Unit 13
Words to be taught:
hedge
hesitate
hinder
hobble
hinge
“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 'HEDGE.'
Look at the word 'HEDGE' on your list.
Say the word 'HEDGE' 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
Hedge
PRONUNCIATION
“Listen as I say the word ‘hedge’ out loud. ‘HEDGE.'
Have you ever heard the word ‘hedge’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘hedge’ 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 ‘hedge.'
‘Hedge’ means a bush or a way to protect yourself from doing what you said you were going to do.
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! ‘Hedge’ means a bush or a way to protect yourself from doing what you said
you were going to do.”
FACTUAL APPLICATION
“Listen as I use the word ‘hedge’ in this sentence.
The president decided to hedge on his decision to send in American troops.
What decision did the president hedge on?”
(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?
Why do you think it is a good idea to hedge on your word if you promised to rob a store?" (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 ‘hedge’ in a sentence? Don’t be nervous or afraid.
Remember, ‘hedge’ means a bush or a way to protect yourself from doing what you said you
were going to do.” (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 ‘hedge’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Hedge’ means a bush or a way to protect yourself from doing what you said you
were going to do.”
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Lesson 2
Hesitate
PRONUNCIATION
“Listen as I say the word ‘hesitate’ out loud. ‘HEZ-I-TATE.'
Have you ever heard the word ‘hesitate’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘hesitate’ 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 ‘hesitate.’
‘Hesitate’ means to be unsure or to stop what you are doing.
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! ‘Hesitate’ means to be unsure or to stop what you are doing.”
FACTUAL APPLICATION
“Listen as I use the word ‘hesitate’ in this sentence.
The mechanic could not find the reason why the race engine would hesitate at high speeds.
What was the mechanic looking 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 think parents should hesitate to punish their children when the children have been doing
something wrong?" (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 ‘hesitate’ in a sentence? Don’t be nervous or afraid.
Remember, ‘hesitate’ means to be unsure or to stop what you are doing.” (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 ‘hesitate’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Hesitate’ means to be unsure or to stop what you are doing.”
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Lesson 3
Hinder
PRONUNCIATION
“Listen as I say the word ‘hinder’ out loud. ‘HIN-DIR.'
Have you ever heard the word ‘hinder’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘hinder’ 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 ‘hinder.'
‘Hinder’ means to get in the way of or to make something harder to do.
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! ‘Hinder’ means to get in the way of or to make something harder to do.”
FACTUAL APPLICATION
“Listen as I use the word ‘hinder’ in this sentence.
The man tried to hinder the robber from getting away by pushing a grocery cart in his way.
How did the man hinder the robber’s get away?”
(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 it a good idea to try to hinder a policewoman while she is chasing a criminal?" (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 ‘hinder’ in a sentence? Don’t be nervous or afraid.
Remember, ‘hinder’ means to get in the way of or to make something harder to do.” (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 ‘hinder’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Hinder’ means to get in the way of or to make something harder to do.”
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Lesson 4
Hobble
PRONUNCIATION
“Listen as I say the word ‘hobble’ out loud. ‘HOBBLE.'
Have you ever heard the word ‘hobble’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘hobble’ 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 ‘hobble.’
‘Hobble’ means to limp.
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! ‘Hobble’ means to limp.”
FACTUAL APPLICATION
“Listen as I use the word ‘hobble’ in this sentence.
The man had to hobble for the rest of his life because of the injury to his leg.
Why did the man have to hobble?” (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 it okay to laugh at people who hobble?" (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 ‘hobble’ in a sentence? Don’t be nervous or afraid.
Remember, ‘hobble’ means to limp.” (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 ‘hobble’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Hobble’ means to limp.”
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Lesson 5
Hinge
PRONUNCIATION
“Listen as I say the word ‘hinge’ out loud. ‘HINGE.'
Have you ever heard the word ‘hinge’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘hinge’ 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 ‘hinge.'
‘Hinge’ means to turn, to swing, or what something depends on, A hinge can be an important action
or piece of information.
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! ‘Hinge’ means to turn, to swing, or what something depends on, A hinge can
be an important action or piece of information.”
FACTUAL APPLICATION
“Listen as I use the word ‘hinge’ in this sentence.
Our decision to go camping hinged on if it was going to rain.
What did the decision hinge on?”
(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 you think we should hinge how we act on what our friends think?” (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 ‘hinge’ in a sentence? Don’t be nervous or afraid. Remember,
‘hinge’ means to turn, to swing, or what something depends on, A hinge can be an important action
or piece of information.” (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 ‘hinge’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Hinge’ means to turn, to swing, or what something depends on, A hinge can be an
important action or piece of information."
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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 bush. (HEDGE)
2. Please circle the word in row two that means to limp. (HOBBLE)
3. Please circle the word in row three that means to get in the way of. (HINDER)
4. Please circle the word in row four that means to be unsure. (HESITATE)
5. Please circle the word in row five that means to turn. (HINGE)
6. Please circle the word in row six that means a way to protect yourself. (HEDGE)
7. Please circle the word in row seven that means to make more difficult. (HINDER)
8. Please circle the word in row eight that means to make limp. (HOBBLE)
9. Please circle the word in row nine that means to swing. (HINGE)
10. Please circle the word in row ten that means to stop what you are doing. (HESITATE)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
Would you hesitate to try out for a team?
Would you hedge on you decision?
Please listen as I read this aloud.”
Story
"The woman did not hesitate to try out for the team. She hated people who hedged on these
kinds of decisions. She had decided long ago that her decision would not hinge on her disability.
She would not allow her disability to hinder or hobble her actions.”
Questions
1. What would not hinge on her disability?
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2. What did the woman not hesitate to do?
3. She would not let he disability hinder what?
4. What would she not let her disability hobble?
5. The woman hated people who hedged on what?
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 trim a hedge with fingernail clippers? yes or no
2. Is it a good idea to hesitate when crossing a busy street? yes or no
3. Would yelling at the teacher hinder a good grade? yes or no
4. Would a broken leg cause a runner to hobble in a race? yes or no
5. Is a hinge important to a door? yes or no
Select the Answer that Best Completes the Sentence
1. The woman did not ( hesitate / hinge / hedge ) to pull the child out of the car’s path.
2. The father tried to ( hesitate / hinge / hedge ) on his decision to go to the movies.
3. ( Hesitate / Hinge / Hedge ) means to swing.
4. The girl did not want to ( hinder / hinge / hedge ) the old man as he walked.
5. A sprain can cause someone to ( hesitate / hinge / hobble ) as they walk.
Fill in the Blank with the Word that Best Fits
hedge
hesitate
hinder
hobble
hinge
1. The car engine started to (_____________________ ) as the car entered the highway.
2. The man tried to jump over the (_____________________ ) in his backyard.
3. The bad weather did not (_____________________ ) the start of the game.
4. The doctor’s work would (_____________________ ) on the nurse’s help.
5. The jockey tried to help his injured horse (_____________________ ) off the track.
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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:
ignorant
incident
influence
insult
intelligent
“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 'IGNORANT.'
Look at the word 'IGNORANT' on your list.
Say the word 'IGNORANT' 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
Ignorant
PRONUNCIATION
“Listen as I say the word ‘ignorant’ out loud. ‘IG-NOR-ANT.'
Have you ever heard the word ‘ignorant’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘ignorant’ 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 ‘ignorant.'
‘Ignorant’ means not aware of something or not knowing.
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! ‘Ignorant’ means not aware of something or not knowing.”
FACTUAL APPLICATION
“Listen as I use the word ‘ignorant’ in this sentence.
The boy was ignorant when it came to using computers.
What was the boy ignorant about?”
(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 you think you are ignorant when it comes to using a computer?" (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 ‘ignorant’ in a sentence? Don’t be nervous or afraid.
Remember, ‘ignorant’ means not aware of something or not knowing.” (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 ‘ignorant’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Ignorant’ means not aware of something or not knowing.”
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Lesson 2
Incident
PRONUNCIATION
“Listen as I say the word ‘incident’ out loud. ‘IN-SID-DENT.'
Have you ever heard the word ‘incident’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘incident’ 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 ‘incident.’
‘Incident’ means something that happened - an action.
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! ‘Incident’ means something that happened - an action.”
FACTUAL APPLICATION
“Listen as I use the word ‘incident’ in this sentence.
The little incident did not disrupt the class, so the teacher did not send the student to the principal.
Did the incident disrupt the class?” (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?
Should you tell the police when you see an illegal incident?" (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 ‘incident’ in a sentence? Don’t be nervous or afraid.
Remember, ‘incident’ means something that happened - an action.” (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 ‘incident’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Incident’ means something that happened - an action.”
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Lesson 3
Influence
PRONUNCIATION
“Listen as I say the word ‘influence’ out loud. ‘IN-FLU-ENCE.'
Have you ever heard the word ‘influence’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘influence’ 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 ‘influence.'
‘Influence’ means to help bring about a change.
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! ‘Influence’ means to help bring about a change.”
FACTUAL APPLICATION
“Listen as I use the word ‘influence’ in this sentence.
The older brother was such an influence over his brother that he could get him to do anything.
Who had an influence on the younger brother?”
(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 we influence our friends to do things they don’t want to do?" (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 ‘influence’ in a sentence? Don’t be nervous or afraid.
Remember, ‘influence’ means to help bring about a change.” (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 ‘influence’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Influence’ means to help bring about a change.”
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Lesson 4
Insult
PRONUNCIATION
“Listen as I say the word ‘insult’ out loud. ‘IN-SULT.'
Have you ever heard the word ‘insult’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘insult’ 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 ‘insult.’
‘Insult’ means to speak bad about someone or to hurt someone’s feelings.
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! ‘Insult’ means to speak bad about someone or to hurt someone’s feelings.”
FACTUAL APPLICATION
“Listen as I use the word ‘insult’ in this sentence.
The bully began to insult the boy because he could not play basketball.
Why did the bully insult the boy?” (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 is a good idea to insult your friends?" (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 ‘insult’ in a sentence? Don’t be nervous or afraid. Remember,
‘insult’ means to speak bad about someone or to hurt someone’s feelings.” (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 ‘insult’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Insult’ means to speak bad about someone or to hurt someone’s feelings.”
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Lesson 5
Intelligent
PRONUNCIATION
“Listen as I say the word ‘intelligent’ out loud. ‘IN-TELL-I-GENT.'
Have you ever heard the word ‘intelligent’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘intelligent’ 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 ‘intelligent.'
‘Intelligent’ means having information, showing knowledge or very smart.
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! ‘Intelligent’ means having information, showing knowledge or very smart.”
FACTUAL APPLICATION
“Listen as I use the word ‘intelligent’ in this sentence.
You could tell the woman was intelligent by the way everyone asked her questions.
Who was intelligent?”
(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 make fun of people who are not intelligent?” (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 ‘intelligent’ in a sentence? Don’t be nervous or afraid.
Remember, ‘intelligent’ means having information, showing knowledge or very smart.” (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 ‘intelligent’?" (Help them if they can't formulate
the correct response.)
"That’s great! ‘Intelligent’ means having information, showing knowledge or very smart."
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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 an effect on someone’s actions. (INFLUENCE)
2. Please circle the word in row two that means to say something bad about someone. (INSULT)
3. Please circle the word in row three that means an action. (INCIDENT)
4. Please circle the word in row four that means not aware. (IGNORANT)
5. Please circle the word in row five that means having information. (INTELLIGENT)
6. Please circle the word in row six that means to cause a change. (INFLUENCE)
7. Please circle the word in row seven that means showing knowledge. (INTELLIGENT)
8. Please circle the word in row eight that means to speak bad about someone. (INSULT)
9. Please circle the word in row nine that means something that happened. (INCIDENT)
10. Please circle the word in row ten that means lack of knowing. (IGNORANT)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
Would you use your influence if someone asked you to?
Have you ever been insulted by someone else?
Please listen as I read this aloud.”
Story
"The group asked the mayor to use his influence to stop the trial. The group believed that
such an incident caused by one ignorant neighbor was an insult to the other intelligent
members of the community.”
Questions
1. What did the group want the mayor to use his influence for?
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2. What incident did the group think was an insult?
3. Who was ignorant?
4. Who caused the event the group thought was an insult?
5. What members did the group believe were intelligent?
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 walking barefoot in the snow an ignorant thing to do? yes or no
2. Is it a good idea to have a bad incident with the law? yes or no
3. Can bad, rainy weather influence a car race? yes or no
4. Should you try to insult your best friend? yes or no
5. Is staying off drugs an intelligent thing to do? yes or no
Select the Answer that Best Completes the Sentence
1. The teacher would not let his anger ( ignorant / incident / influence ) how he treated his class.
2. The broken window was the ( ignorant / incident / influence ) that caused the fight.
3. An ( ignorant / incident / influence ) boy threw the rock through the window.
4. The girl did not want to ( insult / incident / influence ) her boyfriend’s parents.
5. The elderly woman did the ( insult / intelligent / influence ) thing and called the police.
Fill in the Blank with the Word that Best Fits
ignorant
incident
influence
insult
1. The boy would not let his friends (_____________________) the girl.
2. The mayor tried to use his (_____________________) to stop the riot.
3. The police decided to forget the whole (_____________________).
4. Making fun of someone is an (_____________________) thing to do.
5. The coach was very (_____________________).
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intelligent
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:
kennel
kerchief
injured
jagged
junction
“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 'KENNEL.'
Look at the word 'KENNEL' on your list.
Say the word 'KENNEL' 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
Kennel
PRONUNCIATION
“Listen as I say the word ‘kennel’ out loud. ‘KEN-EL.'
Have you ever heard the word ‘kennel’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘kennel’ 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 ‘kennel.'
‘Kennel’ means a place to keep dogs, like a doghouse.
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! ‘Kennel’ means a place to keep dogs, like a doghouse.”
FACTUAL APPLICATION
“Listen as I use the word ‘kennel’ in this sentence.
We put our dog in the kennel before we went on vacation.
When did we put the dog in the kennel?”
(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 you think you should put a baby in a kennel?" (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 ‘kennel’ in a sentence? Don’t be nervous or afraid.
Remember, ‘kennel’ means a place to keep dogs, like a doghouse.” (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 ‘kennel’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Kennel’ means a place to keep dogs, like a doghouse.”
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Lesson 2
Kerchief
PRONUNCIATION
“Listen as I say the word ‘kerchief’ out loud. ‘KER-CHIEF.'
Have you ever heard the word ‘kerchief’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘kerchief’ 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 ‘kerchief.’
‘Kerchief’ means a scarf or a cloth worn around the head.
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! ‘Kerchief’ means a scarf or a cloth worn around the head.”
FACTUAL APPLICATION
“Listen as I use the word ‘kerchief’ in this sentence.
It was so windy the woman had to wear a kerchief to keep her hair styled.
Why did the woman have to wear a kerchief?” (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 wear a kerchief over your face while you were riding your bike on a cold, windy day?"
(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 ‘kerchief’ in a sentence? Don’t be nervous or afraid.
Remember, ‘kerchief’ means a scarf or a cloth worn around the head.” (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 ‘kerchief’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Kerchief’ means a scarf or a cloth worn around the head.”
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Lesson 3
Injured
PRONUNCIATION
“Listen as I say the word ‘injured’ out loud. ‘IN-JURED.'
Have you ever heard the word ‘injured’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘injured’ 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 ‘injured.'
‘Injured’ means hurt or scarred.
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! ‘Injured’ means hurt or scarred.”
FACTUAL APPLICATION
“Listen as I use the word ‘injured’ in this sentence.
The quarterback injured his leg when two linebackers fell on it.
When did the quarterback injure his leg?”
(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 try to help people who are injured in an accident?" (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 ‘injured’ in a sentence? Don’t be nervous or afraid.
Remember, ‘injured’ means hurt or scarred.” (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 ‘injured’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Injured’ means hurt or scarred.”
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Lesson 4
Jagged
PRONUNCIATION
“Listen as I say the word ‘jagged’ out loud. ‘JAG-GED.'
Have you ever heard the word ‘jagged’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘jagged’ 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 ‘jagged.’
‘Jagged’ means sharp and ragged; not smooth.
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! ‘Jagged’ means sharp and ragged; not smooth.”
FACTUAL APPLICATION
“Listen as I use the word ‘jagged’ in this sentence.
The members of the search party had to be careful of the jagged rocks that they were walking on.
What was jagged?” (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 would be safe to play on jagged rocks?" (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 ‘jagged’ in a sentence? Don’t be nervous or afraid.
Remember, ‘jagged’ means sharp and ragged; not smooth.” (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 ‘jagged’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Jagged’ means sharp and ragged; not smooth.”
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Lesson 5
Junction
PRONUNCIATION
“Listen as I say the word ‘junction’ out loud. ‘JUNK-SHUN.'
Have you ever heard the word ‘junction’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘junction’ 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 ‘junction.'
‘Junction’ means a place where things meet or a connection.
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! ‘Junction’ means a place where things meet or a connection.”
FACTUAL APPLICATION
“Listen as I use the word ‘junction’ in this sentence.
The couple made a left at the junction of the two new highways.
What did the couple do at the junction of the two new highways?”
(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 be a junction between little children and drug dealers?” (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 ‘junction’ in a sentence? Don’t be nervous or afraid.
Remember, ‘junction’ means a place where things meet or a connection.” (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 ‘junction’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Junction’ means a place where things meet or a connection."
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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 scarf. (KERCHIEF)
2. Please circle the word in row two that means ragged. (JAGGED)
3. Please circle the word in row three that means hurt. (INJURED)
4. Please circle the word in row four that means a doghouse. (KENNEL)
5. Please circle the word in row five that means a connection. (JUNCTION)
6. Please circle the word in row six that means a shelter for dogs. (KENNEL)
7. Please circle the word in row seven that means scarred. (INJURED)
8. Please circle the word in row eight that means the place where things meet. (JUNCTION)
9. Please circle the word in row nine that means cloth worn around the head. (KERCHIEF)
10. Please circle the word in row ten that means sharp. (JAGGED)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
Do you think you could help an injured dog?
Would you use a kerchief?
Please listen as I read this aloud.”
Story
"The medical technician said the kennel owner used good judgment when she tied her kerchief
around the injured dog’s jagged cut. The dog was hit by a truck at the new highway junction.
The kennel owner’s actions saved the dog’s life.”
Questions
1. Who said the kennel owner used good judgment?
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2. Who tied a kerchief around the cut?
3. What hit the dog at the junction?
4. How was the dog injured?
5. Was the dog’s cut jagged?
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 put your German Shepard in a kennel? yes or no
2. Is a kerchief worn on the foot? yes or no
3. Should an injured person be rushed to the movies? yes or no
4. Can touching broken glass cause a jagged cut? yes or no
5. Should drivers speed through a highway junction? yes or no
Select the Answer that Best Completes the Sentence
1. The biker used his ( junction / kerchief / jagged ) to stop the bleeding cut.
2. The family went to the ( kennel / jagged / injured ) to get a pet.
3. The man did not want to touch the ( injured / kennel / jagged ) pieces of broken glass.
4. The woman ( injured / jagged / kennel ) herself when she fell.
5. The trucker did not live far from the next ( junction / jagged / kerchief ).
Fill in the Blank with the Word that Best Fits
injured
jagged
junction
kerchief
kennel
1. A (_____________________) is worn on the head.
2. A hospital is a place where (_____________________) people can be helped.
3. A (_____________________) edge is not smooth or straight.
4. The boy did not like leaving his dog at the (_____________________).
5. The (_____________________) connected two large highways.
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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:
label
lag
latitude
literature
luxury
“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 'LABEL.'
Look at the word 'LABEL' on your list.
Say the word 'LABEL' 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
Label
PRONUNCIATION
“Listen as I say the word ‘label’ out loud. ‘LAY-BELL.'
Have you ever heard the word ‘label’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘label’ 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 ‘label.'
‘Label’ means something used to help identify, It is a describing term or a name of 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! ‘Label’ means something used to help identify, It is a describing term or a
name of something.”
FACTUAL APPLICATION
“Listen as I use the word ‘label’ in this sentence.
She began to label her book covers so she would not continue to get them confused.
Why did she label her book covers?”
(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?
Why should campers label their clothing before a big camping trip?" (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 ‘label’ in a sentence? Don’t be nervous or afraid. Remember,
‘label’ means something used to help identify, It is a describing term or a name of 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 ‘label’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Label’ means something used to help identify, It is a describing term or a name of
something.”
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Lesson 2
Lag
PRONUNCIATION
“Listen as I say the word ‘lag’ out loud. ‘LAG.'
Have you ever heard the word ‘lag’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘lag’ 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 ‘lag.’
‘Lag’ means to weaken gradually, to slow down.
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! ‘Lag’ means to weaken gradually, to slow down.”
FACTUAL APPLICATION
“Listen as I use the word ‘lag’ in this sentence.
The boy began to lag behind his friends because his feet were sore and his legs were tired.
Why did the boy lag behind his friends?” (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?
Why is it dangerous to lag behind on a hiking trip in a forest?" (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 ‘lag’ in a sentence? Don’t be nervous or afraid. Remember,
‘lag’ means to weaken gradually, to slow down.” (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 ‘lag’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Lag’ means to weaken gradually, to slow down.”
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Lesson 3
Latitude
PRONUNCIATION
“Listen as I say the word ‘latitude’ out loud. ‘LAT-IT-UDE.'
Have you ever heard the word ‘latitude’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘latitude’ 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 ‘latitude.’
‘Latitude’ means a distance measured from north to south on a globe or map or to give someone a
certain amount of freedom.
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! ‘Latitude’ means a distance measured from north to south on a globe or map
or to give someone a certain amount of freedom.”
FACTUAL APPLICATION
“Listen as I use the word ‘latitude’ in this sentence.
The police gave the convict a lot of latitude when they let him wander around the halls.
Who did the police give latitude to?” (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 we allow a certain amount of latitude for people who commit crimes?” (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 ‘latitude’ in a sentence? Don’t be nervous or afraid.
Remember, ‘latitude’ means a distance measured from north to south on a globe or map or to give
someone a certain amount of freedom.” (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 ‘latitude’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Latitude’ means a distance measured from north to south on a globe or map or to
give someone a certain amount of freedom.”
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Lesson 4
Literature
PRONUNCIATION
“Listen as I say the word ‘literature’ out loud. ‘LIT-ER-A-TURE.'
Have you ever heard the word ‘literature’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘literature’ 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 ‘literature.’
‘Literature’ means good writing, something printed, or a well-written book or story.
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! ‘Literature’ means good writing, something printed, or a well-written book or
story.”
FACTUAL APPLICATION
“Listen as I use the word ‘literature’ in this sentence.
The protesters were handing out literature that explained why they were protesting.
Who was handing out the literature?”
(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?
Should children stop reading literature in school?” (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 ‘literature’ in a sentence? Don’t be nervous or afraid.
Remember, ‘literature’ means good writing, something printed, or a well-written book or story.”
(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 ‘literature’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Literature’ means good writing, something printed, or a well-written book or story.”
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Lesson 5
Luxury
PRONUNCIATION
“Listen as I say the word ‘luxury’ out loud. ‘LUXURY.'
Have you ever heard the word ‘luxury’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘luxury’ 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 ‘luxury.'
‘Luxury’ means expensive or very hard to get.
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! ‘Luxury’ means expensive or very hard to get.”
FACTUAL APPLICATION
“Listen as I use the word ‘luxury’ in this sentence.
The couple were given the luxury of a limo ride after the wedding.
What luxury did the couple get?”
(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?
Would you consider owning a real racing car to be a luxury?” (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 ‘luxury’ in a sentence? Don’t be nervous or afraid.
Remember, ‘luxury’ means expensive or very hard to get.” (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 ‘luxury’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Luxury’ means expensive or very hard to get."
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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 slow down. (LAG)
2. Please circle the word in row two that means something printed. (LITERATURE)
3. Please circle the word in row three that means expensive. (LUXURY)
4. Please circle the word in row four that means something used to help identify. (LABEL)
5. Please circle the word in row five that means a distance measured from north to south. (LATITUDE)
6. Please circle the word in row six that means good writing. (LITERATURE)
7. Please circle the word in row seven that means to weaken gradually. (LAG)
8. Please circle the word in row eight that means to give someone a certain amount of freedom.
(LATITUDE)
9. Please circle the word in row nine that means a describing term. (LABEL)
10. Please circle the word in row ten that means hard to get. (LUXURY)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
Do you have the luxury to ruin your clothes?
Would you expect a clothing label to say how to wash the garment?
Please listen as I read this aloud.”
Story
"The customer was very angry with the sweater company. She said that neither the company’s
label nor literature mentioned that the sweater would shrink in hot water. She thought she
had a greater latitude in washing the sweater. She also said that she did not have the luxury to
ruining her clothing and she hoped the company’s refund check would not lag in the mail.”
Questions
1. Did the sweater label mention that the sweater would shrink in hot water?
2. What did the customer feel she had greater latitude in washing?
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3. What did the customer not have the luxury of ruining?
4. Where would the refund check lag?
5. What did the literature not mention?
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 find a label on a soup can? yes or no
2. Should young children lag far behind their parents? yes or no
3. Is latitude found on a map? yes or no
4. Can you find good literature in a library? yes or no
5. Is a big fancy car a luxury? yes or no
Select the Answer that Best Completes the Sentence
1. The woman likes the ( label / luxury / literature ) of not having to work.
2. The teacher loved reading great ( latitude / literature / label ).
3. The runner would not let himself ( lag / label / literature ) behind his friend.
4. The package ( latitude / luxury/ label ) said the soup had lots of salt.
5. The pilot checked to find the city’s ( latitude / luxury / label ) on the map.
Fill in the Blank with the Word that Best Fits
label
latitude
luxury
literature
lag
1. The writer wrote a great piece of (_____________________).
2. The cook did not have the (_____________________) of owning the restaurant.
3. The captain wrote the ship’s (_____________________) on the map.
4. The mother would not let her son (_____________________) behind her.
5. The woman could read the (_____________________) on the jar.
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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 17
Words to be taught:
majority
major
maintain
marine
mercy
“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 'MAJORITY.'
Look at the word 'MAJORITY' on your list.
Say the word 'MAJORITY' 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
Majority
PRONUNCIATION
“Listen as I say the word ‘majority’ out loud. ‘MA-JOR-I-TY.'
Have you ever heard the word ‘majority’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘majority’ 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 ‘majority.'
‘Majority’ means the largest part of something or more than half of the total.
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! ‘Majority’ means the largest part of something or more than half of the total.”
FACTUAL APPLICATION
“Listen as I use the word ‘majority’ in this sentence.
The candidate became senator because a majority of voters voted for him.
Who won the majority of votes?”
(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 you think the majority of people in the world are good?" (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 ‘majority’ in a sentence? Don’t be nervous or afraid.
Remember, ‘majority’ means the largest part of something or more than half of the total.” (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 ‘majority’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Majority’ means the largest part of something or more than half of the total.”
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Lesson 2
Major
PRONUNCIATION
“Listen as I say the word ‘major’ out loud. ‘MAY-JOR.'
Have you ever heard the word ‘major’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘major’ 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 ‘major.’
‘Major’ means serious or very important. It can also mean a high ranking official in the military.
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! ‘Major’ means serious or very important. It can also mean a high ranking
official in the military.”
FACTUAL APPLICATION
“Listen as I use the word ‘major’ in this sentence.
Finding the missing money was a major breakthrough in solving the robbery.
What was the major breakthrough in solving the robbery?” (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?
What has been a major event in your life?" (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 ‘major’ in a sentence? Don’t be nervous or afraid.
Remember, ‘major’ means serious or very important. It can also mean a high ranking official in the
military.” (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 ‘major’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Major’ means serious or very important. It can also mean a high ranking official in the
military.”
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Lesson 3
Maintain
PRONUNCIATION
“Listen as I say the word ‘maintain’ out loud. ‘MAIN-TAIN.'
Have you ever heard the word ‘maintain’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘maintain’ 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 ‘maintain.’
‘Maintain’ means to keep on doing something, to continue.
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! ‘Maintain’ means to keep on doing something, to continue.”
FACTUAL APPLICATION
“Listen as I use the word ‘maintain’ in this sentence.
The boy could not maintain his concentration and missed the last free throw of the game.
What could the boy not maintain?” (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 you think people should try to maintain hatred toward other people?” (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 ‘maintain’ in a sentence? Don’t be nervous or afraid.
Remember, ‘maintain’ means to keep on doing something, to continue.” (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 ‘maintain’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Maintain’ means to keep on doing something, to continue.”
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Lesson 4
Marine
PRONUNCIATION
“Listen as I say the word ‘marine’ out loud. ‘MA-REEN.'
Have you ever heard the word ‘marine’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘marine’ 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 ‘marine.’
‘Marine’ means dealing with the sea or having to do with the sea. It can also mean an elite member
of the armed services.
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! ‘Marine’ means dealing with the sea or having to do with the sea. It can also
mean an elite member of the armed services.”
FACTUAL APPLICATION
“Listen as I use the word ‘marine’ in this sentence.
The marine scientist studied the water from the sea.
What did the marine scientist study?” (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 there is any marine life in polluted water?” (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 ‘marine’ in a sentence? Don’t be nervous or afraid.
Remember, ‘marine’ means dealing with the sea or having to do with the sea. It can also mean an
elite member of the armed services.” (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 ‘marine’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Marine’ means dealing with the sea or having to do with the sea. It can also mean an
elite member of the armed services.”
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Lesson 5
Mercy
PRONUNCIATION
“Listen as I say the word ‘mercy’ out loud. ‘MER-CEY.'
Have you ever heard the word ‘mercy’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘mercy’ 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 ‘mercy.'
‘Mercy’ means kind, forgiving.
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! ‘Mercy’ means kind, forgiving.”
FACTUAL APPLICATION
“Listen as I use the word ‘mercy’ in this sentence.
The leader took mercy on the prisoner and let him go.
Who took mercy on the prisoner?”
(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?
Would you have mercy on someone who stole your books?” (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 ‘mercy’ in a sentence? Don’t be nervous or afraid.
Remember, ‘mercy’ means kind, forgiving.” (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 ‘mercy’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Mercy’ means kind, forgiving."
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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 the largest part of something. (MAJORITY)
2. Please circle the word in row two that means very important. (MAJOR)
3. Please circle the word in row three that means continue. (MAINTAIN)
4. Please circle the word in row four that means dealing with the sea. (MARINE)
5. Please circle the word in row five that means kind. (MERCY)
6. Please circle the word in row six that means having to do with the sea. (MARINE)
7. Please circle the word in row seven that means to keep on. (MAINTAIN)
8. Please circle the word in row eight that means forgiving. (MERCY)
9. Please circle the word in row nine that means serious. (MAJOR)
10. Please circle the word in row ten that means more than half of the whole. (MAJORITY)
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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 every been in a marine accident?
Have you ever been in a major accident?
Please listen as I read this aloud.”
Story
"The majority of the ship’s survivors were flown by a helicopter to a major hospital. The
survivors were involved in one of the largest accidents in marine history. All the survivors were
at the mercy of the ocean. They were lucky to maintain their sanity during the ordeal.”
Questions
1. What were the survivors at the mercy of?
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2. What were the survivors lucky to maintain?
3. Where were the majority of survivors flown?
4. The survivors were flown to a major what?
5. This was the largest accident in marine what?
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 politicians need a majority of votes to get elected? yes or no
2. Should people try to maintain good health? yes or no
3. Would you show mercy on an injured pet? yes or no
4. Does a Marine go to war? yes or no
5. Is getting your driver's licence a major event? yes or no
Select the Answer that Best Completes the Sentence
1. The ( maintain / major / majority ) led his troops into battle.
2. The boy could not ( major / mercy / maintain ) his lead in the race.
3. The girl always wanted to become a ( Marine / mercy / maintain ) .
4. The woman showed great ( major / mercy / marine ) to the hurt girl.
5. A ( majority / maintain / mercy ) of the men decided to go on the trip.
Fill in the Blank with the Word that Best Fits
major
marine
maintain
mercy
majority
1. The driver tried to (_____________________) a fast pace in the race.
2. The teacher would not show any (_____________________) to those in the fight.
3. The girl decided to go to the beach and study (_____________________) life.
4. The (_____________________) really liked her troops.
5. The girl won a (_____________________) of the votes.
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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 18
Words to be taught:
mechanic
marvel
method
miniature
magnify
“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 'MECHANIC.'
Look at the word 'MECHANIC' on your list.
Say the word 'MECHANIC' 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
Mechanic
PRONUNCIATION
“Listen as I say the word ‘mechanic’ out loud. ‘MECH-AN-ICK.'
Have you ever heard the word ‘mechanic’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘mechanic’ 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 ‘mechanic.'
‘Mechanic’ means a person who uses or fixes machines or tools.
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! ‘Mechanic’ means a person who uses or fixes machines or tools.”
FACTUAL APPLICATION
“Listen as I use the word ‘mechanic’ in this sentence.
The mechanic fixed our car and we were back on the road in no time.
What did the mechanic fix?”
(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?
Would you go to a mechanic if you had a broken leg?" (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 ‘mechanic’ in a sentence? Don’t be nervous or afraid.
Remember, ‘mechanic’ means a person who uses or fixes machines or tools.” (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 ‘mechanic’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Mechanic’ means a person who uses or fixes machines or tools.”
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Lesson 2
Marvel
PRONUNCIATION
“Listen as I say the word ‘marvel’ out loud. ‘MARVEL.'
Have you ever heard the word ‘marvel’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘marvel’ 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 ‘marvel.’
‘Marvel’ means to be strongly surprised by something, wonder.
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! ‘Marvel’ means to be strongly surprised by something, wonder.”
FACTUAL APPLICATION
“Listen as I use the word ‘marvel’ in this sentence.
The fans in the stadium stood in marvel at the size of the next wrestler getting into the ring.
At what did the fans marvel at?” (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 marvel at a rainbow?" (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 ‘marvel’ in a sentence? Don’t be nervous or afraid.
Remember, ‘marvel’ means to be strongly surprised by something, wonder.” (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 ‘marvel’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Marvel’ means to be strongly surprised by something, wonder.”
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Lesson 3
Method
PRONUNCIATION
“Listen as I say the word ‘method’ out loud. ‘METH-OD.'
Have you ever heard the word ‘method’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘method’ 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 ‘method.’
‘Method’ means a special way to do something, an order or a plan of action.
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! ‘Method’ means a special way to do something, an order or a plan of action.”
FACTUAL APPLICATION
“Listen as I use the word ‘method’ in this sentence.
The girls followed the method on the box to bake a great cake.
Where did the girls find the method for making the great cake?” (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 you have a method that you follow to get ready for school?” (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 ‘method’ in a sentence? Don’t be nervous or afraid.
Remember, ‘method’ means a special way to do something, an order or a plan of action.” (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 ‘method’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Method’ means a special way to do something, an order or a plan of action.”
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Lesson 4
Miniature
PRONUNCIATION
“Listen as I say the word ‘miniature’ out loud. ‘MIN-E-AT-URE.'
Have you ever heard the word ‘miniature’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘miniature’ 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 ‘miniature.’
‘Miniature’ means a model, something very small.
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! ‘Miniature’ means a model, something very small.”
FACTUAL APPLICATION
“Listen as I use the word ‘miniature’ in this sentence.
The architect built a miniature house to show the couple what their real house would look like.
Who built the miniature house?”
(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 you could live in a miniature house?” (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 ‘miniature’ in a sentence? Don’t be nervous or afraid.
Remember, ‘miniature’ means a model, something very small.” (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 ‘miniature’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Miniature’ means a model, something very small.”
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Lesson 5
Magnify
PRONUNCIATION
“Listen as I say the word ‘magnify’ out loud. ‘MAG-NI-FY.'
Have you ever heard the word ‘magnify’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘magnify’ 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 ‘magnify.'
‘Magnify’ means to make larger, to enlarge.
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! ‘Magnify’ means to make larger, to enlarge.”
FACTUAL APPLICATION
“Listen as I use the word ‘magnify’ in this sentence.
The scientist used the microscope to magnify the sample and study it.
What did the scientist magnify?”
(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?
Would you try to magnify your friend’s faults?” (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 ‘magnify’ in a sentence? Don’t be nervous or afraid.
Remember, ‘magnify’ means to make larger, to enlarge.” (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 ‘magnify’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Magnify’ means to make larger, to enlarge."
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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 model. (MINIATURE)
2. Please circle the word in row two that means an order. (METHOD)
3. Please circle the word in row three that means a person who uses machines. (MECHANIC)
4. Please circle the word in row four that means to enlarge. (MAGNIFY)
5. Please circle the word in row five that means wonder. (MARVEL)
6. Please circle the word in row six that means a person who fixes machines. (MECHANIC)
7. Please circle the word in row seven that means something very small. (MINIATURE)
8. Please circle the word in row eight that means strong surprise. (MARVEL)
9. Please circle the word in row nine that means a way to do something. (METHOD)
10. Please circle the word in row ten that means to make larger. (MAGNIFY)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
Would you marvel at a new method of doing something?
Have you ever known a mechanic?
Please listen as I read this aloud.”
Story
"The mechanic could not help but marvel at the new method he was using to fix the
miniature pieces in the engine. The new method allowed the mechanic to magnify the size of
the broken pieces.”
Questions
1. What did the mechanic marvel at?
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2. What could the mechanic now magnify?
3. Who could not help but marvel at the new method?
4. What did the new method allow the mechanic to do?
5. What could the mechanic now do to the miniature parts?
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 ask a mechanic to fix your car? yes or no
2. Can you keep a live horse in a miniature barn? yes or no
3. Is it a good idea to magnify a small argument? yes or no
4. Is appologizing a good method for stopping a fight? yes or no
5. Do most people marvel at real-life heroes? yes or no
Select the Answer that Best Completes the Sentence
1. The ( mechanic / miniature / marvel ) was able to fix the car.
2. The coach’s ( method / miniature / magnify ) was the best for winning games.
3. The boy was a ( marvel / method / miniature ) at video games.
4. A ( miniature / method / mechanic ) doll is not very big.
5. A microscope can ( mechanic / magnify / marvel ) tiny things.
Fill in the Blank with the Word that Best Fits
mechanic
miniature
method
magnify
marvel
1. The teacher did not want anyone to (_____________________) at very bad behavior.
2. The mother had a great (_____________________) for getting her family to listen.
3. The (_____________________) could fix any car.
4. The (_____________________) toy could be held in one hand.
5. The teacher did not want to (_____________________) the class' problem.
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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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