Unit 13
Words to be taught:
envious
endurance
energetic
era
efficiency
“Today, we are going to learn a new set of words. Don't be afraid if you don't know what they all
mean. I'm here to help you learn how to read, write, and say each of these important new words.
So relax. You'll do just fine. Are you ready? Let's begin by going over each of the new words.
Listen as I say each of these words aloud. Then, say the word aloud.
Let's go over the words."
(Point to the words using your Flashcards or write them on the board.)
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"The first word is 'ENVIOUS.'
Look at the word 'ENVIOUS' on your list.
Say the word 'ENVIOUS' to yourself.”
(Call on a student to pronounce it. Ask the students to say it aloud as a group.)
(Follow the same procedure for each of the remaining words on the list.)
(Give help if they can't find the word or are unable to pronounce a word.)
(Remember to be positive and upbeat. Continue to stress the importance of first steps. Don't let
them get embarrassed.)
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Lesson 1
Envious
PRONUNCIATION
“Listen as I say the word ‘envious’ out loud. ‘IN-VE-US.'
Have you ever heard the word ‘envious’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘envious’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good Try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘envious.'
‘Envious’ means to resent another person’s advantage, to want to have that advantage or to be
jealous of someone or something.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Envious’ means to resent another person’s advantage, to want to have that
advantage or to be jealous of someone or something.”
FACTUAL APPLICATION
“Listen as I use the word ‘envious’ in this sentence.
The student was envious of her classmate’s popularity.
What was the girl envious of?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Have you ever been envious of someone else?” (Try to get your students to think about the
consequences of the sentence.This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘envious’ in a sentence? Don’t be nervous or afraid.
Remember, ‘envious’ means to resent another person’s advantage, to want to have that advantage
or to be jealous of someone or something.” (This is very hard for some students. Try to bring their
prior experiences and backgrounds into the process. Don't give up. Help them at first. Remember:
this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘envious’?" (Help them if they can't formulate the
correct response.) "That’s great! ‘Envious’ means to resent another person’s advantage, to want to
have that advantage or to be jealous of someone or something.”
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Lesson 2
Endurance
PRONUNCIATION
“Listen as I say the word ‘endurance’ out loud. ‘IN-DUR-ANS.'
Have you ever heard the word ‘endurance’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘endurance’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good Try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘endurance.’
‘Endurance’ means capable of surviving hardship or to sustain a long, stressful activity.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Endurance’ means capable of surviving hardship or to sustain a long, stressful
activity.”
FACTUAL APPLICATION
“Listen as I use the word ‘endurance’ in this sentence.
Marathon runners are known for their endurance.
What are marathon runners known for?” (Praise their comments. Don't make fun of inappropriate
responses. Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Do you know someone who has lots of endurance?” (Try to get your students to think about what
this could possibly mean.This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘endurance’ in a sentence? Don’t be nervous or afraid.
Remember, ‘endurance’ means capable of surviving hardship or to sustain a long, stressful activity.”
(This is very hard for some students.Try to bring their prior experiences and backgrounds into the
process. Don't give up. Help them at first. Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘endurance’?" (Help them if they can't formulate
the correct response.)
"That’s great! ‘Endurance’ means capable of surviving hardship or to sustain a long, stressful activity.”
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Lesson 3
Energetic
PRONUNCIATION
“Listen as I say the word ‘energetic’ out loud. ‘IN-ER-JE-TIC.'
Have you ever heard the word ‘energetic’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘energetic’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘energetic.’
‘Energetic’ means to possess lots of energy, strenuous.
Does this make sense to you?”
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Energetic’ means to possess lots of energy, strenuous.”
FACTUAL APPLICATION
“Listen as I use the word ‘energetic’ in this sentence.
The boy adored his energetic grandparents.
Who did the boy adore?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Does a good night’s sleep leave you feeling energetic?” (Try to get your students to think about this
phrase and the possible implications.This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘energetic’ in a sentence? Don’t be nervous or afraid.
Remember, 'energetic’ means to possess lots of energy, strenuous.” (This is very hard for some
students.Try to bring their prior experiences and backgrounds into the process. Don't give up. Help
them at first. Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘energetic’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Energetic’ means to possess lots of energy, strenuous.”
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Lesson 4
Era
PRONUNCIATION
“Listen as I say the word ‘era’ out loud. ‘EAR-A.'
Have you ever heard the word ‘era’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘era’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘era.’
‘Era’ means a period of time, a stage in development.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Era’ means a period of time, a stage in development.”
FACTUAL APPLICATION
“Listen as I use the word ‘era’ in this sentence.
The dinosaur is from another era in the history of the world.
What is from another era?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Do you think it’s important to study another era?” (Try to get your students to think about this
sentence and what it could possibly mean. This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘era’ in a sentence? Don’t be nervous or afraid. Remember,
‘era’ means a period of time, a stage in development.” (This is very hard for some students. Try to
bring their prior experiences and backgrounds into the process. Don't give up. Help them at first.
Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘era’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Era’ means a period of time, a stage in development.”
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Lesson 5
Efficiency
PRONUNCIATION
“Listen as I say the word ‘efficiency’ out loud. ‘E-FISH-EN-SE.'
Have you ever heard the word ‘efficiency’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘efficiency’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘efficiency.’
‘Efficiency’ means producing something without creating waste or a very small apartment.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Efficiency’ means producing something without creating waste or a very
small apartment.”
FACTUAL APPLICATION
“Listen as I use the word ‘efficiency’ in this sentence.
The workers operated with a great deal of efficiency.
How did the workers operate?" (Praise their comments. Don't make fun of inappropriate
responses. Remember: praise, pride, and confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Do companies like to hire employees who understand efficiency?” (Try to get your students to think
about this sentence and what it could possibly mean. This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘efficiency’ in a sentence? Don’t be nervous or afraid.
Remember, ‘efficiency’ means producing something without creating waste or a very small
apartment.” (This is very hard for some students. Try to bring their prior experiences and
backgrounds into the process. Don't give up. Help them at first. Remember: this is hard for some
and it takes time.)
REVIEW
“Who can remember the definition of the word ‘efficiency’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Efficiency’ means producing something without creating waste or a very small
apartment.”
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Software
After completing the teacher-led lessons, it's time to have the students move to the Talking
Software for additional Instruction & Assessment. (Note: you can have the students work in the
Talking Software after each individual lesson, or, you can have them wait until you’ve taught all five
lessons in each Unit and then have them work on those lessons in the Talking Software).
Note: for information about how to log onto the Talking Software, or, how to change a student’s
bookmark in the Talking Software, refer to the Implementation Guide which is in a 3 ring binder in
your Curriculum Collection.
The Talking Software follows the same consistent instructional sequence for each Lesson (for
each new word):
• Word 1:
Pronunciation
Definition
Context
Question
Spelling
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• Words 2 through 5 -- repeat the instructional sequence
Following Word 5, a Unit review consists of:
Synonym Review
Definition Review
Passage (vocabulary in a paragraph)
Fill in the blank (comprehension)
Comprehension (multiple choice)
Note: In the Talking Software,Verbal Master content is further organized by Clusters, with six
Units per Cluster, and six Clusters per Level. Each Cluster in the Talking Software begins with a
pre-test and ends with a post-test. For instructions on how to interpret and use this information
for your students, refer to the Implementation Guide which is in a 3 ring binder in your
Curriculum Collection.
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Teacher Instructions: Print (or photo copy) and distribute the Unit Activity pages for this
Unit from the Blackline Master 3-Ring Binder (or CD-ROM).
Unit Review: Definition Review
Verbal Directions:
“In this exercise, I am going to see how well you remember the meanings of the new words we have
gone over. Listen as I read the meaning of the word. Then, find the word in the row that best matches
that meaning. Are you ready to begin?
Good! Let’s start. Please begin at row one.”
(Make sure they are on the activities page with the rows of words. Be sure they begin on row one.)
1. Please circle the word in row one that means to have lots of energy. (ENERGETIC)
2. Please circle the word in row two that means to handle hardship. (ENDURANCE)
3. Please circle the word in row three that means to resent a person’s advantage. (ENVIOUS)
4. Please circle the word in row four that means a period of time. (ERA)
5. Please circle the word in row five that means to produce without creating waste. (EFFICIENCY)
6. Please circle the word in row six that means a stage of development. (ERA)
7. Please circle the word in row seven that means an apartment. (EFFICIENCY)
8. Please circle the word in row eight that means to want to have someone else’s advantage.
(ENVIOUS)
9. Please circle the word in row nine that means to sustain a long activity. (ENDURANCE)
10. Please circle the word in row ten that means strenuous. (ENERGETIC)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
Have you ever been envious of someone else?
Are runners energetic?
Please listen as I read this aloud."
Story
"The other runners in the race became very envious of the new runner’s endurance.
They were amazed at how energetic she seemed. Her style marked a new era in racing
efficiency.”
Questions
1. Who were the runners envious of?
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2. Who showed much endurance?
3. Who was amazed at the new runner's energetic running?
4. What was the new era about?
5. What kind of efficiency did the new runner have?
Matching
"Next, please complete the Matching exercise by matching the five words in the left hand side
column with the correct definitions in the right column."
Unit Review: Silent Reading
Teacher Instructions:
"Please read the Silent Reading passage and fill in the blanks using the words in the list at the
bottom of the page."
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Unit Review: Reinforcement Activities
Teacher Instructions:
The activities below are designed to promote learning transfer. For most students, the activities can
be completed independently; however, some students will need assistance. You decide if your students
need to be guided through the activities. Check each of your student's mannerisms and do not let
them get frustrated. Give them as much assistance as necessary.
Circle the Correct Response - Yes or No
1. Are people sometimes envious of each other? yes or no
2. Do you need endurance to play sports? yes or no
3. Is a turtle an energetic animal? yes or no
4. Are we living in the era of computers? yes or no
5. Does a lazy person care about efficiency? yes or no
Select the Answer that Best Completes the Sentence
1. The little boy was ( energetic / envious / era ) of his older brother.
2. Exercise helps build ( endurance / energetic / era ) and strength.
3. The old man wished he were more ( era / endurance / energetic ).
4. History is the study of another ( efficiency / era / endurance ).
5. The foreman rewarded the men for their ( envious / efficiency / era ) on the job.
Fill in the Blank with the Word that Best Fits
envious
endurance
energetic
era
efficiency
1 The end of the war marked a new (_____________________) in history.
2. (_____________________) means able to handle hardship.
3. Skiers lead an (_____________________) lifestyle.
4. The losing team was (_____________________) of the champions.
5. The company has a reputation for high (_____________________).
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Writing Activities
Teacher Instructions: Print (or photocopy) and distribute the Unit Activity pages for this Unit
from the Blackline Master 3-Ring Binder (or CD-ROM). Also print or copy a set for yourself.
Students use the blackline master copies or printouts to complete:
Writing Sentences
• Write a complete sentence for each of the 5 unit words
Unscrambling Sentences
• Unscramble two sentences
Writing Activities
• Students arrange 3 sentences into correct order
• Creative writing: compose a three sentence paragraph using any 3 of the 5 Unit words
• Main idea: choose 1 of 3 topic sentences, copy it, and write three sentences that expand it
• Detail: expand each of the 3 sentences above with an additional 2-3 sentences
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In order to direct this Step, simply read the directions for each Writing Activity to the students,
and then walk around the classroom to make sure each student understands the activities and is
completing them as instructed.
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Unit 14
Words to be taught:
extraordinary
evacuate
evident
exposure
endorse
“Today, we are going to learn a new set of words. Don't be afraid if you don't know what they all
mean. I'm here to help you learn how to read, write, and say each of these important new words.
So relax. You'll do just fine. Are you ready? Let's begin by going over each of the new words.
Listen as I say each of these words aloud. Then, say the word aloud.
Let's go over the words."
(Point to the words using your Flashcards or write them on the board.)
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"The first word is 'EXTRAORDINARY.'
Look at the word 'EXTRAORDINARY' on your list.
Say the word 'EXTRAORDINARY' to yourself.”
(Call on a student to pronounce it. Ask the students to say it aloud as a group.)
(Follow the same procedure for each of the remaining words on the list.)
(Give help if they can't find the word or are unable to pronounce a word.)
(Remember to be positive and upbeat. Continue to stress the importance of first steps. Don't let
them get embarrassed.)
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Lesson 1
Extraordinary
PRONUNCIATION
“Listen as I say the word ‘extraordinary’ out loud. ‘EX-TRA-OR-DIN-AR-E.'
Have you ever heard the word ‘extraordinary’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘extraordinary’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good Try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘extraordinary.'
‘Extraordinary’ means unusual, exceptional.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Extraordinary’ means unusual, exceptional.”
FACTUAL APPLICATION
“Listen as I use the word ‘extraordinary’ in this sentence.
The child’s vocabulary was extraordinary.
What was extraordinary?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Have you ever met an extraordinary person?” (Try to get your students to think about the
consequences of the sentence.This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘extraordinary’ in a sentence? Don’t be nervous or afraid.
Remember, ‘extraordinary’ means unusual, exceptional.” (This is very hard for some students. Try
to bring their prior experiences and backgrounds into the process. Don't give up. Help them at first.
Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘extraordinary’?" (Help them if they can't
formulate the correct response.)
"That’s great! ‘Extraordinary’ means unusual, exceptional.”
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Lesson 2
Evacuate
PRONUNCIATION
“Listen as I say the word ‘evacuate’ out loud. ‘E-VAK-U-ATE.'
Have you ever heard the word ‘evacuate’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘evacuate’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good Try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘evacuate.’
‘Evacuate means to remove, withdraw, or to leave someplace quickly.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Evacuate means to remove, withdraw, or to leave someplace quickly.”
FACTUAL APPLICATION
“Listen as I use the word ‘evacuate’ in this sentence.
The residents were ordered to evacuate before the hurricane’s arrival.
Who was ordered to evacuate?” (Praise their comments. Don't make fun of inappropriate
responses. Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Have you ever had to evacuate from a building?” (Try to get your students to think about what this
could possibly mean. This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘evacuate’ in a sentence? Don’t be nervous or afraid.
Remember, ‘evacuate’ means to remove, withdraw, or to leave someplace quickly.” (This is very
hard for some students.Try to bring their prior experiences and backgrounds into the process. Don't
give up. Help them at first. Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘evacuate’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Evacuate means to remove, withdraw, or to leave someplace quickly.”
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Lesson 3
Evident
PRONUNCIATION
“Listen as I say the word ‘evident’ out loud. ‘EV-I-DINT.'
Have you ever heard the word ‘evident’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘evident’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘evident.’
‘Evident’ means clear, obvious.
Does this make sense to you?”
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Evident’ means clear, obvious.”
FACTUAL APPLICATION
“Listen as I use the word ‘evident’ in this sentence.
His love for the girl was evident.
What was evident?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Are your emotions always evident?” (Try to get your students to think about this phrase and the
possible implications.This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘evident’ in a sentence? Don’t be nervous or afraid.
Remember, ‘evident’ means clear, obvious.” (This is very hard for some students. Try to bring their
prior experiences and backgrounds into the process. Don't give up. Help them at first. Remember:
this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘evident’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Evident’ means clear, obvious.”
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Lesson 4
Exposure
PRONUNCIATION
“Listen as I say the word ‘exposure’ out loud. ‘EX-POZ-YUR.'
Have you ever heard the word ‘exposure’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘exposure’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘exposure.’
‘Exposure’ means revealed, made known.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Exposure’ means revealed, made known.”
FACTUAL APPLICATION
“Listen as I use the word ‘exposure’ in this sentence.
After many years in the business, the unknown actor finally received exposure.
Who received exposure?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Would you like more exposure?” (Try to get your students to think about this sentence and what it
could possibly mean. This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘exposure’ in a sentence? Don’t be nervous or afraid.
Remember, ‘exposure’ means revealed, made known.” (This is very hard for some students. Try to
bring their prior experiences and backgrounds into the process. Don't give up. Help them at first.
Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘exposure’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Exposure’ means revealed, made known.”
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Lesson 5
Endorse
PRONUNCIATION
“Listen as I say the word ‘endorse’ out loud. ‘IN-DORS.'
Have you ever heard the word ‘endorse’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘endorse’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘endorse.’
‘Endorse’ means to sign something, to approve or to show you like something.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Endorse’ means to sign something, to approve or to show you like
something.”
FACTUAL APPLICATION
“Listen as I use the word ‘endorse’ in this sentence.
The businessman refused to endorse any politicians.
Who refused to endorse politicians?" (Praise their comments. Don't make fun of inappropriate
responses. Remember: praise, pride, and confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Who would you endorse in the next election?” (Try to get your students to think about this
sentence and what it could possibly mean. This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘endorse’ in a sentence? Don’t be nervous or afraid.
Remember, ‘endorse’ means to sign something, to approve or to show you like something.” (This is
very hard for some students.Try to bring their prior experiences and backgrounds into the process.
Don't give up. Help them at first. Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘endorse’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Endorse’ means to sign something, to approve or to show you like something.”
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Software
After completing the teacher-led lessons, it's time to have the students move to the Talking
Software for additional Instruction & Assessment. (Note: you can have the students work in the
Talking Software after each individual lesson, or, you can have them wait until you’ve taught all five
lessons in each Unit and then have them work on those lessons in the Talking Software).
Note: for information about how to log onto the Talking Software, or, how to change a student’s
bookmark in the Talking Software, refer to the Implementation Guide which is in a 3 ring binder in
your Curriculum Collection.
The Talking Software follows the same consistent instructional sequence for each Lesson (for
each new word):
• Word 1:
Pronunciation
Definition
Context
Question
Spelling
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• Words 2 through 5 -- repeat the instructional sequence
Following Word 5, a Unit review consists of:
Synonym Review
Definition Review
Passage (vocabulary in a paragraph)
Fill in the blank (comprehension)
Comprehension (multiple choice)
Note: In the Talking Software,Verbal Master content is further organized by Clusters, with six
Units per Cluster, and six Clusters per Level. Each Cluster in the Talking Software begins with a
pre-test and ends with a post-test. For instructions on how to interpret and use this information
for your students, refer to the Implementation Guide which is in a 3 ring binder in your
Curriculum Collection.
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Teacher Instructions: Print (or photo copy) and distribute the Unit Activity pages for this
Unit from the Blackline Master 3-Ring Binder (or CD-ROM).
Unit Review: Definition Review
Verbal Directions:
“In this exercise, I am going to see how well you remember the meanings of the new words we
have gone over. Listen as I read the meaning of the word. Then, find the word in the row that best
matches that meaning. Are you ready to begin?
Good! Let’s start. Please begin at row one.”
(Make sure they are on the activities page with the rows of words. Be sure they begin on row one.)
1. Please circle the word in row one that means to remove. (EVACUATE)
2. Please circle the word in row two that means revealed. (EXPOSURE)
3. Please circle the word in row three that means clear. (EVIDENT)
4. Please circle the word in row four that means unusual. (EXTRAORDINARY)
5. Please circle the word in row five that means to sign something. (ENDORSE)
6. Please circle the word in row six that means exceptional. (EXTRAORDINARY)
7. Please circle the word in row seven that means to approve. (ENDORSE)
8. Please circle the word in row eight that means obvious. (EVIDENT)
9. Please circle the word in row nine that means to withdraw. (EVACUATE)
10. Please circle the word in row ten that means made known. (EXPOSURE)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
Is it unusual to evacuate a town?
Have you ever done anything extraordinary?
Please listen as I read this aloud."
Story
"After the train wreck, the mayor was asked to give the extraordinary order to evacuate
the town. It was evident that the risk of exposure to dangerous gas fumes was enough to
cause him to endorse this action.”
Questions
1. What did the mayor do that was extraordinary?
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2. Why did the mayor order the town to evacuate?
3. What was evident to the mayor?
4. What was the town at risk of exposure to?
5. What action did the mayor endorse?
Matching
"Next, please complete the Matching exercise by matching the five words in the left hand side
column with the correct definitions in the right column."
Unit Review: Silent Reading
Teacher Instructions:
"Please read the Silent Reading passage and fill in the blanks using the words in the list at the
bottom of the page."
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Unit Review: Reinforcement Activities
Teacher Instructions:
The activities below are designed to promote learning transfer. For most students, the activities can be
completed independently; however, some students will need assistance. You decide if your students need
to be guided through the activities. Check each of your student's mannerisms and do not let them get
frustrated. Give them as much assistance as necessary.
Circle the Correct Response - Yes or No
1. Would you like to meet an extraordinary person? yes or no
2. Should a town evacuate before it’s hit by a storm? yes or no
3. Are instructions always evident? yes or no
4. Do shy people like exposure? yes or no
5. Should you endorse a check before cashing it? yes or no
Select the Answer that Best Completes the Sentence
1. The little girl thought her hero was an ( extraordinary / exposure / evident ) person.
2. Don’t wait too late to ( exposure / evident / evacuate ) when danger is near.
3. The boy was certain that his wishes were ( endorse / evident / evacuate ).
4. ( Evacuate / Exposure / Evident ) means made known.
5. I just can’t ( evident / endorse / extraordinary ) that candidate.
Fill in the Blank with the Word that Best Fits
extraordinary
evacuate
evident
exposure
endorse
1. The speaker got plenty of (_____________________) during the competition.
2. Some home owners didn’t want to (_____________________) even though the river was flooding.
3. She wished her feelings weren’t so (_____________________).
4. The singer possessed (_____________________) talent.
5. He finally remembered to (_____________________) the check.
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Writing Activities
Teacher Instructions: Print (or photocopy) and distribute the Unit Activity pages for this Unit
from the Blackline Master 3-Ring Binder (or CD-ROM). Also print or copy a set for yourself.
Students use the blackline master copies or printouts to complete:
Writing Sentences
• Write a complete sentence for each of the 5 unit words
Unscrambling Sentences
• Unscramble two sentences
Writing Activities
• Students arrange 3 sentences into correct order
• Creative writing: compose a three sentence paragraph using any 3 of the 5 Unit words
• Main idea: choose 1 of 3 topic sentences, copy it, and write three sentences that expand it
• Detail: expand each of the 3 sentences above with an additional 2-3 sentences
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In order to direct this Step, simply read the directions for each Writing Activity to the students,
and then walk around the classroom to make sure each student understands the activities and is
completing them as instructed.
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Unit 15
Words to be taught:
forgery
fundamental
flaw
fathom
factor
“Today, we are going to learn a new set of words. Don't be afraid if you don't know what they all
mean. I'm here to help you learn how to read, write, and say each of these important new words.
So relax. You'll do just fine. Are you ready? Let's begin by going over each of the new words.
Listen as I say each of these words aloud. Then, say the word aloud.
Let's go over the words."
(Point to the words using your Flashcards or write them on the board.)
"The first word is 'FORGERY.'
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Look at the word 'FORGERY' on your list.
Say the word 'FORGERY' to yourself.”
(Call on a student to pronounce it. Ask the students to say it aloud as a group.)
(Follow the same procedure for each of the remaining words on the list.)
(Give help if they can't find the word or are unable to pronounce a word.)
(Remember to be positive and upbeat. Continue to stress the importance of first steps. Don't let
them get embarrassed.)
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Lesson 1
Forgery
PRONUNCIATION
“Listen as I say the word ‘forgery’ out loud. ‘FOR-JE-RE.'
Have you ever heard the word ‘forgery’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘forgery’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good Try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘forgery.'
‘Forgery’ means a fake, a copy, not real.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Forgery’ means a fake, a copy, not real.”
FACTUAL APPLICATION
“Listen as I use the word ‘forgery’ in this sentence.
The police discovered that the man’s signature was a forgery.
What was a forgery?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
What happens to a person who commits a forgery?” (Try to get your students to think about the
consequences of the sentence.This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘forgery’ in a sentence? Don’t be nervous or afraid.
Remember, ‘forgery’ means a fake, a copy, not real.” (This is very hard for some students. Try to
bring their prior experiences and backgrounds into the process. Don't give up. Help them at first.
Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘forgery’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Forgery’ means a fake, a copy, not real.”
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Lesson 2
Fundamental
PRONUNCIATION
“Listen as I say the word ‘fundamental’ out loud. ‘FUN-DA-MIN-TAL.'
Have you ever heard the word ‘fundamental’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘fundamental’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good Try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘fundamental.’
‘Fundamental’ means primary, basic, most important.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Fundamental’ means primary, basic, most important.”
FACTUAL APPLICATION
“Listen as I use the word ‘fundamental’ in this sentence.
Food and shelter are two fundamental elements for living.
What are fundamental elements for living?” (Praise their comments. Don't make fun of
inappropriate responses. Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Is water fundamental for staying alive?” (Try to get your students to think about what this could
possibly mean.This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘fundamental’ in a sentence? Don’t be nervous or afraid.
Remember, ‘fundamental’ means primary, basic, most important.” (This is very hard for some
students.Try to bring their prior experiences and backgrounds into the process. Don't give up. Help
them at first. Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘fundamental’?" (Help them if they can't formulate
the correct response.)
"That’s great! ‘Fundamental’ means primary, basic, most important.”
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Lesson 3
Flaw
PRONUNCIATION
“Listen as I say the word ‘flaw’ out loud. ‘FLAW.'
Have you ever heard the word ‘flaw’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘flaw’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘flaw.’
‘Flaw’ means a defect, weakness, not good to have.
Does this make sense to you?”
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Flaw’ means a defect, weakness, not good to have.”
FACTUAL APPLICATION
“Listen as I use the word ‘flaw’ in this sentence.
Vanity was the only flaw in his character.
What was his only flaw?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
What is your worst flaw?” (Try to get your students to think about this phrase and the possible
implications.This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘flaw’ in a sentence? Don’t be nervous or afraid. Remember,
‘flaw’ means a defect, weakness, not good to have.” (This is very hard for some students. Try to
bring their prior experiences and backgrounds into the process. Don't give up. Help them at first.
Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘flaw’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Flaw’ means a defect, weakness, not good to have.”
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Lesson 4
Fathom
PRONUNCIATION
“Listen as I say the word ‘fathom’ out loud. ‘FA-THUM.'
Have you ever heard the word ‘fathom’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘fathom’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘fathom.’
‘Fathom’ means a unit of length to measure water or to understand something.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Fathom’ means a unit of length to measure water or to understand
something.”
FACTUAL APPLICATION
“Listen as I use the word ‘fathom’ in this sentence.
The rich man couldn’t fathom what it was like to be hungry.
What couldn’t the rich man fathom?”
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(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Can a dog fathom your homework?” (Try to get your students to think about this sentence and
what it could possibly mean. This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘fathom’ in a sentence? Don’t be nervous or afraid.
Remember, ‘fathom’ means a unit of length to measure water or to understand something.” (This is
very hard for some students.Try to bring their prior experiences and backgrounds into the process.
Don't give up. Help them at first. Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘fathom’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Fathom’ means a unit of length to measure water or to understand something.”
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Lesson 5
Factor
PRONUNCIATION
“Listen as I say the word ‘factor’ out loud. ‘FAK-TOR.'
Have you ever heard the word ‘factor’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘factor’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘factor.’
‘Factor’ means ingredient, something that contributes to producing a result.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Factor’ means ingredient, something that contributes to producing a result.”
FACTUAL APPLICATION
“Listen as I use the word ‘factor’ in this sentence.
The intense heat was a factor in the creation of the storm.
What was a factor in creating the storm?" (Praise their comments. Don't make fun of inappropriate
responses. Remember: praise, pride, and confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Is money a key factor in most people’s lives?” (Try to get your students to think about this sentence
and what it could possibly mean. This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘factor’ in a sentence? Don’t be nervous or afraid.
Remember, ‘factor’ means ingredient, something that contributes to producing a result.” (This is
very hard for some students.Try to bring their prior experiences and backgrounds into the process.
Don't give up. Help them at first. Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘factor’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Factor’ means ingredient, something that contributes to producing a result.”
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Software
After completing the teacher-led lessons, it's time to have the students move to the Talking
Software for additional Instruction & Assessment. (Note: you can have the students work in the
Talking Software after each individual lesson, or, you can have them wait until you’ve taught all five
lessons in each Unit and then have them work on those lessons in the Talking Software).
Note: for information about how to log onto the Talking Software, or, how to change a student’s
bookmark in the Talking Software, refer to the Implementation Guide which is in a 3 ring binder in
your Curriculum Collection.
The Talking Software follows the same consistent instructional sequence for each Lesson (for
each new word):
• Word 1:
Pronunciation
Definition
Context
Question
Spelling
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• Words 2 through 5 -- repeat the instructional sequence
Following Word 5, a Unit review consists of:
Synonym Review
Definition Review
Passage (vocabulary in a paragraph)
Fill in the blank (comprehension)
Comprehension (multiple choice)
Note: In the Talking Software,Verbal Master content is further organized by Clusters, with six
Units per Cluster, and six Clusters per Level. Each Cluster in the Talking Software begins with a
pre-test and ends with a post-test. For instructions on how to interpret and use this information
for your students, refer to the Implementation Guide which is in a 3 ring binder in your
Curriculum Collection.
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Teacher Instructions: Print (or photo copy) and distribute the Unit Activity pages for this
Unit from the Blackline Master 3-Ring Binder (or CD-ROM).
Unit Review: Definition Review
Verbal Directions:
“In this exercise, I am going to see how well you remember the meanings of the new words we
have gone over. Listen as I read the meaning of the word. Then, find the word in the row that best
matches that meaning. Are you ready to begin?
Good! Let’s start. Please begin at row one.”
(Make sure they are on the activities page with the rows of words. Be sure they begin on row one.)
1. Please circle the word in row one that means ingredient. (FACTOR)
2. Please circle the word in row two that means unit of length to measure water. (FATHOM)
3. Please circle the word in row three that means defect. (FLAW)
4. Please circle the word in row four that means a fake. (FORGERY)
5. Please circle the word in row five that means primary. (FUNDAMENTAL)
6. Please circle the word in row six that means something that contributes to a result. (FACTOR)
7. Please circle the word in row seven that means basic. (FUNDAMENTAL)
8. Please circle the word in row eight that means weakness. (FLAW)
9. Please circle the word in row nine that means to understand. (FATHOM)
10. Please circle the word in row ten that means a copy. (FORGERY)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
What kind of things do you find hard to fathom?
How does a person create a forgery?
Please listen as I read this aloud."
Story
"The detective was able to identify the painting as a forgery because of a fundamental flaw
in the artist’s painting style. The inspector could not fathom how the artist could have overlooked such a key factor.”
Questions
1. Who found the fundamental flaw in the artist’s painting style?
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2. What kind of flaw did the detective find?
3. What helped the detective identify the forgery?
4. What could the detective not fathom?
5. Who overlooked a key factor?
Matching
"Next, please complete the Matching exercise by matching the five words in the left hand side
column with the correct definitions in the right column."
Unit Review: Silent Reading
Teacher Instructions:
"Please read the Silent Reading passage and fill in the blanks using the words in the list at the
bottom of the page."
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Unit Review: Reinforcement Activities
Teacher Instructions:
The activities below are designed to promote learning transfer. For most students, the activities can
be completed independently; however, some students will need assistance. You decide if your students
need to be guided through the activities. Check each of your student's mannerisms and do not let
them get frustrated. Give them as much assistance as necessary.
Circle the Correct Response - Yes or No
1. Is counterfeit currency a type of forgery? yes or no
2. Is studying a fundamental part of getting an education? yes or no
3. Is a weakness considered a flaw? yes or no
4. Could you fathom a physics problem? yes or no
5. Is sunlight an important factor to the growth of plants? yes or no
Select the Answer that Best Completes the Sentence
1. The artist couldn’t tell whether the painting was a ( flaw / fathom / forgery ).
2. Grades are a ( fundamental / fathom / flaw ) part of the educational process.
3. The woman could not find a ( fathom / flaw / factor ) in the dress.
4. ( Fathom / Factor / Forgery ) means to understand.
5. Practice is often a key ( flaw / forgery / factor ) for success.
Fill in the Blank with the Word that Best Fits
forgery
fundamental
flaw
fathom
factor
1. Everyone has at least one (_____________________).
2. The student focused on learning the (_____________________) tasks.
3. (_____________________) is a crime.
4. Sometimes it’s hard to (_____________________) a new idea.
5. He wished he knew which (_____________________) was most important.
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Writing Activities
Teacher Instructions: Print (or photocopy) and distribute the Unit Activity pages for this Unit
from the Blackline Master 3-Ring Binder (or CD-ROM). Also print or copy a set for yourself.
Students use the blackline master copies or printouts to complete:
Writing Sentences
• Write a complete sentence for each of the 5 unit words
Unscrambling Sentences
• Unscramble two sentences
Writing Activities
• Students arrange 3 sentences into correct order
• Creative writing: compose a three sentence paragraph using any 3 of the 5 Unit words
• Main idea: choose 1 of 3 topic sentences, copy it, and write three sentences that expand it
• Detail: expand each of the 3 sentences above with an additional 2-3 sentences
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In order to direct this Step, simply read the directions for each Writing Activity to the students,
and then walk around the classroom to make sure each student understands the activities and is
completing them as instructed.
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Unit 16
Words to be taught:
fiancee
forlorn
famine
fatigue
frail
“Today, we are going to learn a new set of words. Don't be afraid if you don't know what they all
mean. I'm here to help you learn how to read, write, and say each of these important new words.
So relax. You'll do just fine. Are you ready? Let's begin by going over each of the new words.
Listen as I say each of these words aloud. Then, say the word aloud.
Let's go over the words."
(Point to the words using your Flashcards or write them on the board.)
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"The first word is 'FIANCEE.'
Look at the word 'FIANCEE' on your list.
Say the word 'FIANCEE' to yourself.”
(Call on a student to pronounce it. Ask the students to say it aloud as a group.)
(Follow the same procedure for each of the remaining words on the list.)
(Give help if they can't find the word or are unable to pronounce a word.)
(Remember to be positive and upbeat. Continue to stress the importance of first steps. Don't let
them get embarrassed.)
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Lesson 1
Fiancee
PRONUNCIATION
“Listen as I say the word ‘fiancee’ out loud. ‘FE-ON-SA.'
Have you ever heard the word ‘fiancee’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘fiancee’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good Try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘fiancee.'
‘Fiancee’ means a woman engaged to be married.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Fiancee’ means a woman engaged to be married.”
FACTUAL APPLICATION
“Listen as I use the word ‘fiancee’ in this sentence.
The man introduced his fiancee to his boss.
Who did the man introduce?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
What’s the difference between a fiancee and a bride?” (Try to get your students to think about the
consequences of the sentence.This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘fiancee’ in a sentence? Don’t be nervous or afraid.
Remember, ‘fiancee’ means a woman engaged to be married.” (This is very hard for some students.
Try to bring their prior experiences and backgrounds into the process. Don't give up. Help them at
first. Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘fiancee’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Fiancee’ means a woman engaged to be married.”
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Lesson 2
Forlorn
PRONUNCIATION
“Listen as I say the word ‘forlorn’ out loud. ‘FOR-LORN.'
Have you ever heard the word ‘forlorn’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘forlorn’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good Try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘forlorn.’
‘Forlorn’ means sad and lonely, miserable.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Forlorn’ means sad and lonely, miserable.”
FACTUAL APPLICATION
“Listen as I use the word ‘forlorn’ in this sentence.
After their parents’ divorce, the children always seemed forlorn.
Who always seemed forlorn?” (Praise their comments. Don't make fun of inappropriate responses.
Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Have you ever had a reason to feel forlorn?” (Try to get your students to think about what this
could possibly mean. This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘forlorn’ in a sentence? Don’t be nervous or afraid.
Remember, ‘forlorn’ means sad and lonely, miserable.” (This is very hard for some students. Try to
bring their prior experiences and backgrounds into the process. Don't give up. Help them at first.
Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘forlorn’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Forlorn’ means sad and lonely, miserable.”
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Lesson 3
Famine
PRONUNCIATION
“Listen as I say the word ‘famine’ out loud. ‘FA-MIN.'
Have you ever heard the word ‘famine’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘famine’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘famine.’
‘Famine’ means shortage of food, starvation.
Does this make sense to you?”
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Famine’ means shortage of food, starvation.”
FACTUAL APPLICATION
“Listen as I use the word ‘famine’ in this sentence.
Thousands of peasants died during the long famine.
Who died during the famine?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
How can a famine be stopped?” (Try to get your students to think about this phrase and the
possible implications.This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘famine’ in a sentence? Don’t be nervous or afraid.
Remember, ‘famine’ means shortage of food, starvation.” (This is very hard for some students. Try
to bring their prior experiences and backgrounds into the process. Don't give up. Help them at first.
Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘famine’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Famine’ means shortage of food, starvation.”
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Lesson 4
Fatigue
PRONUNCIATION
“Listen as I say the word ‘fatigue’ out loud. ‘FA-TEG.'
Have you ever heard the word ‘fatigue’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘fatigue’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘fatigue.’
‘Fatigue’ means weariness, exhaustion.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Fatigue’ means weariness, exhaustion.”
FACTUAL APPLICATION
“Listen as I use the word ‘fatigue’ in this sentence.
The waitress collapsed from fatigue.
Who collapsed from fatigue?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Can fatigue make you sick?” (Try to get your students to think about this sentence and what it could
possibly mean. This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘fatigue’ in a sentence? Don’t be nervous or afraid.
Remember, ‘fatigue’ means weariness, exhaustion.” (This is very hard for some students. Try to
bring their prior experiences and backgrounds into the process. Don't give up. Help them at first.
Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘fatigue’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Fatigue’ means weariness, exhaustion.”
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Lesson 5
Frail
PRONUNCIATION
“Listen as I say the word ‘frail’ out loud. ‘FRAIL.'
Have you ever heard the word ‘frail’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘frail’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘frail.’
‘Frail’ means weak or delicate.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Frail’ means weak or delicate.”
FACTUAL APPLICATION
“Listen as I use the word ‘frail’ in this sentence.
The elderly man was in frail condition.
Who was in frail condition?" (Praise their comments. Don't make fun of inappropriate responses.
Remember: praise, pride, and confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Are babies frail?” (Try to get your students to think about this sentence and what it could possibly
mean. This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘frail’ in a sentence? Don’t be nervous or afraid. Remember,
‘frail’ means weak or delicate.” (This is very hard for some students. Try to bring their prior
experiences and backgrounds into the process. Don't give up. Help them at first. Remember: this is
hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘frail’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Frail’ means weak or delicate.”
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Software
After completing the teacher-led lessons, it's time to have the students move to the Talking
Software for additional Instruction & Assessment. (Note: you can have the students work in the
Talking Software after each individual lesson, or, you can have them wait until you’ve taught all five
lessons in each Unit and then have them work on those lessons in the Talking Software).
Note: for information about how to log onto the Talking Software, or, how to change a student’s
bookmark in the Talking Software, refer to the Implementation Guide which is in a 3 ring binder in
your Curriculum Collection.
The Talking Software follows the same consistent instructional sequence for each Lesson (for
each new word):
• Word 1:
Pronunciation
Definition
Context
Question
Spelling
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• Words 2 through 5 -- repeat the instructional sequence
Following Word 5, a Unit review consists of:
Synonym Review
Definition Review
Passage (vocabulary in a paragraph)
Fill in the blank (comprehension)
Comprehension (multiple choice)
Note: In the Talking Software,Verbal Master content is further organized by Clusters, with six
Units per Cluster, and six Clusters per Level. Each Cluster in the Talking Software begins with a
pre-test and ends with a post-test. For instructions on how to interpret and use this information
for your students, refer to the Implementation Guide which is in a 3 ring binder in your
Curriculum Collection.
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Teacher Instructions: Print (or photo copy) and distribute the Unit Activity pages for this
Unit from the Blackline Master 3-Ring Binder (or CD-ROM).
Unit Review: Definition Review
Verbal Directions:
“In this exercise, I am going to see how well you remember the meanings of the new words we
have gone over. Listen as I read the meaning of the word. Then, find the word in the row that best
matches that meaning. Are you ready to begin?
Good! Let’s start. Please begin at row one.”
(Make sure they are on the activities page with the rows of words. Be sure they begin on row one.)
1. Please circle the word in row one that means a woman engaged to be married. (FIANCEE)
2. Please circle the word in row two that means shortage of food. (FAMINE)
3. Please circle the word in row three that means sad and lonely. (FORLORN)
4. Please circle the word in row four that means weariness. (FATIGUE)
5. Please circle the word in row five that means weak. (FRAIL)
6. Please circle the word in row six that means starvation. (FAMINE)
7. Please circle the word in row seven that means exhaustion. (FATIGUE)
8. Please circle the word in row eight that means delicate. (FRAIL)
9. Please circle the word in row nine that means a woman who is engaged. (FIANCEE)
10. Please circle the word in row ten that means miserable. (FORLORN)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
How do you stop fatigue?
Have you ever met a frail person?
Please listen as I read this aloud."
Story
"The doctor’s fiancee said she would never forget the forlorn look on the faces of the
famine victims. She said no amount of fatigue could have stopped her from aiding these
frail victims.”
Questions
1. Who would never forget the famine victims?
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2. What kind of look did the doctor’s fiancee see on their faces?
3. What caused the fiancee’s fatigue?
4. Who couldn’t stop aiding the frail victims?
5. What did the fiancee say about the forlorn look on their faces?
Matching
"Next, please complete the Matching exercise by matching the five words in the left hand side
column with the correct definitions in the right column."
Unit Review: Silent Reading
Teacher Instructions:
"Please read the Silent Reading passage and fill in the blanks using the words in the list at the
bottom of the page."
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Unit Review: Reinforcement Activities
Teacher Instructions:
The activities below are designed to promote learning transfer. For most students, the activities can
be completed independently; however, some students will need assistance. You decide if your students
need to be guided through the activities. Check each of your student's mannerisms and do not let
them get frustrated. Give them as much assistance as necessary.
Circle the Correct Response - Yes or No
1. Is a fiancee a married woman? yes or no
2. Do happy children look forlorn? yes or no
3. Are you a victim of a famine? yes or no
4. Does hard work cause fatigue? yes or no
5. Should you try to protect frail animals? yes or no
Select the Answer that Best Completes the Sentence
1. The groom-to-be couldn’t wait to marry his ( frail / fiancee / fatigue ).
2. She couldn’t stop feeling ( forlorn / famine / fiancee ) over the loss of her mother.
3. Villagers starved to death during the ( fatigue / frail / famine ) last year.
4. The patient suffered from severe ( fatigue / forlorn / frail ).
5. The children worried about their ( frail / fiancee / famine ) parents.
Fill in the Blank with the Word that Best Fits
fiancee
forlorn
famine
fatigue
1. Sleep will help ease (_____________________).
2. The man and his (_____________________) set a wedding date.
3. Volunteers delivered food to the (_____________________) victims.
4. My friend looked so (_____________________) after he lost his job.
5. (_____________________) means weak.
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frail
Writing Activities
Teacher Instructions: Print (or photocopy) and distribute the Unit Activity pages for this Unit
from the Blackline Master 3-Ring Binder (or CD-ROM). Also print or copy a set for yourself.
Students use the blackline master copies or printouts to complete:
Writing Sentences
• Write a complete sentence for each of the 5 unit words
Unscrambling Sentences
• Unscramble two sentences
Writing Activities
• Students arrange 3 sentences into correct order
• Creative writing: compose a three sentence paragraph using any 3 of the 5 Unit words
• Main idea: choose 1 of 3 topic sentences, copy it, and write three sentences that expand it
• Detail: expand each of the 3 sentences above with an additional 2-3 sentences
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In order to direct this Step, simply read the directions for each Writing Activity to the students,
and then walk around the classroom to make sure each student understands the activities and is
completing them as instructed.
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Unit 17
Words to be taught:
falter
ferocious
fortitude
fiery
fortress
“Today, we are going to learn a new set of words. Don't be afraid if you don't know what they all
mean. I'm here to help you learn how to read, write, and say each of these important new words.
So relax. You'll do just fine. Are you ready? Let's begin by going over each of the new words.
Listen as I say each of these words aloud. Then, say the word aloud.
Let's go over the words."
(Point to the words using your Flashcards or write them on the board.)
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"The first word is 'FALTER.'
Look at the word 'FALTER' on your list.
Say the word 'FALTER' to yourself.”
(Call on a student to pronounce it. Ask the students to say it aloud as a group.)
(Follow the same procedure for each of the remaining words on the list.)
(Give help if they can't find the word or are unable to pronounce a word.)
(Remember to be positive and upbeat. Continue to stress the importance of first steps. Don't let
them get embarrassed.)
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Lesson 1
Falter
PRONUNCIATION
“Listen as I say the word ‘falter’ out loud. ‘FAL-TER.'
Have you ever heard the word ‘falter’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘falter’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good Try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘falter.'
‘Falter’ means to stumble or to hesitate.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Falter’ means to stumble or to hesitate.”
FACTUAL APPLICATION
“Listen as I use the word ‘falter’ in this sentence.
I watched the delivery man falter as he tried to carry the heavy package up the stairs.
Where was the man going when he started to falter?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Should you help someone who is about to falter while crossing the street?” (Try to get your
students to think about the consequences of the sentence.This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘falter’ in a sentence? Don’t be nervous or afraid. Remember,
‘falter’ means to stumble or to hesitate.” (This is very hard for some students. Try to bring their
prior experiences and backgrounds into the process. Don't give up. Help them at first. Remember:
this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘falter’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Falter’ means to stumble or to hesitate.”
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Lesson 2
Ferocious
PRONUNCIATION
“Listen as I say the word ‘ferocious’ out loud. ‘FE-RO-SHUS.'
Have you ever heard the word ‘ferocious’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘ferocious’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good Try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘ferocious.’
‘Ferocious’ means fierce, brutal.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Ferocious’ means fierce, brutal.”
FACTUAL APPLICATION
“Listen as I use the word ‘ferocious’ in this sentence.
The ferocious lion attacked its helpless prey.
What did the lion attack?” (Praise their comments. Don't make fun of inappropriate responses.
Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
How can you protect yourself from a ferocious storm?” (Try to get your students to think about
what this could possibly mean. This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘ferocious’ in a sentence? Don’t be nervous or afraid.
Remember, ‘ferocious’ means fierce, brutal.” (This is very hard for some students. Try to bring their
prior experiences and backgrounds into the process. Don't give up. Help them at first. Remember:
this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘ferocious’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Ferocious’ means fierce, brutal.”
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Lesson 3
Fortitude
PRONUNCIATION
“Listen as I say the word ‘fortitude’ out loud. ‘FORT-IT-TUDE.'
Have you ever heard the word ‘fortitude’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘fortitude’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘fortitude.’
‘Fortitude’ means strength, great desire and determination, never giving up.
Does this make sense to you?”
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Fortitude’ means strength, great desire and determination, never giving up.”
FACTUAL APPLICATION
“Listen as I use the word ‘fortitude’ in this sentence.
The runner’s fortitude kept him in the marathon.
Who had fortitude?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Can fortitude make you sick?” (Try to get your students to think about this phrase and the possible
implications.This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘fortitude’ in a sentence? Don’t be nervous or afraid.
Remember, ‘fortitude’ means strength, great desire and determination, never giving up.” (This is very
hard for some students.Try to bring their prior experiences and backgrounds into the process. Don't
give up. Help them at first. Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘fortitude’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Fortitude’ means strength, great desire and determination, never giving up.”
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Lesson 4
Fiery
PRONUNCIATION
“Listen as I say the word ‘fiery’ out loud. ‘FIRE-E.'
Have you ever heard the word ‘fiery’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘fiery’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘fiery.’
‘Fiery’ means burning or hot like a fire.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Fiery’ means burning or hot like a fire.”
FACTUAL APPLICATION
“Listen as I use the word ‘fiery’ in this sentence.
The motorist died in a fiery car explosion.
Who died in the fiery explosion?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Have you ever seen a fiery crash?” (Try to get your students to think about this sentence and what
it could possibly mean. This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘fiery’ in a sentence? Don’t be nervous or afraid. Remember,
‘fiery’ means burning or hot like a fire.” (This is very hard for some students. Try to bring their prior
experiences and backgrounds into the process. Don't give up. Help them at first. Remember: this is
hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘fiery’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Fiery’ means burning or hot like a fire.”
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Lesson 5
Fortress
PRONUNCIATION
“Listen as I say the word ‘fortress’ out loud. ‘FOR-TRES.'
Have you ever heard the word ‘fortress’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘fortress’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘fortress.’
‘Fortress’ means a secure place, a stronghold.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Fortress’ means a secure place, a stronghold.”
FACTUAL APPLICATION
“Listen as I use the word ‘fortress’ in this sentence.
The castle provided the perfect fortress from the invading army.
What provided a perfect fortress?" (Praise their comments. Don't make fun of inappropriate
responses. Remember: praise, pride, and confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Where can you find a fortress?” (Try to get your students to think about this sentence and what it
could possibly mean. This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘fortress’ in a sentence? Don’t be nervous or afraid.
Remember, ‘fortress’ means a secure place, a stronghold.” (This is very hard for some students. Try
to bring their prior experiences and backgrounds into the process. Don't give up. Help them at first.
Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘fortress’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Fortress’ means a secure place, a stronghold.”
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Software
After completing the teacher-led lessons, it's time to have the students move to the Talking
Software for additional Instruction & Assessment. (Note: you can have the students work in the
Talking Software after each individual lesson, or, you can have them wait until you’ve taught all five
lessons in each Unit and then have them work on those lessons in the Talking Software).
Note: for information about how to log onto the Talking Software, or, how to change a student’s
bookmark in the Talking Software, refer to the Implementation Guide which is in a 3 ring binder in
your Curriculum Collection.
The Talking Software follows the same consistent instructional sequence for each Lesson (for
each new word):
• Word 1:
Pronunciation
Definition
Context
Question
Spelling
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• Words 2 through 5 -- repeat the instructional sequence
Following Word 5, a Unit review consists of:
Synonym Review
Definition Review
Passage (vocabulary in a paragraph)
Fill in the blank (comprehension)
Comprehension (multiple choice)
Note: In the Talking Software,Verbal Master content is further organized by Clusters, with six
Units per Cluster, and six Clusters per Level. Each Cluster in the Talking Software begins with a
pre-test and ends with a post-test. For instructions on how to interpret and use this information
for your students, refer to the Implementation Guide which is in a 3 ring binder in your
Curriculum Collection.
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Teacher Instructions: Print (or photo copy) and distribute the Unit Activity pages for this
Unit from the Blackline Master 3-Ring Binder (or CD-ROM).
Unit Review: Definition Review
Verbal Directions:
“In this exercise, I am going to see how well you remember the meanings of the new words we
have gone over. Listen as I read the meaning of the word. Then, find the word in the row that best
matches that meaning. Are you ready to begin?
Good! Let’s start. Please begin at row one.”
(Make sure they are on the activities page with the rows of words. Be sure they begin on row one.)
1. Please circle the word in row one that means strength. (FORTITUDE)
2. Please circle the word in row two that means a secure place. (FORTRESS)
3. Please circle the word in row three that means stumble. (FALTER)
4. Please circle the word in row four that means burning. (FIERY)
5. Please circle the word in row five that means fierce. (FEROCIOUS)
6. Please circle the word in row six that means a stronghold. (FORTRESS)
7. Please circle the word in row seven that means hot like a fire. (FIERY)
8. Please circle the word in row eight that means brutal. (FEROCIOUS)
9. Please circle the word in row nine that means never giving up. (FORTITUDE)
10. Please circle the word in row ten that means to hesitate. (FALTER)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
How can fortitude help you?
Would you feel secure in a fortress?
Please listen as I read this aloud."
Story
"The swimmer did not falter during the last lap of the race, despite ferocious fatigue. Her
fiery fortitude seemed to turn her into a fortress of energy.”
Questions
1. What ferocious thing was bothering the swimmer?
2. What did her fortitude turn her into?
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3. What did not cause the swimmer to falter?
4. What did her fiery determination allow the swimmer to do?
5. What turned her into a fortress of energy?
Matching
"Next, please complete the Matching exercise by matching the five words in the left hand side
column with the correct definitions in the right column."
Unit Review: Silent Reading
Teacher Instructions:
"Please read the Silent Reading passage and fill in the blanks using the words in the list at the
bottom of the page."
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Unit Review: Reinforcement Activities
Teacher Instructions:
The activities below are designed to promote learning transfer. For most students, the activities can
be completed independently; however, some students will need assistance. You decide if your students
need to be guided through the activities. Check each of your student's mannerisms and do not let
them get frustrated. Give them as much assistance as necessary.
Circle the Correct Response - Yes or No
1. Is it okay to falter sometimes? yes or no
2. Are bears ferocious? yes or no
3. Do most people admire fortitude? yes or no
4. Can a explosion be a fiery event? yes or no
5. Would you seek shelter in a fortress? yes or no
Select the Answer that Best Completes the Sentence
1. While learning to walk, the baby began to ( fiery / falter / ferocious ).
2. The ( ferocious / fortitude / fortress) bear frightened the campers.
3. His ( fortitude / falter / ferocious ) allowed him to win the skating competition.
4. Our science experiment turned into a ( falter / fiery / fortitude ) mess.
5. My home is my ( fatigue / fortress / fiery ).
Fill in the Blank with the Word that Best Fits
falter
ferocious
fortitude
fiery
1. The (_____________________) storm left me terrified.
2. She barely escaped the (_____________________) car crash.
3. (_____________________) means strength.
4. He started to (_____________________) while making his speech.
5. The (_____________________) protected the king from harm.
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fortress
Writing Activities
Teacher Instructions: Print (or photocopy) and distribute the Unit Activity pages for this Unit
from the Blackline Master 3-Ring Binder (or CD-ROM). Also print or copy a set for yourself.
Students use the blackline master copies or printouts to complete:
Writing Sentences
• Write a complete sentence for each of the 5 unit words
Unscrambling Sentences
• Unscramble two sentences
Writing Activities
• Students arrange 3 sentences into correct order
• Creative writing: compose a three sentence paragraph using any 3 of the 5 Unit words
• Main idea: choose 1 of 3 topic sentences, copy it, and write three sentences that expand it
• Detail: expand each of the 3 sentences above with an additional 2-3 sentences
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In order to direct this Step, simply read the directions for each Writing Activity to the students,
and then walk around the classroom to make sure each student understands the activities and is
completing them as instructed.
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Unit 18
Words to be taught:
heroic
hostile
hostage
homicide
hazard
“Today, we are going to learn a new set of words. Don't be afraid if you don't know what they all
mean. I'm here to help you learn how to read, write, and say each of these important new words.
So relax. You'll do just fine. Are you ready? Let's begin by going over each of the new words.
Listen as I say each of these words aloud. Then, say the word aloud.
Let's go over the words."
(Point to the words using your Flashcards or write them on the board.)
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"The first word is 'HEROIC.'
Look at the word 'HEROIC' on your list.
Say the word 'HEROIC' to yourself.”
(Call on a student to pronounce it. Ask the students to say it aloud as a group.)
(Follow the same procedure for each of the remaining words on the list.)
(Give help if they can't find the word or are unable to pronounce a word.)
(Remember to be positive and upbeat. Continue to stress the importance of first steps. Don't let
them get embarrassed.)
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Lesson 1
Heroic
PRONUNCIATION
“Listen as I say the word ‘heroic’ out loud. ‘HE-RO-IK.'
Have you ever heard the word ‘heroic’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘heroic’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good Try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘heroic.'
‘Heroic’ means courageous, daring, very brave.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Heroic’ means courageous, daring, very brave.”
FACTUAL APPLICATION
“Listen as I use the word ‘heroic’ in this sentence.
The woman was given a medal for her heroic rescue efforts.
Why did the woman get a medal?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Have you done something heroic?” (Try to get your students to think about the consequences of the
sentence.This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘heroic’ in a sentence? Don’t be nervous or afraid.
Remember, ‘heroic’ means courageous, daring, very brave.” (This is very hard for some students. Try
to bring their prior experiences and backgrounds into the process. Don't give up. Help them at first.
Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘heroic’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Heroic’ means courageous, daring, very brave.”
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Lesson 2
Hostile
PRONUNCIATION
“Listen as I say the word ‘hostile’ out loud. ‘HOS-TILE.'
Have you ever heard the word ‘hostile’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘hostile’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good Try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘hostile.’
‘Hostile’ means to be in opposition, resistance, very angry.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Hostile’ means to be in opposition, resistance, very angry.”
FACTUAL APPLICATION
“Listen as I use the word ‘hostile’ in this sentence.
The worker’s idea drew a hostile reaction from his peers.
What drew a hostile reaction?” (Praise their comments. Don't make fun of inappropriate responses.
Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
How would you respond to a hostile person?” (Try to get your students to think about what this
could possibly mean. This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘hostile’ in a sentence? Don’t be nervous or afraid.
Remember, ‘hostile’ means to be in opposition, resistance, very angry.” (This is very hard for some
students.Try to bring their prior experiences and backgrounds into the process. Don't give up. Help
them at first. Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘hostile’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Hostile’ means to be in opposition, resistance, very angry.”
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Lesson 3
Hostage
PRONUNCIATION
“Listen as I say the word ‘hostage’ out loud. ‘HOS-TEJ.'
Have you ever heard the word ‘hostage’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘hostage’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘hostage.’
‘Hostage’ means a person taken by force, one who is controlled by something or someone, a
prisoner.
Does this make sense to you?”
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Hostage’ means a person taken by force, one who is controlled by
something or someone, a prisoner.”
FACTUAL APPLICATION
“Listen as I use the word ‘hostage’ in this sentence.
The kidnapper would not release his hostage.
Who would not release the hostage?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
How can you avoid becoming a hostage?” (Try to get your students to think about this phrase and
the possible implications.This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘hostage’ in a sentence? Don’t be nervous or afraid.
Remember, ‘hostage’ means a person taken by force, one who is controlled by something or
someone, a prisoner.” (This is very hard for some students. Try to bring their prior experiences and
backgrounds into the process. Don't give up. Help them at first. Remember: this is hard for some
and it takes time.)
REVIEW
“Who can remember the definition of the word ‘hostage’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Hostage’ means a person taken by force, one who is controlled by something or
someone, a prisoner.”
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Lesson 4
Homicide
PRONUNCIATION
“Listen as I say the word ‘homicide’ out loud. ‘HOM-I-SIDE.'
Have you ever heard the word ‘homicide’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘homicide’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘homicide.’
‘Homicide’ means a killing, a person who kills another, a murder.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Homicide’ means a killing, a person who kills another, a murder.”
FACTUAL APPLICATION
“Listen as I use the word ‘homicide’ in this sentence.
The police searched for the homicide suspect.
Who did the police seek?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
How can we lower the homicide rate?” (Try to get your students to think about this sentence and
what it could possibly mean. This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘homicide’ in a sentence? Don’t be nervous or afraid.
Remember, ‘homicide’ means a killing, a person who kills another, a murder.” (This is very hard for
some students.Try to bring their prior experiences and backgrounds into the process. Don't give up.
Help them at first. Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘homicide’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Homicide’ means a killing, a person who kills another, a murder.”
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Lesson 5
Hazard
PRONUNCIATION
“Listen as I say the word ‘hazard’ out loud. ‘HA-ZERD.'
Have you ever heard the word ‘hazard’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘hazard’ means?” (Ask for guesses. Don't put down their
responses. No matter how wrong they might be, just say "Good try" or "That's not quite right" or "I
appreciate your comment.")
DEFINITION
“Listen as I define the word ‘hazard.’
‘Hazard’ means a source of danger, a chance event.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! ‘Hazard’ means a source of danger, a chance event.”
FACTUAL APPLICATION
“Listen as I use the word ‘hazard’ in this sentence.
The firefighter knew her job could be a hazard.
What did the firefighter know about her job?" (Praise their comments. Don't make fun of
inappropriate responses. Remember: praise, pride, and confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Is smoking a health hazard?” (Try to get your students to think about this sentence and what it could
possibly mean. This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘hazard’ in a sentence? Don’t be nervous or afraid.
Remember, ‘hazard’ means a source of danger, a chance event.” (This is very hard for some
students.Try to bring their prior experiences and backgrounds into the process. Don't give up. Help
them at first. Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘hazard’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Hazard’ means a source of danger, a chance event.”
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Software
After completing the teacher-led lessons, it's time to have the students move to the Talking
Software for additional Instruction & Assessment. (Note: you can have the students work in the
Talking Software after each individual lesson, or, you can have them wait until you’ve taught all five
lessons in each Unit and then have them work on those lessons in the Talking Software).
Note: for information about how to log onto the Talking Software, or, how to change a student’s
bookmark in the Talking Software, refer to the Implementation Guide which is in a 3 ring binder in
your Curriculum Collection.
The Talking Software follows the same consistent instructional sequence for each Lesson (for
each new word):
• Word 1:
Pronunciation
Definition
Context
Question
Spelling
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• Words 2 through 5 -- repeat the instructional sequence
Following Word 5, a Unit review consists of:
Synonym Review
Definition Review
Passage (vocabulary in a paragraph)
Fill in the blank (comprehension)
Comprehension (multiple choice)
Note: In the Talking Software,Verbal Master content is further organized by Clusters, with six
Units per Cluster, and six Clusters per Level. Each Cluster in the Talking Software begins with a
pre-test and ends with a post-test. For instructions on how to interpret and use this information
for your students, refer to the Implementation Guide which is in a 3 ring binder in your
Curriculum Collection.
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Teacher Instructions: Print (or photo copy) and distribute the Unit Activity pages for this
Unit from the Blackline Master 3-Ring Binder (or CD-ROM).
Unit Review: Definition Review
Verbal Directions:
“In this exercise, I am going to see how well you remember the meanings of the new words we have gone
over. Listen as I read the meaning of the word. Then, find the word in the row that best matches that
meaning. Are you ready to begin?
Good! Let’s start. Please begin at row one.”
(Make sure they are on the activities page with the rows of words. Be sure they begin on row one.)
1. Please circle the word in row one that means courageous. (HEROIC)
2. Please circle the word in row two that means in opposition. (HOSTILE)
3. Please circle the word in row three that means a source of danger. (HAZARD)
4. Please circle the word in row four that means a person taken by force. (HOSTAGE)
5. Please circle the word in row five that means a killing. (HOMICIDE)
6. Please circle the word in row six that means a chance event. (HAZARD)
7. Please circle the word in row seven that means resistance. (HOSTILE)
8. Please circle the word in row eight that means one controlled by someone or something. (HOSTAGE)
9. Please circle the word in row nine that means one who kills another. (HOMICIDE)
10. Please circle the word in row ten that means daring. (HEROIC)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
Does it take courage to perform a heroic act?
Is a hazard a dangerous situation?
Please listen as I read this aloud."
Story
"The detective’s heroic action in the face of hostile gunfire freed the bank hostage and prevented a homicide from occurring. The detective refused to be stopped by any hazard.”
Questions
1. Who performed a heroic action?
2. What hostile thing was the detective facing?
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3. What happened to the hostage?
4. Who prevented a homicide?
5. What did the detective think when faced with a hazard?
Matching
"Next, please complete the Matching exercise by matching the five words in the left hand side
column with the correct definitions in the right column."
Unit Review: Silent Reading
Teacher Instructions:
"Please read the Silent Reading passage and fill in the blanks using the words in the list at the
bottom of the page."
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Unit Review: Reinforcement Activities
Teacher Instructions:
The activities below are designed to promote learning transfer. For most students, the activities can
be completed independently; however, some students will need assistance. You decide if your students
need to be guided through the activities. Check each of your student's mannerisms and do not let
them get frustrated. Give them as much assistance as necessary.
Circle the Correct Response - Yes or No
1. Do police officers perform heroic deeds? yes or no
2. Is an argument a hostile discussion? yes or no
3. Is it dangerous to be a hostage? yes or no
4. Is a homicide a crime? yes or no
5. Should you try to avoid a hazard? yes or no
Select the Answer that Best Completes the Sentence
1. The accident victims praised the rescue team’s ( hostile / hostage / heroic ) efforts.
2. He tried to avoid the teacher’s ( hazard / hostile / hostage ) stare.
3. We watched the gunman grab the ( heroic / hostage / homicide ).
4. Out on parole, the killer committed another ( hostile / homicide / hazard ).
5. The storm created a driving ( homicide / hazard / heroic ) for motorists.
Fill in the Blank with the Word that Best Fits
heroic
hostile
hostage
homicide
hazard
1. The (_____________________) couldn’t escape her kidnapper.
2. He made (_____________________) threats.
3. Last night’s shooting caused another (_____________________).
4. My neighbor performed a (_____________________) act when he caught the burglar.
5. It’s not easy to avoid every health (_____________________).
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Writing Activities
Teacher Instructions: Print (or photocopy) and distribute the Unit Activity pages for this Unit
from the Blackline Master 3-Ring Binder (or CD-ROM). Also print or copy a set for yourself.
Students use the blackline master copies or printouts to complete:
Writing Sentences
• Write a complete sentence for each of the 5 unit words
Unscrambling Sentences
• Unscramble two sentences
Writing Activities
• Students arrange 3 sentences into correct order
• Creative writing: compose a three sentence paragraph using any 3 of the 5 Unit words
• Main idea: choose 1 of 3 topic sentences, copy it, and write three sentences that expand it
• Detail: expand each of the 3 sentences above with an additional 2-3 sentences
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In order to direct this Step, simply read the directions for each Writing Activity to the students,
and then walk around the classroom to make sure each student understands the activities and is
completing them as instructed.
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