on page 7 Look for Words That
to figure out the meaning of the word. Answers will vary.
Mean the Same
transparent
OBJECTIVE
Read the sentence that uses the word transparent. Read Students will
some of the sentences around the word.
C practice using the context clues
Look for context clues to the word’s meaning. What strategy they learned in Part 1 of
Words That Mean the Same can you find?
the unit to help them unlock the
The word clear tells what transparent means. meanings of new words.
GUIDE STUDENTS
Tell students that this is the same
context clues strategy they learned on
Think about the context clues. What other helpful
information do you know? page 7 in Part 1. Explain that now
they will use the strategy to figure out
The word clear describes something you can see through,
the meaning of the word transparent.
like a window.
PRACTICE
Have students use the Five-Step
Predict a meaning for the word transparent. Process on this page—Read, Look,
It could mean “easy to see through.” Think, Predict, and Check—to under-
stand the meaning of transparent. Have
a volunteer read aloud the sentence
that uses the word transparent. Ask
Check your Word Wisdom Dictionary to be sure of the students which words in the sentence
meaning of the word transparent. Which of the meanings mean the same as transparent. Point
for the word transparent fits the context? out that the word clear means the
Transparent means “easy to see through.” same as transparent.
Home Connection
Reproduce the Unit 1 Home Connec-
tion blackline master on page T210
Sight Part 2 13 for each student. Encourage students
to complete the activity with a par-
ent or caregiver to reinforce this
unit’s thirty vocabulary words.
Word Wisdom CD-ROM
For reinforcement, reteaching, or enrich-
ment, use the Word Wisdom CD–ROM. First,
select the vocabulary words and definitions
that are appropriate for each student’s
needs. Print out the word cards for students
to use on their own or in small-group activ-
ities. Install the Word Wisdom CD–ROM for
more information and ideas.
Unit 1 Sight Part 2 T13
Unlock the Meanings Unlock the Meanings
Many English words are made from Latin roots. If you know the
Sort by Roots meanings of different roots, you can unlock the meanings of many
new words. Several words you learned in Part 1 have a Latin root.
OBJECTIVES
Each root is related to seeing.
Students will
C learn the Latin roots par, spec, Latin Root: par Latin Root: spec, spect, Latin Root: vid, vis
spect, spic, vid, and vis. spic
meaning: to appear meaning: to see
C sort vocabulary words according English word: apparition meaning: to see, to look English word: evidence
to their Latin roots. meaning: a ghostly- English word: to expect meaning: facts leading to
looking image meaning: to look proof
GUIDE STUDENTS forward to
Have students read the Word List on
page 14. Tell them that all of these
Sort by Roots Find these roots in the Word List. Write
words contain the Latin roots intro- WORD LIST each word on a line under the correct root. Then think of
duced on this page. inspect other words you know that come from the same Latin roots.
Tell students that many languages specimen Write each word in the correct place.
share common word roots. Often, appearance
Sight
this root part of the word remains transparent
the same throughout many lan- specific Latin Root: Latin Root: Latin Root:
guages, and just the beginnings or visual par spec, spect, spic vid, vis
endings change to make them perspective
provide appearance inspect visual
unique to a particular language.
Provide students with the following apparent
example: The French word biblio- visa
transparent specimen provide
thèque means “library.” The English
word bibliography means “a list of
books.” Both words contain the root apparent specific visa
biblio, meaning “book.”
PRACTICE Answers will vary. perspective Answers will vary.
Have students complete page 14 on
their own. Call on volunteers to
share their responses involving words Answers will vary. Answers will vary. Answers will vary.
from the Word List. Then make three
columns on the board. Have students 14 Sight Part 2
write their unique words in the cor-
responding columns.
For more information on research-based
best practices, resources, and professional
development, visit the Staff Development
for Educators Web site at www.sde.com.
T14 Unit 1 Sight Part 2
Prefix Meaning
trans- across, through Example
in- in, into
Use Roots and Prefixes
trans- (through) + par (appear) + -ent
pro- forward, for
= transparent OBJECTIVES
Use Roots and Prefixes Circle any root or prefix you find in the Students will
boldfaced words below. Use context clues, roots, and prefixes to write C learn the prefixes trans-, in-, and
the meaning of each word. Check your definitions in the Word Wisdom pro-.
Dictionary. Answers will vary.
C use context clues, roots, and pre-
1 The guard inspected the contents of our bags. reviewed or examined fixes to write the meanings of
2 We recognized Alice’s face because her appearance hadn’t changed. words.
the way a person looks to himself or herself or to others GUIDE STUDENTS
Direct students’ attention to the
3 Please provide your phone number so that I can call you.
boxes at the top of page 15 and read
to furnish or make available aloud the definition of the prefix
trans- and the sample word transpar-
4 The butterfly is a specimen of the monarch variety.
ent. Write these words on the board:
a sample port, form, and plant. Ask volunteers
to add the prefix trans- to each word.
5 Talking to many people gives me a new perspective on solving the
Make sure students understand that
problem. a point of view the new words—transport, transform,
and transplant—all have meanings
6 It was apparent that we arrived for dinner on the wrong day, because
that are related to “across” or
no one was home. plainly understood; obvious “through.” Have students guess the
meanings of the new words. Check a
7 A stop sign is a visual signal. visible
dictionary if necessary.
8 Windows are transparent, but you cannot see through walls.
PRACTICE
easy to see through
Before students begin page 15, men-
9 Do you have any specific plans for vacation, such as where you will tion that some of the boldfaced
words will not contain the prefixes
go and when? explicit or definite from the chart, but may have other
10 Students from other countries need a government visa to study in the prefixes students are familiar with or
have seen. Encourage students to
United States. an official permission stamp allowing a traveler to enter or exit a find other prefixes in the vocabulary
certain country words. Tell students that some words
may not have any prefixes. The
Sight Part 2 15
meanings of these words must be
determined through the use of con-
text clues and the identification of
roots. Then, have students complete
page 15 on their own. If appropriate,
Listening &Vocabulary
Listenin have students work in pairs to com-
Hearing Syllables pare answers and check their work
Tell students that one way to unlock the mean- with a dictionary.
ing of a word is to break the word into syllables
and look for the meanings of the word parts. As
you read each word from the Word List on page
14, ask students to listen carefully for the num-
ber of syllables and to hold up the correspond-
ing number of fingers. To extend the activity,
write each word on the board and call on vol-
unteers to mark the breaks between syllables.
Unit 1 Sight Part 2 T15
Process the Meanings
Process the Meanings
Choose the Words Read the pair of related boldfaced
Choose the Words WORD LIST
words in the sentence. Circle the word that completes each
inspect
and Find the Words sentence correctly.
specimen
1 The scientist found a specific, specimen of a frog with
OBJECTIVES appearance
Students will transparent yellow spots.
C combine their understanding of specific
2 It is apparent, transparent that you did not study for the
word roots and prefixes to choose visual
correct words. perspective test.
provide
C use context clues to find words to 3 My parents provide, visa the things I need for school.
correctly complete sentences. apparent
visa 4 Glass is apparent, transparent, but paper is not.
GUIDE STUDENTS
5 The dentist will perspective, inspect your teeth.
Tell students they will be choosing
the correct words to complete sen- 6 Please give me specific, specimen directions so that I can
tences. Remind them to use their
knowledge of roots, prefixes, and find your house.
context clues to choose the right
Find the Words Write the word from the Word List that
word.
best completes each sentence.
PRACTICE 7 The star put in an appearance at the opening
Have students complete page 16 on of her latest movie.
their own. Call on volunteers to
8 Before traveling overseas, you may have to get a tourist’s
explain their choices to the class.
visa .
9 What does a person look like from a dog’s
perspective ?
10 The doormat is a visual reminder to
wipe your feet.
16 Sight Part 2
Reteaching Speaking &Vocabulary
Word Choices Interviewing
Remind students who need Assign partners to interview each other
extra help in completing the about something interesting they have
first activity on page 16 to refer seen, such as a community event, an ani-
to the definitions they wrote mal at the zoo, a painting, or a mural.
on page 15. Then have them Have each student write a list of ques-
try each word choice in the tions before conducting the interview
sentence to see which one with his or her partner. Encourage them
makes sense. For extra help with to use unit vocabulary words, such as
the second activity, work with apparent, appearance, and visual. When
students in using the context students conduct their interviews,
clues to narrow down the remind both interviewer and interviewee
choices from the Word List. to speak clearly and in complete sen-
tences and to make eye contact.
T16 Unit 1 Sight Part 2
Apply What You’ve Learned Apply What You’ve Learned
Demonstrate Word Knowledge Answer the questions or
follow the directions. Answers will vary.
Demonstrate Word
Knowledge
1 Would you like to live in a house with transparent walls? Explain.
Yes, because then I could spy on my brother. OBJECTIVES
Students will
2 Name two kinds of people who might inspect things.
C demonstrate word knowledge
Detectives and doctors inspect, or examine, things. through deep processing.
3 What is your perspective on learning another language? C apply new vocabulary skills to
speaking.
I think it’s a good idea to learn a new language.
4 Describe what you like best about your appearance. GUIDE STUDENTS
Model the exercise orally by asking
I really like my big eyes and long hair.
the students whom they would like
5 Describe an object in the room. Give three visual clues. to see make an appearance at school.
Have students explain their choices.
This object is long, green, and dusty.
Guide them to see that in order to
6 Is it always apparent if a dog is friendly or unfriendly? Explain. answer the question, they had to
No, you can never tell if a dog is friendly or unfriendly.
know the meaning of appearance.
7 What kinds of specimens might a scientist collect? PRACTICE
When students have finished page
He or she might collect bug or bacteria samples.
17, have them share their responses
8 If you had to provide a snack for the class, what would you do? with a partner.
I would bring crackers for a snack.
9 When does a person need a visa? A person needs a visa to travel Speak It! Encourage stu-
dents to practice their speak-
to many different countries.
ing skills and their understand-
10 Give three specific details about the clothes you are wearing. ing of Part 2 vocabulary words
by using as many of them as
My clothes are blue jeans, a white-collared shirt, and gray socks.
possible to complete the Speak
It! activity on page 17.
Speak It! Describe a movie or play you have seen. Use
several words from the Word List on page 16.
Sight Part 2 17
TAKING INVENTORY: POSTTEST
Assess students’ knowledge of the
vocabulary words and skills in Part 2
Learning Styles Collaborative by using the Part 2 Posttest on page
T216. Answers: 1. check 2. supply
3. clear 4. detailed 5. for the eyes
Vocabulary Challenge
6. outlook 7. documentation 8. form
Assign small groups a set of roots that were 9. sample 10. sheer.
introduced on page 14: par; spec, spect, spic;
vid, vis, or a prefix that was introduced on
page 15: trans-, in-, pro-. Have each group
draw a large tree and write their assigned
root(s) or prefix on the trunk. On the tree
branches, have students write words con-
taining the root(s) or prefix. Suggest that
they begin with the unit vocabulary words.
Challenge students to add as many other
appropriate words as they can, using a dic-
tionary as necessary.
Unit 1 Sight Part 2 T17
SIGHT
SIGHT
PA R T
PA R T
Reference
3
for
3
Word
Skills Reference Skills “
“
Wisdom
TAKING INVENTORY: PRETEST
Assess students’ prior knowledge of
Come and See “My House !
House”!
Part 3 vocabulary words by using Trash is everywhere! It’s exhaust from cars and smoke from
the Part 3 Pretest on page T217. around your home, streets, factories pollute the air. You also
and school. Even if you pick up hear how building roads and
Answers: 1.J 2.D 3.F 4.A 5.E 6.H 7.B houses can destroy natural
the trash, what should you do
8.C 9.I 10.G. habitats.
with it? Will it end up in a In the kitchen of “My House,”
landfill? Can it be recycled? you learn ways to conserve Earth’s
OBJECTIVES
resources. Some of the ways are
Students will
W
hen you scan all of your obvious, such as not wasting
surroundings, do you see
C read and discuss a selection electricity or water. Other ways
too much trash? Can you might be new to you, like using
related to this unit’s theme—Sight. distinguish between a plastic cleaning products that will not
C activate prior knowledge about bottle that can be recycled and one harm the environment. Visitors are
that can’t? You can brush up on asked to look for the recycling
the theme to help them learn the recycling at “My House,” an emblem, or symbol, before they
meanings of ten new words. exhibit at the Columbus Zoo and buy a product. They are also
Aquarium in Columbus, Ohio. It shown how to detect water leaks
GUIDE STUDENTS resembles a regular house—until so that water is not wasted. Visitors
you walk inside.
Activating Prior Knowledge There are three habitats that
are shown how recycled products
Discuss the following questions can be used again. In fact, the
make up the living room of “My whole house was built from
before students read “Come and See House.” They are a marsh, a forest, recycled products. The outside
‘My House’!” and a prairie. As you walk through, walls are a mixture of cement and
you learn how these habitats are disposable lunch trays that were
C Have you ever been to an exhibit on distinct from each other. In the collected from 63 local schools.
the environment? marsh, you can climb on lily pads The floors were made from
and search for frog eggs and fish. recycled tires. The house’s roof,
C What do you know about the envi- In the forest, you can get tangled siding, and chairs were also made
ronment of your part of the country? in a giant spiderweb or explore a from recycled products.
hollowed-out tree. You can also If your community has an
Have students share any prior knowl- observe the insects, reptiles, and exhibit like this one, be sure to go
edge they have about the ten bold- tall grasses that live in the prairie. see it. You can help make your
The bedroom of the house environment safer and healthier.
faced words in “Come and See ‘My demonstrates how these habitats At the same time, you can protect
House’!” Have students take turns are threatened. You learn how natural habitats!
reading aloud. Compare and contrast harmful trash is, and you see how
students’ prior knowledge and their 18 Sight Part 3
new understanding of these ten
words.
Part 3 Daily Planner
Encourage students to read Page(s) to Use Strategy/Skills WORD LIST
more about different habitats. You can Day 1 Pretest, p.T217 Assess prior knowledge. scan
find additional selections in the Unlock Through Context distinguish
Zaner-Bloser Catalog or at our Web Reading Selection, p. 18 Read words in context. exhibit
site at www.zaner-bloser.com. Practice the Context Clues Practice the strategy. resemble
Strategy, p. 19 distinct
Day and Night in the Desert observe
Day 2 Unlock the Meanings, p. 20 Reference Skill: Match
Day and Night in the Rain Forest demonstrate
the meanings.
obvious
Day and Night in the Tide Pool Day 3 Unlock the Meanings, p. 21 Define the words. emblem
components of Get Real Books: Day 4 Process the Meanings, p. 22 Choose the correct detect
Nonfiction Classroom Library word.
Day 5 Apply What You’ve Learned, Answer the questions.
p. 23 Build a word ladder.
Write It!, p. 23 Apply skills to writing.
Posttest, p.T217 Assess students’
knowledge.
T18 Unit 1 Sight Part 3
Practice the Context Clues Strategy Here is one
Practice the Context
of the boldfaced words from the selection on page 18. Use Clues Strategy:
the context clues strategy you learned in Part 1 on page 7 Look for Words That
to figure out the meaning of the word. Answers will vary.
Mean the Same
emblem
OBJECTIVE
Read the sentence that uses the word emblem and some of Students will
the sentences around it.
C practice using the context clues
Look for context clues to the word’s meaning. What strategy they learned in Part 1 of
Words That Mean the Same can you find?
the unit to help them unlock the
The word symbol gives clues to the meaning of emblem. meanings of new words.
GUIDE STUDENTS
Tell students that this is the same
context clues strategy they used in
Think about the context clues. What other helpful
information do you know? Part 1. Remind them to look for
words that mean the same as the
The word symbol means something that stands for something else,
word emblem.
like the Statue of Liberty is a symbol of freedom.
PRACTICE
Have students use the Five-Step
Predict a meaning for the word emblem. Process on this page—Read, Look,
It might mean “something that stands for something else.” Think, Predict, and Check—to
understand the meaning of emblem.
Have a volunteer read aloud the sen-
tence that uses emblem. Ask students
Check your Word Wisdom Dictionary to be sure of the which words in the sentence give
meaning of the word emblem. Write the definition here. them clues about—or mean the same
Emblem refers to a badge, symbol, or design used for identification. as—emblem. Point out that the word
symbol means the same as the word
emblem.
Sight Part 3 19
For more classroom activity ideas, go to
the Highlights® TeacherNet Web site at
www.TeacherNet.com.
Unit 1 Sight Part 3 T19
Unlock the Meanings Unlock the Meanings
Match the Meanings Idioms and Special Dictionaries An idiom is
OBJECTIVES a phrase or an expression that has a special meaning. You can’t
understand an idiom from the meaning of each separate word.
Students will
You can look up unfamiliar idioms in a dictionary of idioms like
C recognize idioms in written and A Dictionary of American Idioms to learn their meanings. Read
oral language. this sentence:
C figure out meanings of idioms by We never pass notes in class because our teacher has eyes in
using specialized reference books. the back of her head.
The words has eyes in the back of her head form an idiom.
GUIDE STUDENTS The phrase means “can see things without seeming to look.”
Tell students that an idiom is an
expression in which the meanings of
Match the Meanings Read the sentences below. Each
the individual words don’t always
underlined idiom relates to one of the words in the Word
make up the meaning of the whole List on page 21. Look up the meaning of the idiom in a
saying. For example, write the fol- dictionary of idioms. Match the idiom with the vocabulary
lowing idiom on the board: Look out! word it relates to. Write the word on the line.
Ask volunteers to give the meanings
1 The answer was as plain as the nose on my face.
of the words look and out. Then ask
what the expression actually means. obvious
Point out the difference between the
2 The twins were like two peas in a pod.
literal meanings of the words and the
usage meaning of the expression. The resemble
second-language learners in your class 3 The dishonest man will show his true colors by taking a
can especially benefit from more prac- bribe.
tice with idioms.
demonstrate
PRACTICE 4 Those two are as different as night and day.
Have the students complete the
activity on this page in small groups distinct
or individually. When students have 5 Keep your eyes peeled during the magic trick to see how
finished, ask volunteers to share their easy it is.
answers.
observe
20 Sight Part 3
For more classroom activity ideas, go to
the Teaching PreK-8 magazine Web site
at www.TeachingK-8.com.
T20 Unit 1 Sight Part 3
1. Use context clues.
Find
the 2. Look for a familiar root, prefix, or suffix. Define the Words
Meaning 3. If the context or a word part doesn’t help,
check the dictionary. OBJECTIVES
Students will
Define the Words Follow the steps above to write the C use context clues, knowledge of
WORD LIST
meaning of each boldfaced word. Then write 1, 2, or 3 to show word parts, and prior knowledge
which steps you used. Answers will vary. scan
to define words in context.
distinguish
1 Most people can distinguish a dog from a cat. exhibit C use dictionary skills to check their
to recognize the difference; 1, 2, or 3 resemble definitions.
distinct
2 When I sing in the choir, I scan the audience for my family. GUIDE STUDENTS
observe Read through the Word List with stu-
to look over an area rapidly but thoroughly; 1 or 3 demonstrate dents and discuss how each word
3 Ohio has four seasons with distinct weather. obvious relates to the theme of Sight. Then,
emblem read the three steps in the Find the
different; 1, 2, or 3
detect Meaning box with students. If neces-
4 Do you resemble your mother? sary, refer to the Read, Look, Think,
to be alike or nearly alike; 1, 2, or 3 Predict, and Check process for using
context clues. Review the meanings
5 Please observe how to make a bed so that you can do it. of the roots par, spec, spect, spic, vid,
to notice or watch; 1, 2, or 3 and vis with students. Read the direc-
tions with students, making sure
6 You sound very serious, but I detect a smile on your face. they understand that they may use
to notice or discover evidence of behavior or actions; 1, 2, or 3 more than one strategy to find the
meaning of each word. Remind stu-
7 It’s obvious by your high score that you studied for the test.
dents to use a dictionary if context
easy to see or understand; 1, 2, or 3 clues and knowledge of word parts
are not enough.
8 The eagle is an emblem that appears on U.S. money.
a badge, symbol, or design used for identification; 1, 2, or 3 PRACTICE
Have students complete page 21
9 The artist’s exhibit was worth seeing!
independently. Ask volunteers to
a public show; 1, 2, or 3 share their definitions, as well as
explain how they arrived at them.
10 Our teacher will demonstrate how to use the microscope.
Discuss the similarities and differ-
to explain or show how to do something; 1, 2, or 3 ences between students’ definitions
Sight Part 3 21
and those in the dictionary.
‘‘ Words From the Wise
“So, naturalists observe, a flea
Has smaller fleas that on him prey;
’’
And these have smaller still to bite ’em;
And so proceed ad infinitum.”
— from Poetry, a Rhapsody by Jonathan Swift
Unit 1 Sight Part 3 T21
Process the Meanings
Process the Meanings
Choose the Correct Word Write the word from the
Choose the Correct WORD LIST
Word List that best completes each sentence. You may need
scan
Word distinguish
to add or change an ending for some words.
1 Our team chose the tiger as the emblem
OBJECTIVE exhibit
Students will resemble for our uniforms.
C process the meanings of vocabu- distinct
2 The paintings at the art exhibit are all for
lary words by choosing the correct observe
word to complete each sentence. demonstrate sale.
obvious distinguish
3 Can you between a cockatoo and
GUIDE STUDENTS emblem
Work with students to complete the detect a cocker spaniel?
first item. After students have read detect
4 With careful examination, I could
the sentence silently, ask them to
name context clues that might help signs of a struggle around the fishbowl.
them find the missing word. team, demonstrate
5 Please for me how to set the table
uniforms; the missing word must
stand in for tiger (a noun) These clues properly.
point to the missing word as a noun
that can be seen on team uniforms, 6 It is obvious that Jill has grown. Her shoes
leading to the word emblem. Ask a
are two sizes bigger now.
volunteer to try emblem in the sen-
tence to check for accuracy. 7 My mother and I resemble each other.
8 Paul scans the want ads each day to
PRACTICE
Have students complete the activity look for a job.
on page 22 individually. When they
9 Many historic homes have distinct
have finished, call on volunteers to
share their responses with the whole architecture, so each one is unique.
class and to explain how they chose
10 Please observe how well the puppy
their words. Challenge students to
create additional sentences like those behaves when I give a command.
in the exercise. Then they can
exchange sentences with a partner.
22 Sight Part 3
Second-Language Learners
Identifying Context Clues
Continue to work with students to identify the context clues by
asking specific questions about each sentence. Call students’
attention to item 2. Ask, “What is this sentence about?” paint-
ings “What is happening to the paintings?” They are for sale.
Guide students to check the Word List for a word related to
these context clues. Remind students to try the word in the sen-
tence to see if it makes sense. Follow the same procedure for the
remaining items.
T22 Unit 1 Sight Part 3
Apply What You’ve Learned Apply What You’ve Learned
Answer the Questions Answer each question below. Answers will vary.
Answer the Questions
1 What emblem would you like to use for a team or club? Why? and Build a Word Ladder
I would choose a tiger because they are fierce.
OBJECTIVES
2 In what ways can you be distinguished from your friends? Students will
I am a little shorter and smile more often. C apply new understanding of words
to form complete and accurate
3 What skill would you be proud to demonstrate for an audience?
responses.
I’d like to demonstrate my violin playing.
C recognize relationships between
4 How do you detect feelings of happiness in a friend? words.
I can tell my friends are happy when they smile. C apply new vocabulary skills to
writing.
5 How can you make an exhibit out of your favorite photos?
I can arrange them on a large bulletin board.
GUIDE STUDENTS
Point out that in the first activity stu-
6 Which family member do you most resemble? dents can have different answers, but
I look most like my mom. should show an understanding of the
vocabulary word and what is being
asked.
Build a Word Ladder Use the words in the box to complete
each word ladder below. Order each list from most (top) to least Explain that a word ladder shows
(bottom). Use a dictionary if needed. words in a logical order. Provide an
example by writing these words in a
glance obvious scan hidden ladder on the board: white, gray,
black. Ask why this order is more log-
7 obvious MOST observe ical than gray, white, black. Discuss
➞
distinct 9 scan
the meanings of the words with stu-
to
dents before asking volunteers to
➞
8 hidden LEAST 10 glance write the words on the ladder.
PRACTICE
Write It! Write a paragraph to compare and contrast Have students complete the page indi-
two things or two people. Use as many words from the vidually. Call on volunteers to share
Word List on page 22 as you can. their responses with the class and
Sight Part 3 23
explain the reasoning behind their
word order in the word ladders.
Enrichment Write It! Assign this writ-
ing activity for additional
Inflected Forms practice and application of the
Have students add to their Word Part 3 vocabulary words.
Journals any inflected or derived forms
of the vocabulary words. For example,
for distinct, students might add indis- TAKING INVENTORY: POSTTEST
tinct, distinctly, distinction, distinctive. Assess students’ knowledge of the
Students may demonstrate their under- vocabulary words and skills in Part 3
standing of the new words by writing by using the Part 3 Posttest on page
brief definitions or sentences. T217. Answers: 1. a show 2. display
3. look like 4. symbol 5. notice
6. apparent 7. view 8. different
9. separate 10. look at.
Unit 1 Sight Part 3 T23
SIGHT SIGHT
PA R T
PA R T
for
Review
4 4
Word
Review Wisdom
Sort by Parts of Speech Sort the words in the
Word List by their part of speech. Write each word in
Sort by Parts of WORD LIST
the correct column. If a word can be more than one
apparition
Speech enlighten
part of speech, write it in every column that applies.
OBJECTIVE evidence Nouns
expect (words that Adjectives
Students will Verbs
name a person, (words that
televise (action words)
C demonstrate knowledge of unit preview
place, or thing) describe)
vocabulary words by sorting noticeable apparition enlighten noticeable
words according to parts of legible
evidence evidence legible
speech. vanish
foresight preview expect transparent
GUIDE STUDENTS inspect
Review the parts of speech: specimen foresight televise specific
C A noun is a word that names a appearance
specimen preview visual
person, place, or thing. transparent
specific
C A verb is a word that shows visual
appearance vanish apparent
action. perspective visual inspect distinct
C An adjective is a word that provide
describes a noun. apparent perspective provide obvious
visa
visa scan
PRACTICE scan
Have students complete page 24 distinguish distinguish
scan
individually or with a partner. When exhibit
students have finished, they can use resemble exhibit exhibit
a dictionary to check their work. distinct
observe emblem resemble
Then have volunteers read aloud
demonstrate
each list as other members of the observe
obvious
class compare that list with their emblem demonstrate
answers. Discuss any differences. detect
detect
Word Wisdom CD-ROM
For reinforcement, reteaching, 24 Sight Part 4
or enrichment, use the Word Wisdom
CD-ROM. First, select the vocabulary
words and definitions that are
appropriate for each student’s needs.
Print out the word cards for students Part 4 Daily Planner
to use on their own or in small- Page(s) to Use Strategy/Skills WORD LIST
group activities. Install the Word Day 1 Unit Review Review unit vocabulary. apparition visual
Wisdom CD-ROM for more informa- Sort by Parts of Review parts of enlighten perspective
tion and ideas. Speech, p. 24 speech. evidence provide
Day 2 Unit Review, p. 25 Use multiple expect apparent
meanings. televise visa
Use related words. preview scan
noticeable distinguish
Day 3 Taking Vocabulary Learn and practice a legible exhibit
Tests, p. 26 test-taking strategy.
vanish resemble
Day 4 Build New Words, Use suffixes. foresight distinct
p. 27 inspect observe
Speak It!, p. 27 Apply skills to speaking. specimen demonstrate
Day 5 Unit Posttest, Assess students’ appearance obvious
pp.T218–T219 knowledge. transparent emblem
specific detect
T24 Unit 1 Sight Part 4
Review
Review
Use Multiple Meanings Some words in this unit have
more than one meaning. Look up the words scan and preview
in your Word Wisdom Dictionary. Write two sentences for Use Multiple Meanings
each word. Show that you understand two different meanings and Use Related Words
for each word. Answers will vary.
scan OBJECTIVES
1 I need to scan the newspaper tonight for jobs. Students will
C demonstrate knowledge of unit
2 I will scan the picture with the scanner.
vocabulary words by recognizing
preview and using words with multiple
3 She saw a preview of that show. meanings.
4 I’m going to preview the topic before I read. C demonstrate knowledge of unit
vocabulary by using related words
Use Related Words Answer the questions. Use the word
to answer questions.
in parentheses in your response. Answers will vary.
5 What similar qualities do tropical birds exhibit? (resemble) GUIDE STUDENTS
Before students begin the first activi-
Their feathers and beaks resemble one another.
ty, provide an example of a multiple-
6 How can you distinguish between a kindergartner and a meaning word. For example, appear-
fourth grader? (observe) ance can mean “the act of coming
I observe to see who is the tallest. into sight” or “the way a person or
thing looks.”
7 What would you do if you saw an apparition? (appearance)
Tell students that they will need to
My appearance would include big eyes and an open mouth.
use context clues and their prior
8 If someone inspected your desk, what would he or she knowledge as they read the questions
think? (expect) in the second activity. In order to
She would expect me to clean it because it’s a mess. answer the questions, they will need
to use their knowledge of the desig-
9 Does seeing a preview of a TV show make you want to nated vocabulary words.
watch it? (televise)
Most previews don’t encourage me to watch the televised show. PRACTICE
Have students complete page 25 on
10 Can you detect when someone has been in your room?
their own. When they have finished,
(evidence)
Evidence like my door being left open tells me someone has been in ask volunteers to share their sen-
my room. tences with the class.
Sight Part 4 25
Word Play
Crossword Puzzles
Demonstrate how to make a simple
crossword grid using several of the
vocabulary words. Then invite stu-
dents to make their own crossword
puzzles. Tell them to include informa-
tion about roots and prefixes in their
word clues. Students can exchange
puzzles and challenge others to solve
them. Or you may wish to make mul-
tiple copies of each puzzle and create
a class set for each student.
Unit 1 Sight Part 4 T25
Review
Review Taking Vocabulary Tests
Taking Vocabulary Practice Test Read each phrase. Fill in the circle
TEST-TAKING STRATEGY for the word or words that have the SAME or
Tests Some vocabulary tests ask NEARLY THE SAME meaning as the underlined word.
OBJECTIVES you to choose the meaning
1 her legible 6 a transparent material
of a word in a phrase or
Students will handwriting heavy
sentence. Every answer
C learn a specific test-taking choice will fit the sentence,
unusual clear
easy-to-read hidden
strategy. so context will not help
confusing colorful
C demonstrate knowledge of unit you decide on an answer.
beautiful
vocabulary words by completing You can narrow your 7 specific instructions
a practice vocabulary test. choices by first throwing 2 to mysteriously detailed
out the answers you know vanish short
GUIDE STUDENTS are wrong. appear wordy
escape
Read the test-taking strategy with Sample: foreign
a brilliant star grow larger
students. Explain that this type of 8 a familiar emblem
dull disappear
test item is often used on standard- sight
ized tests. Model the process of bright 3 an enlightening class
large saying
determining the correct answer to a informative symbol
new long
multiple-choice question, using the sound
Sample test item. Remind them to boring
difficult 9 an important
think about the word’s meaning,
specimen
eliminate the answers they know are 4 a unique perspective group of men
wrong, and then decide on the cor- look meeting
rect answer. subject speech
behavior sample
PRACTICE point of view
Read the test directions with stu- 10 to provide an answer
5 a visual clue pay no
dents. Point out that the correct
unimportant attention to
responses in this activity have the
small give
same, or nearly the same, meaning
visible ask for
as the underlined word. Have stu- strange argue with
dents complete the practice test
independently. When they have fin-
ished, ask volunteers to share how
they arrived at their answers. 26 Sight Part 4
Connect to Science
Inventions Report
Have students recall that in “The Apparition,” Dr. Fogg
was a scientist in a lab working on a discovery. Have
students brainstorm inventions related to sight, such as
eyeglasses, the telescope, the Braille alphabet, televi-
sion, and the Web camera. Ask students to choose one
invention to research and to write about in a report. As
a place to begin, students might access the following
Web site: www.enchantedlearning.com/inventors
When students have completed their reports, allow
time for them to share their findings with the class.
(Note: Web site addresses can change without notice.
Always monitor students’ use of the Internet.)
T26 Unit 1 Sight Part 4
Review
Use Suffixes The suffix -ly can make a word
Review
Build into an adverb. Adverbs tell how or to what
extent. Words ending in a vowel may drop Build New Words
New the vowel before adding -ly. Use the suffix -ly
Words to form new words. Then use each new word OBJECTIVES
in a sentence. Students will
C apply knowledge of word mean-
Word + Suffix = New Word Sentence ings to build new words.
Answers will vary.
C demonstrate knowledge of roots
and suffixes to build new words
distinct -ly distinctly I distinctly remember that day. and write sentences.
C apply new vocabulary skills to
speaking.
obvious -ly obviously You are obviously very smart. GUIDE STUDENTS
Tell students that in this activity
they will be building new words by
using their knowledge of words from
this unit and their knowledge of suf-
apparent -ly apparently He apparently lost his book.
fixes. Remind students that a suffix
changes the meaning of a word and
may make the word into another
part of speech. The suffix -ly can
legible -ly legibly Please write legibly so that I can
read your writing. make adjectives into adverbs.
Remind students that the original
spelling of a word sometimes
changes when a suffix is added.
noticeable -ly noticeably She was noticeably afraid.
PRACTICE
Have students complete this activity
individually. As an alternative, make
this a whole-class activity by com-
Speak It! Keep your eyes open for the words in this unit. pleting it on the board or on an
Tell about an amazing sight you would like to see sometime. overhead projector.
Sight Part 4 27
Speak It! Encourage stu-
dents to use the words they
learned in this unit to complete
the Speak It! activity on page 27.
Learning Styles Visual
TAKING INVENTORY:
Root/Suffix Bulletin Board UNIT POSTTEST
Have students work together to create a bul- Assess students’ knowledge of vocab-
letin board display in the form of a graphic ulary words and skills presented in
organizer. In the center, place one of the this unit by using the Unit Posttest
roots studied in this unit or the suffix -ly. on pages T218–T219. Meet with stu-
Have students “nominate” words that share dents to compare these scores with
the central element. Place them around the their Parts 1, 2, and 3 Pretest scores.
element and connect them to the central Answers: 1.C 2.A 3.D 4.D 5.A 6.C
element with a line or piece of string. The 7.B 8.A 9.A 10.C 11.A 12.D 13.A
central element can be changed as you 14.C 15.B 16.B 17.A 18.D 19.A 20.B
progress through the year. Students can 21.C 22.D 23.C 24.A 25.C 26.D 27.A
choose roots and suffixes to add to the bul- 28.B 29.A 30.C.
letin board for each new Word Wisdom unit.
Unit 1 Sight Part 4 T27