Grade 4
Teacher’s Manual
sample lesson
Week 14
Teammates
by Peter Golenbock, illustrated by Paul Bacon
Photographs, newspaper clippings, a map, and illustrations help tell the true story of the
friendship between the Brooklyn Dodgers’ Pee Wee Reese and Jackie Robinson, the first
black man to join baseball’s Major Leagues.
Grade 4
© Developmental Studies Center
TEACHER’S MANUAL
SAMPLE LESSON
Week 14
Overview
Teammates
by Peter Golenbock,
illustrated by Paul Bacon
(Harcourt, 1992)
his story is about Jackie Robinson,
T
Major League baseball’s first black player,
and his white teammate Pee Wee Reese.
Words Taught
Words Reviewed
adore
bellow
opportunity
plod
launch
intimidate
circulate
audible
Word-learning Strategies
• Recognizing synonyms (review)
• Recognizing shades of meaning (review)
• Recognizing words with multiple meanings (review)
• Using the Latin root audi to determine word meanings
• Using the prefix in- to determine word meanings (review)
290 Words in Action™
© Developmental Studies Center
Vocabulary Focus
• Students hear and discuss a nonfiction text.
• Students learn six words from the text.
• Students review synonyms and shades of meaning.
• Students review words with multiple meanings.
• Students use the Latin root audi.
• Students review the prefix in-.
Social Development Focus
• Students reflect on their partner work.
• Students show respect for their partner’s thinking.
• Students share their partner’s thinking.
DO AHEAD
•(Optional) Prior to Day 2, review More Strategy Practice on page 299.
•(Optional) Prior to Day 3, review More Strategy Practice on page 304. Prior to
the activity, write the three definitions of launch on the board or on a sheet of
chart paper or make a transparency of “Definitions of Launch” (BLM17).
•(Optional) Prior to Day 4, review the More Strategy Practice activities on
pages 308 and 309.
•Prior to Day 5, add this week’s review words to the word chart.
•Prior to Day 5, make a transparency of “What’s the Missing Word?” (BLM18).
•Prior to Day 5, make copies of the Week 14 family letter to send home with
the students.
continues
© Developmental Studies Center
Grade Four 291
Week 14 Overview
continued
•(Optional) Prior to Day 5, print a copy of the Week 14 “Class Vocabulary
Progress Assessment Record” sheet from the Words in Action DVD-ROM. (See
the Teacher Note on page 315.)
•(Optional) Prior to Day 5, collect these word cards and picture cards for Weekly
Review: 16, 29, and 67–72.
292 Words in Action™
© Developmental Studies Center
Day 1
Read-aloud
In this lesson, the students:
Materials
•
•
•
Hear and discuss a nonfiction book
Reflect on working with their partner
GE T R E A DY TO R E A D
Teammates
Gather and Reflect on Working with Their Partner
FAC I L I TAT ION T I P
This week, continue to focus on
asking a question once without
Have partners sit together. Point out that the students have been
working with their current partner for the past three weeks. Discuss:
repeating or rewording it. Also,
Q
In what ways has your partnership improved?
weeks with this technique. Does
Q
What problems have you worked through?
take time to reflect on your
experience over the past few
the technique feel comfortable
and natural? Are you using
it throughout the day? What
Without mentioning students’ names, describe improvements you
have noticed in the way partners are working together and solving
problems. (You might say, “I’ve noticed that many of you listen
attentively to your partner and ask questions to make sure you
understand your partner’s thinking. That shows you respect your
partner’s ideas. I’ve also noticed that some of you have solved a
problem you were having with your partner. Instead of interrupting
your partner, you have learned to give your partner time to finish
talking before you talk. That is respectful and courteous.”)
effect has the technique had
on your students’ attentiveness
and responsiveness during
discussions? We encourage you to
continue to use and reflect on this
technique throughout the year.
Ask the students to continue to focus on working well with their
partner today and during the week.
Introduce Teammates
Review that last week the students heard and discussed The Bat Boy
& His Violin, a story about a boy named Reginald and his father, who
coached a baseball team. Explain that this week the students will
hear a true story about baseball called Teammates. Show the cover of
the book and read the names of the author and the illustrator aloud.
Explain that Teammates takes place in the 1940s, during the same
period of time as The Bat Boy & His Violin. It tells about two famous
baseball players, Jackie Robinson and Pee Wee Reese.
© Developmental Studies Center
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Week 14  Day 1
R EA D A LOU D
English Language Learners will
Read the Story Aloud
Read the story aloud slowly and clearly, showing the illustrations
and photographs and stopping as described below. Deal with each
suggested vocabulary word as you come to it.
benefit from previewing the text
and illustrations and photographs
Suggested Vocabulary
before you read it to the class.
They may also benefit from more
racial prejudice: dislike of people because they are of a different
race (p. 9)
frequent stops and discussions
apathetic: lacking interest (p. 9)
during the reading (for example,
vigilante groups: people who act outside the law to punish others for
doing something they think is wrong (p. 9)
after pages 15 and 30).
creed: religious belief (p. 11)
intimidate: make someone feel afraid (p. 12)
savior: person who rescues another from danger (p. 16)
petition: paper making a request or demand, usually signed by many
people (p. 24)
ELL Vocabulary
English Language Learners may benefit from discussing additional
vocabulary, including:
extraordinary: [Spanish cognate: extraordinario/a] very unusual or
special (p. 6)
For more information about
on the road: (idiom) while traveling (p. 6)
cognates, see page xxxiii.
mobbed: surrounded (p. 16)
humiliations: [Spanish cognate: humillaciones] things that happen that
cause embarrassment or shame (p. 17)
hostility: [Spanish cognate: hostilidad] hatred (p. 21)
You might remind the students
take a stand: (idiom) act based on his beliefs (p. 28)
that they learned the word
provoke: [Spanish cognate: provocar] cause (p. 31)
mob (“crowd [gather] around
someone or something in anger
or excitement”) earlier.
Stop after:
p. 9
“Vigilante groups, like the Ku Klux Klan, reacted
violently against those who tried to change the way
blacks were treated.”
Ask:
Q
294 Words in Action™
How were the lives of players in the Negro Leagues and Major
Leagues different? Turn to your partner.
© Developmental Studies Center
Week 14  Day 1
Have one or two volunteers share their thinking with the class.
Reread the last sentence on page 9 and continue reading. Stop after:
p. 21 “On the road he had to live by himself, because only the
white players were allowed in the hotels in towns where
the team played.”
Ask:
Q
How was Jackie treated when he played with the Dodgers? Turn to
your partner.
Have one or two volunteers share their thinking with the class.
Reread the last sentence on page 21 and continue reading to the
end of the story.
DISCUSS THE R EA DI NG
Talk About the Book
Briefly discuss the story as a class. Ask:
Q
What happens at the end of the story?
Q
What kind of person was Jackie? What kind of person was Pee Wee
Reese? What in the story makes you think that?
REFLECT
Reflect on Working with Their Partner
Have the students briefly reflect on how they did working with their
partner. Ask:
Q
What did you enjoy about discussing the book with your
partner today?
EXTENSION
Discuss Jackie Robinson and Other Heroes
Remind the students that Jackie Robinson made history when he
became the first African American player in the Major Leagues
in 1947. Explain that at the end of Jackie’s first season with the
Brooklyn Dodgers, he became the National League Rookie of the
© Developmental Studies Center
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Week 14  Day 2
Teacher Note
Year with 12 home runs, 29 stolen bases, and a .297 batting average.
In 1949, he was chosen as the Most Valuable Player of the Year in the
National League and entered the Baseball Hall of Fame in 1962.
You might also discuss with the
students how baseball is played
and explain these baseball terms:
Explain that Jackie Robinson led the way for other African American
players to play in the Major Leagues and spoke out against racism
and segregation. People consider him a true American hero for
withstanding so much hatred, playing excellent baseball, and
fighting for equal rights. Discuss:
“Rookie of the Year,” home runs,
stolen bases, batting average,
“Most Valuable Player,” and
the “Baseball Hall of Fame.”
Q
Day 2
Jackie Robinson was considered an inspiration and a hero to many.
Who else do you consider a hero? Why?
Introduce Adore and Opportunity
Materials
In this lesson, the students:
•
•
•
•
Teammates
Chart paper and a marker
•
•
•
•
(Optional) Word cards and
picture cards 67, 68
Learn and use the words adore
and opportunity
Review synonyms
Review shades of meaning
Show respect for their partner’s thinking
Share their partner’s thinking
Words Taught
adore (p. 6)
Adore means “love or be very fond of someone or something.”
opportunity (p. 11)
An opportunity is a “chance to do something.”
I N TRODUCE A N D USE ADOR E
Gather and Review Respecting Their Partner’s Thinking
Have partners sit together. Review that today the students will learn
two words from the book Teammates and discuss the words with
their partner. Remind the students that they have been focusing
on respecting their partner’s thinking during partner work, and, if
necessary, review that respecting your partner’s thinking means
296 Words in Action™
© Developmental Studies Center
Week 14  Day 2
showing your partner that you care about his or her thoughts and
ideas. Discuss:
Q
What will you do today to show respect for your partner’s thinking?
Why is that important?
Ask the students to keep what they discussed in mind as they work
with their partner today, and also ask them to be ready to share their
partner’s thinking with the class.
Introduce and Define Adore and Review Synonyms
Show pages 6–7 of Teammates and review that in the 1940s African
American baseball players played in the Negro Leagues. Read the
first sentence on page 6 aloud, emphasizing the word adoring.
The Spanish cognate
of adore is adorar.
Explain that adore means “love or be very fond of someone or
something” and that adore and love are synonyms. Explain that the
fans of the Negro Leagues adored the players. They were very fond
of them and loved watching them play. They came to see them
whenever they were in town.
girl who adores her kitten.
Have the students say adore, and write it on a sheet of chart paper.
Teacher Note
Teacher Note
Card 67 (adore) shows a
If you started a synonym chart,
Talk About People and Things They Adore
add adore and love to it.
Have the students discuss the questions that follow, and ask them to
be ready to share their partner’s thinking with the class. Ask:
Q
Who is someone you adore? Why? Turn to your partner.
PROMPT: “I adore [my mother] because….”
Have one or two volunteers use the prompt to share their partners’
thinking with the class:
PROMPT: “[Jess] said she adores [her mother] because….”
Explain that people can also adore things such as favorite foods,
animals, or places. For example, some people adore pizza, other people
adore spaghetti. Some people adore puppies, other people adore
kittens. Some people adore a day at the beach, other people adore a
day at the zoo.
© Developmental Studies Center
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Week 14  Day 2
As before, have partners discuss the questions that follow, and ask
them to be ready to share their partner’s thinking with the class. Ask:
Q
What is something you adore? Why? Turn to your partner.
PROMPT: “I adore [going to my cousin April’s house] because….”
Have one or two volunteers use the prompt to share their partner’s
thinking with the class:
PROMPT: “[Diego] said he adores [going to his cousin April’s
house] because….”
Review the pronunciation and meaning of the word adore.
I N TRODUCE A N D USE
OPPORTU NIT Y
Introduce and Define Opportunity and
Review Synonyms
Show pages 10–11 and review that Branch Rickey, the owner of the
Brooklyn Dodgers, thought that segregation was unfair and wanted
all baseball players to be able to compete regardless of the color
their skin. Read the last sentence of the first paragraph on page 11
aloud, emphasizing the word opportunity.
Explain that segregation is
“keeping people of different
racial groups apart.”
Explain that an opportunity is a “chance to do something” and
that opportunity and chance are synonyms. Point out that Branch
Rickey thought that the best baseball players, no matter the color
of their skin, should have an opportunity, or chance, to play in the
Major Leagues.
Teacher Note
Card 68 (opportunity)
Have the students say opportunity, and write it on the chart.
shows a dog walker who
sees an opportunity, or a
chance, to walk more dogs.
If you started a synonym
chart, add the words
opportunity and chance to it.
298 Words in Action™
Discuss Fun and Interesting Opportunities
Give a few examples of fun or interesting opportunities you or the
students have had recently. (You might say, “Last night I had the
opportunity, or chance, to see a movie with my best friend. Last
summer I had the opportunity to visit Mexico. This year our class had
an opportunity to go on a field trip to the space museum. We also
had an opportunity to go to the book fair last week.”)
© Developmental Studies Center
Week 14  Day 2
Ask:
Q
When have you had an opportunity to do something fun or
interesting? Turn to your partner.
PROMPT: “I had the opportunity to [jump on a giant
trampoline] when….”
Review the pronunciation and meaning of the word opportunity.
REFLECT
Reflect on Respecting Their Partner’s Thinking
Help partners reflect on their work together by having them
discuss what went well today and how they were respectful of each
other’s thinking. Ask if any pair would like to share with the class
what they discussed.
M OR E S T R AT E G Y P R AC T IC E
Discuss Shades of Meaning with Adore and Like
Write the words adore and like on the board. Explain that adore
and like have similar meanings but that they are different in a
very important way. Explain that if you adore something, you do
not just like it, you love it. You are very fond of it.
Explain that you will read a scenario and partners will decide
whether the person in the scenario adores what she is doing or just
likes what she is doing. Then read the following scenario aloud:
•
Jessica reads lots and lots of books. She always has a book with
her and reads every chance she gets. In fact, Jessica prefers
reading a good book to just about any other activity. She’d
rather read than watch TV, spend time on her computer, or talk
with her friends.
continues
© Developmental Studies Center
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Week 14  Day 3
M OR E S T R AT E G Y P R AC T IC E
continued
Ask:
Q
Does Jessica adore reading books or just like reading books?
Why do you say that? Turn to your partner.
PROMPT: “Jessica [adores/just likes] reading books
because….”
Have one or two pairs use the prompt to share their thinking
with the class.
Teacher Note
If you started a “Just the Right
Word” chart, add the word
Tell the students that now that they know the word adore, they
have just the right word to use in their writing when they want to
tell about someone who loves what they are doing.
adore and its meaning to it.
Day 3
Introduce Launch and Intimidate
Materials
In this lesson, the students:
•
•
Teammates
•
Word chart from Day 2
and a marker
•
•
(Optional) Word cards and
picture cards 69, 70
•
(Optional) Definitions of
launch or transparency of
“Definitions of Launch”
(BLM17; see More Strategy
Practice on page 304)
•
•
•
Review the words adore and opportunity
from Day 2
Learn and use the words launch
and intimidate
Review words with multiple meanings
Show respect for their partner’s thinking
Share their partner’s thinking
Words Taught
launch (p. 12)
Launch means “start or begin.” Launch also means “throw, hurl, or send off”
and “put a boat or ship into the water.”
intimidate (p. 12)
Intimidate means “make someone feel afraid or timid.”
300 Words in Action™
© Developmental Studies Center
Week 14  Day 3
I N T RODUCE A N D USE L AU NCH
Briefly Review Adore and Opportunity
Have partners sit together. Review the Day 2 words by having the
students tell what they know about the words.
Teacher Note
Remind the students to continue
to focus on respecting their
partner’s thinking and to be ready
Introduce and Define Launch
Show pages 12–13 of Teammates and review that Branch
Rickey is looking for a special man to end segregation in baseball.
Read the first two sentences on page 12 aloud, emphasizing the
word launched.
to share their partner’s thinking
with the class.
Explain that launch means “start or begin.” Explain that Branch
Rickey launched, or began, a search to find a player in the Negro
Leagues who could compete successfully with the white players of
the Major Leagues and who had the self-confidence to do it.
Teacher Note
Have the students say launch, and write it on the chart.
Teacher Note
Card 69 (launch) shows a girl
launching a new project with her
mom—building a birdhouse.
You might explain that launch,
Talk About Launching a Project
start, and begin are synonyms. If
Explain that we often use the word launch to talk about starting a
project. Give a few examples of projects you have launched. (You
might say, “Last spring, I launched a spring-cleaning project in my
house. I got my cleaning supplies together, and then I cleaned
each room from top to bottom. Last summer, I launched a summer
reading program for myself by going to the library and checking out
ten books to read over the summer.”)
might add the words to it.
you started a synonym chart, you
Use “Think, Pair, Share” to discuss the question that follows. Ask the
students to be ready to share their partner’s thinking with the class.
Q
What project have you launched? [pause] Turn to your partner.
PROMPT: “I launched….”
Have one or two volunteers use the prompt to share their partner’s
thinking with the class:
PROMPT: “[Mukami] said she launched….”
© Developmental Studies Center
Teacher Note
Support struggling students by
asking questions such as, “What
project have you launched, or
begun, at home or at school?” or
“What project have you launched,
or started, with a family member,
a classmate, or a friend?”
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Week 14  Day 3
Discuss Other Meanings of Launch
Remind the students that words often have more than one meaning
and that the meanings may be very different. Point to the word
launch on the chart and review that in the book launch means “start
or begin.” Discuss as a class:
Q
What else do you know about the word launch?
Q
What do we mean when we say a rocket is launched into space?
If necessary, explain that the word launch can also mean “throw,
hurl, or send off.” When a rocket is launched, it is sent off into space.
Explain that you might launch, or throw or hurl, a rock into a pond.
Tell the students that launch has a third meaning. Explain that launch
can also mean “put a boat or ship into the water.” Explain that when
a new passenger ship or battleship is built, there is often a ceremony
to launch it, or put it into the water for the first time.
Teacher Note
You might review that a
ceremony is an “event that
Review the pronunciation and meanings of the word launch.
celebrates a special occasion
or honors someone.”
I N TRODUCE A N D USE
I N T I M I DAT E
The Spanish cognate of
intimidate is intimidar.
You might explain that timid
means “shy or lacking selfconfidence, or belief in yourself.”
Teacher Note
Card 70 (intimidate)
shows a larger dog
Introduce and Define Intimidate
Show pages 12–13 again and remind the students that Branch
Rickey launched a search for a black player to integrate Major
League baseball. Read the following sentence from page 12 aloud,
emphasizing the word intimidate: “He would have to possess the selfcontrol not to fight back when opposing players tried to intimidate
or hurt him.”
Explain that intimidate means “make someone feel afraid or
timid.” Explain that Branch Rickey was looking for a black player
who had the self-control not to fight back if other players tried to
intimidate him, or make him feel afraid.
Have the students say intimidate, and write it on the chart.
intimidating a smaller dog.
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© Developmental Studies Center
Week 14  Day 3
Play “Would You Be Intimidated?”
Tell the students that all of us face situations that intimidate us.
Explain that a scary situation, such as riding a bicycle on a busy
street or an encounter with a mean dog, can intimidate us, or make
us feel afraid. A new situation, such as the first day at a new school
or meeting people for the first time, can also intimidate us, or make
us feel timid.
Explain that partners will play a game called “Would You Be
Intimidated?” You will describe a situation the students might
face. Partners will discuss whether they would feel intimidated
and why.
Read the following scenario aloud:
•
You are in a toy store. You pick up a toy from a shelf to get a better
look at it. Suddenly, a clerk bellows at you to put the toy back on
the shelf.
You might review that bellow
means “shout or roar loudly.”
Ask:
Q
Teacher Note
Would you be intimidated? Why?
PROMPT: “I [would/would not] be intimidated because….”
In the same way, discuss one or both of the following:
•
•
You and your friends are playing a game of basketball at
recess. You accidentally bump one of your friends, and she
glowers at you.
You are invited to a birthday party. When you arrive, you realize
that you do not know most of the other guests.
Teacher Note
You might review that glower
means “stare angrily.”
Review the pronunciation and meaning of the word intimidate.
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Week 14  Day 3
M OR E S T R AT E G Y P R AC T IC E
Discuss the Meanings of Launch
Display the transparency of “Definitions of Launch” ( BLM17) or
write these definitions on the board or on a sheet of chart paper:
Definitions of Launch
Launch means:
• Startorbegin
• Throw,hurl,orsendoff
• Putaboatorshipintothewater
Point to the word launch on the word chart and remind the
students that launch has three different meanings. Point to and
review each meaning.
Remind the students that when they hear or read a word that has
more than one meaning, they can usually figure out the correct
meaning by thinking about how the word is used. Explain that
you will read a sentence or story that includes the word launch.
Partners will decide whether launch means “start or begin,”
“throw, hurl, or send off,” or “put a boat or ship into the water.”
Read the following scenario aloud:
•
The men ease the sailboat off the trailer and launch it into
Week 14  Day 3
Words in Action
BLM17
the sea.
©DevelopmentalStudiesCenter
™
Ask:
Q
In the sentence, does launch mean “start or begin,” “throw, hurl,
or send off,” or “put a boat or ship into the water”? Why? Turn to
your partner.
PROMPT: “Launch means….”
continues
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Week 14  Day 4
M OR E S T R AT E G Y P R AC T IC E
continued
In the same way, discuss:
•
•
Josh’s team will win if they can just keep the other team from
scoring. The quarterback of the other team is running toward
the goal line with the ball. Josh takes a deep breath and
launches himself at the quarterback.
Erika wants to earn money to give to a homeless shelter. She
decides to launch a lawn-mowing business.
Day 4
Introduce Circulate and Audible
In this lesson, the students:
Materials
•
•
•
•
•
•
•
Review the words launch and intimidate
from Day 3
Learn and use the words circulate and audible
Discuss the Latin root audi
Review the prefix in-
•
Teammates
Word chart from Days 2–3
and a marker
(Optional) Word cards and
picture cards 71, 72
Show respect for their partner’s thinking
Words Taught
circulate (p. 24)
Circulate means “move or send from person to person or place to place.”
audible (p. 32)
Audible means “loud enough to be heard.” If a sound is audible, you can
hear it.
I N T RODUCE A N D USE CI RC U L AT E
Briefly Review Launch and Intimidate
Have partners sit together. Review the Day 3 words by having the
students tell what they know about the words.
© Developmental Studies Center
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Week 14  Day 4
The Spanish cognate of
Introduce and Define Circulate
Show pages 24–25 of Teammates and review that many of the
Dodger players wanted Jackie Robinson off their team, but Pee Wee
Reese thought Jackie should have an opportunity to play. Read
page 24 aloud, emphasizing the word circulated.
circulate is circular.
Explain that circulate means “move or send from person to person or
place to place.” Explain that Jackie’s teammates circulated a petition,
or passed the petition from one player to another, to get the players’
signatures. The petition demanded that Jackie Robinson be thrown
off the team.
Teacher Note
Card 71 (circulate) shows
Have the students say circulate, and write it on the chart.
friends circulating photographs.
Discuss Things That Circulate
Review that we use the word circulate to talk about things that move
from place to place or person to person. For example, we say that
our blood circulates in our body, or moves from place to place inside
us. We say that a fan circulates the air in a room, or moves it from
place to place throughout the room. Discuss as a class:
Q
What do we mean when we say that a rumor (information that
may or may not be true) circulates?
PROMPT: “When a rumor circulates, it….”
Ask:
Q
What do we mean when we say that a sign-up sheet for a class trip
is circulating in our classroom? Turn to your partner.
PROMPT: “When a sign-up sheet is circulating, it….”
Follow up by discussing as a class:
Q
You might circulate a card or
piece of paper among the
students to demonstrate the
meaning of circulate.
306 Words in Action™
What other things might circulate in our classroom?
PROMPT: “[A birthday card for everyone to sign] might circulate
in our classroom.”
Review the pronunciation and meaning of the word circulate.
© Developmental Studies Center
Week 14  Day 4
I N T RODUCE A N D USE AU DI BL E
Introduce and Define Audible
Show pages 32–33 and review that fans screamed hateful things at
Jackie Robinson when he played against the Cincinnati Reds. Pee
Wee Reese decided to support Jackie by walking over to him and
putting his arm around his shoulder. Read the first paragraph on
page 32 aloud, emphasizing the word audible.
The Spanish cognate of
audible is audible.
Tell the students that audible means “loud enough to be heard.”
Explain that if a sound is audible, you can hear it.
Explain that fans were so shocked when Pee Wee Reese put his arm
around Jackie Robinson that they gasped. Because so many fans
gasped at the same time, the gasps were audible, or loud enough to
be heard by everyone.
Teacher Note
Have the students say audible, and write it on the chart.
heard, because he is so far away.
Introduce the Latin Root audi
Teacher Note
On the chart, point to audi in audible. Explain that audi is an example
of a root and that a root is a “word or part of a word that is used to
make other words.” Explain that many roots come to English from
other languages such as Latin and Greek, and explain that audi
comes from the Latin language, which was spoken by the people
of ancient Rome. Tell the students that in Latin audi means “hear
or listen.” Point to the word audible and review that audible means
“loud enough to be heard.”
For a correlation of the skills
Card 72 (audible) shows a man
speaking to a woman from far
away. His voice is barely audible,
or barely loud enough to be
taught in the Words in Action
program to the Common
Core State Standards,
visit devstu.org/ccss.
Teacher Note
For more practice with the root
Discuss Sounds That Are Audible
Explain that you want the students to sit quietly for a few moments
and notice sounds that are audible, or loud enough to be heard.
Explain that they might notice sounds that are audible inside the
classroom and outside the classroom.
audi, see More Strategy Practice
on the next page.
Have the students close their eyes and listen quietly for a minute.
Then have them open their eyes, and ask:
Q
What sounds were audible? Turn to your partner.
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Week 14  Day 4
PROMPT: “A sound that was audible was….”
Review the pronunciation and meaning of the word audible.
M OR E S T R AT E G Y P R AC T IC E
Discuss Other Words with the Latin Root audi
On the word chart, point to the word audible and review that
audible means “loud enough to be heard.” Remind the students
that audible includes the root audi, which means “hear or listen.”
Tell the students that knowing the meaning of the root audi can
help them figure out the meanings of other words that include
the root.
Write the word auditorium on the board and point out that
the word auditorium includes the Latin root audi. (You might
underline the root.) Ask:
Q
What do you know about the word auditorium?
Q
When have you been in an auditorium? What did you do there?
If necessary, tell the students that an auditorium is a “building or
large room where people gather for meetings, plays, concerts,
or other events.” Explain than people gather in auditoriums to
hear other people speak, play music, or perform in other ways.
Write the word audience on the board and point out that
audience is another word that uses the root audi. Ask:
Q
What do you know about the word audience?
Q
When have you been in an audience? What were you doing?
If necessary, explain that an audience is the “people who watch
and listen to a concert, speech, or other performance.”
continues
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© Developmental Studies Center
Week 14  Day 4
M OR E S T R AT E G Y P R AC T IC E
continued
You might discuss one or more of the following words in the
same way:
•
Audio dial or audio button (“dial or button on a TV,
computer, or other device that controls the sound”)
•Audiologist (“person who studies or measures
people’s hearing”)
•Audiotape (“magnetic tape that records sound”)
• Audiovisual equipment (“equipment that uses sounds and
pictures, usually to teach people something”)
Discuss the Word Inaudible and Review the
Prefix inWrite the word audible on the board and review that audible
means “loud enough to be heard.” Write the word inaudible next
to it. Point to the prefix in- in inaudible, and review that in- is a
prefix that means “not.” Ask:
Q
Q
Based on what you know about the word audible and the
prefix in-, what do you think the word inaudible means?
What do we mean if we say, “The sound from the TV
is inaudible”?
If necessary, explain that inaudible means “not audible, or not
loud enough to be heard.” If the sound from a TV is inaudible,
you cannot hear it.
Point out that audible and inaudible are antonyms.
Teacher Note
The students discussed and
reviewed the prefix in- earlier
through the words ineffective,
indecisive, and informal. If you
started a chart of in- words, add
inaudible to it.
Teacher Note
If you started an antonym chart,
add audible and inaudible to it.
For a list of words that use the
root audi or begin with the prefix
in- and other word lists, see the
Words in Action DVD-ROM.
MOR E ELL SU PPORT
Play “Audible or Inaudible?”
Teacher Note
Review that audible means “loud enough to be heard” and inaudible
means “not audible, or not loud enough to be heard.”
We suggest you do this activity
Tell the students that partners will play a game called “Audible
or Inaudible?” Explain that you will ask the students to imagine
the Word Inaudible and Review
© Developmental Studies Center
after completing the More
Strategy Practice activity “Discuss
the Prefix in-” on this page.
Grade Four 309
Week 14  Day 4
something and then partners will discuss whether what they
imagined is audible or inaudible.
Begin by having the students imagine the following:
•
Someone standing right next to you shouts, “Hooray!”
Ask and have the students discuss with a partner:
Q
Is the sound audible or inaudible? Why? (audible)
PROMPT: “The sound is [audible] because….”
In the same way, have the students imagine and discuss:
•
•
•
310 Words in Action™
Someone three blocks away from you coughs. (inaudible)
Everyone in the class claps their hands. (audible)
A leaf falls from a tree. (inaudible)
© Developmental Studies Center
Day 5
Weekly Review
In this lesson, the students:
Materials
•
•
•
•
•
Word chart from Days 2–4
with review words added
•
Transparency of “What’s the
Missing Word?” (BLM18)
Words Taught
•
•
Overhead pen
adore
Adore means “love or be very fond of someone or something.”
•
(Optional) Week 14 “Class
Vocabulary Progress
Assessment Record” sheet
(see the Teacher Note on
page 315)
•
(Optional) Word cards and
picture cards 16, 29, 67–72
Review and use this week’s words
Review and use words learned previously
Show respect for their partner’s thinking
Share their partner’s thinking
opportunity
An opportunity is a “chance to do something.”
launch
Launch means “start or begin.” Launch also means “throw, hurl, or send off”
and “put a boat or ship into the water.”
intimidate
Intimidate means “make someone feel afraid or timid.”
Copy of the Week 14 family
letter for each student
circulate
Circulate means “move or send from person to person or place to place.”
audible
Audible means “loud enough to be heard.” If a sound is audible, you can
hear it.
Words Reviewed
bellow
Bellow means “shout or roar loudly.”
plod
Plod means “walk slowly and with effort.”
© Developmental Studies Center
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Week 14  Day 5
R EV I EW T H E WOR DS
Briefly Review the Words
Have partners sit together. Direct the students’ attention to the word
chart. If necessary, briefly review the meanings of this week’s
words. Then have partners discuss the questions that follow. Tell the
students to be ready to share their partner’s thinking with the class.
Q
Which of these words do you think was fun or interesting to talk
about? Why? Turn to your partner.
PROMPT: “I think the word [audible] was [interesting] to talk
about because….”
Have one or two volunteers use the prompt to share their partner’s
thinking with the class:
PROMPT: “[Dell] said he thinks the word [audible] was interesting
to talk about because….”
Briefly review the meanings of the review words.
PR AC T ICE USI NG T H E WOR DS
Do the Activity “Create a Sentence”
Explain that partners will do the activity “Create a Sentence.” Review
that you will tell the students the beginning of a sentence that uses
one of the words. They will use what they know about the words and
their imaginations to finish the sentence.
Point to the word adore on the chart and review that adore means
“love or be very fond of someone or something.” Then read the
following sentence starter aloud:
Teacher Note
Support struggling students
by reviewing the meaning of
adore and then asking questions
such as, “Who might a baby
adore and why?” and “What
types of [toys/foods/plush
•
The baby adored….
Use “Think, Pair, Share” to discuss:
Q
How might you complete the sentence? What might a baby adore?
[pause] Turn to your partner.
PROMPT: “The baby adored….”
animals] might a baby adore?”
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© Developmental Studies Center
Week 14  Day 5
Follow up by asking:
Q
Does it make sense to say, “The baby adored [her older brother
because he sang silly songs to her]”? Why?
Teacher Note
Create Sentences in Pairs
Support struggling students by
Point to the word opportunity on the chart and explain that the next
sentence will use the word opportunity. Tell the students that instead
of finishing a sentence you start, you want partners to work together
to make a sentence of their own that uses the word opportunity.
types of sports or activities would
asking questions such as, “What
you like to have an opportunity to
try?” and “Where would you like
to have an opportunity to travel
to?” If they continue to struggle,
Review that an opportunity is a “chance to do something.” Use
“Think, Pair, Share” to discuss:
Q
How might you use the word opportunity in a sentence? For
example, what is something you would like to have an opportunity
to do? [pause] Turn to your partner.
Does it make sense to say, [“Taking piano lessons is a good
opportunity for someone interested in music”]? Why?
Point to the word bellow and explain that the last sentence will use
this word. Review that bellow means “shout or roar loudly.” Use
“Think, Pair, Share” to discuss:
Q
How might you use the word bellow in a sentence? For example,
why might someone bellow? [pause] Turn to your partner.
When most pairs have finished talking, have two or three pairs share
their sentences with the class. Follow up by asking:
Q
as, “The children were excited
for the opportunity to visit [the
When most pairs have finished talking, have two or three pairs share
their sentences with the class. Follow up by asking:
Q
provide a sentence starter such
Does it make sense to say, [“Troy bellowed at his little sister when
she scribbled on his homework”]? Why?
theme park] because….”
Teacher Note
If a pair’s sentence does
not convey the meaning of
opportunity (for example, “I want
an opportunity” or “I had an
opportunity”), point out that
the sentence does not make the
meaning of opportunity clear and
help the students develop the
sentence further by asking followup questions such as, “What
do you want an opportunity to
do?” or “What did you have an
opportunity to do?”
Teacher Note
Support struggling students by
asking questions such as, “When
have you bellowed because you
were angry?” and “When has
someone bellowed because
they needed to be loud?” If they
continue to struggle, provide a
sentence starter such as, “Troy
bellowed at his little sister…” or
“Mrs. Kim bellowed at the car in
front of her….”
© Developmental Studies Center
Grade Four 313
Week 14  Day 5
Teacher Note
Play “What’s the Missing Word?”
On the word chart, put a star next to these five words: launch,
intimidate, circulate, audible, and plod. Show the transparency of
“What’s the Missing Word?” ( BLM18):
Alternatively, you might write
the sentences on the board
or on a sheet of chart paper,
What’s the Missing Word?
leaving blanks as shown.
At the school assembly, Zoey’s soft voice was
only
to the children in the front row.
We will
the photograph of the teacher’s new baby
so that everyone can see it.
through the muddy
Everyone felt awkward as they
parts of the hike.
Marisol felt
on her first day in a new school.
a babysitting business
Jamal and Mara decided to
to make extra money.
Teacher Note
To make the activity more
challenging, you might have
the students choose from
among more than five words.
You might explain that the
Explain that the students will play the game “What’s the Missing
Word?” Direct the students’ attention to the sentences on the
transparency and point out that a word is missing from each
sentence. You will read each sentence aloud and the students will
decide which starred vocabulary word on the word chart could
replace the missing word and why they think so.
BLM18
Words in Action™
©DevelopmentalStudiesCenter
Week 14  Day 5
Begin by pointing to this sentence and reading it aloud:
•
At the school assembly, Zoey’s soft voice was
the children in the front row.
only to
students may need to change
the form of the word to complete
the sentence by adding an
ending such as -s, -ing, or -ed.
Use “Think, Pair, Share” to discuss:
Q
What’s the missing word? Why do you think so? [pause] Turn to your
partner. (audible)
PROMPT: “I think [audible] is the missing word because….”
314 Words in Action™
© Developmental Studies Center
Week 14  Day 5
Write the word in the blank and reread the sentence. Have the
students discuss the following sentences in the same way:
•
•
•
•
We will
the photograph of the teacher’s new
baby so that everyone can see it. (circulate)
Everyone felt awkward as they
muddy parts of the hike. (plodded)
Marisol felt
school. (intimidated)
through the
on her first day in a new
Teacher Note
You might remind the
students that they learned
the word awkward (“clumsy
or uncomfortable”) earlier.
Jamal and Mara decided to
a babysitting
business to make extra money. (launch)
CLASS VOCABU LA RY
PROGRESS ASSESSMENT
As you observe the students, ask yourself:
•
•
•
Do the students’ sentences and responses show that
they know what the words mean?
What words are difficult for the students to use
or explain?
Are they showing a growing interest in learning and
using new words?
If the students are struggling with a word’s meaning, reteach
the word using the Words in Action lesson in which the
word was first taught as a model. Provide further practice in
using the word by inviting volunteers to act out the word or
draw a picture that illustrates the word’s meaning. For more
information about assessment in the Words in Action program,
see page xxix. For more information about reviewing and
practicing the words, see Retaining the Words on page xxvii.
Teacher Note
If you wish to document
your observations of the
students, use the Week 14
“Class Vocabulary Progress
Assessment Record” sheet. You
will find the record sheet on
the Words in Action DVD-ROM.
Teacher Note
For a crossword puzzle you
can use to review the words
taught during Weeks 13 and 14,
see “Crossword Puzzle 6” on the
Words in Action DVD-ROM.
Family Letter
Send home with each student
the family letter for this week
(see “Do Ahead” on page 291).
Periodically, have the students
share with the class what they
are doing to review and use the
words at home.
© Developmental Studies Center
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