Unit 7
Words to be taught:
cope
convulsion
capillary
chafe
cower
“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 'COPE.'
Look at the word 'COPE' on your list.
Say the word 'COPE' 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
Cope
PRONUNCIATION
“Listen as I say the word ‘cope’ out loud. ‘KOPE.'
Have you ever heard the word ‘cope’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘cope’ 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 ‘cope.'
'Cope' means to survive, able to overcome a bad situation or getting by when something bad happens.
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! 'Cope' means to survive, able to overcome a bad situation or getting by when
something bad happens.”
FACTUAL APPLICATION
“Listen as I use the word ‘cope’ in this sentence.
The woman's friends helped her cope with the dead of her father.
Who helped the woman cope with the death of her father?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Can drugs help you cope?” (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 ‘cope’ in a sentence? Don’t be nervous or afraid. Remember,
‘cope’ means to survive, able to overcome a bad situation or getting by when something bad
happens.” (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 ‘cope’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Cope' means to survive, able to overcome a bad situation or getting by when
something bad happens.”
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Lesson 2
Convulsion
PRONUNCIATION
“Listen as I say the word ‘convulsion’ out loud. ‘KUN-VUL-SHUN.'
Have you ever heard the word ‘convulsion’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘convulsion’ 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 ‘convulsion.’
'Convulsion' means an uncontrolled fit, when your body shakes badly.
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! 'Convulsion' means an uncontrolled fit, when your body shakes badly.”
FACTUAL APPLICATION
“Listen as I use the word ‘convulsion’ in this sentence.
The people had a convulsion of laughter when the comedian told the joke.
Who told the joke?” (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 a person drive a car while having a convulsion?” (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 ‘convulsion’ in a sentence? Don’t be nervous or afraid.
Remember, ‘convulsion’ means an uncontrolled fit, when your body shakes badly.” (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 ‘convulsion’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Convulsion' means an uncontrolled fit, when your body shakes badly.”
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Lesson 3
Capillary
PRONUNCIATION
“Listen as I say the word ‘capillary’ out loud. ‘KAP-IL-LA-RE.'
Have you ever heard the word ‘capillary’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘capillary’ 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 ‘capillary.’
'Capillary' means a tube or vein that carries blood in your body.
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! 'Capillary' means a tube or vein that carries blood in your body.”
FACTUAL APPLICATION
“Listen as I use the word ‘capillary’ in this sentence.
The girl was lucky because the broken glass did not cut a capillary.
Why was the girl lucky?"
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Are capillaries connected to your heart?” (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 ‘capillary’ in a sentence? Don’t be nervous or afraid.
Remember, ‘capillary’ means a tube or vein that carries blood in your body.” (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 ‘capillary’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Capillary' means a tube or vein that carries blood in your body.”
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Lesson 4
Chafe
PRONUNCIATION
“Listen as I say the word ‘chafe’ out loud. ‘CHAFE.'
Have you ever heard the word ‘chafe’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘chafe’ 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 ‘chafe.’
'Chafe' means to get angry, upset or irritated over someone or something.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! 'Chafe' means to get angry, upset or irritated over someone or something.”
FACTUAL APPLICATION
“Listen as I use the word ‘chafe’ in this sentence.
The teacher chafed with anger when he heard the boy swear at the girl.
Who swore at the girl?”
(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 be happy to hear that your boss is chafed by the way you behave on the job?” (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 ‘chafe’ in a sentence? Don’t be nervous or afraid. Remember,
‘chafe’ means to get angry, upset or irritated over someone or something.” (This is very hard for
some students.Try to bring their prior experiences and backgrounds into the process. Don't give up.
Help them at first. Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘chafe’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Chafe’ means to get angry, upset or irritated over someone or something.”
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Lesson 5
Cower
PRONUNCIATION
“Listen as I say the word ‘cower’ out loud. ‘KOW-ER.'
Have you ever heard the word ‘cower’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘cower’ 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 ‘cower.’
'Cower' means to shrink away from, to crouch.
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! 'Cower' means to shrink away from, to crouch.”
FACTUAL APPLICATION
“Listen as I use the word ‘cower’ in this sentence.
The boy tried not to cower when the bully cornered him.
What did the boy try not to do?" (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 cower at the sight of blood?” (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 ‘cower’ in a sentence? Don’t be nervous or afraid.
Remember, ‘cower’ means to shrink away from, to crouch.” (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 ‘cower’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Cower' means to shrink away from, to crouch.”
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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 shrink away from. (COWER)
2. Please circle the word in row two that means to survive. (COPE)
3. Please circle the word in row three that means a vein. (CAPILLARY)
4. Please circle the word in row four that means upset. (CHAFE)
5. Please circle the word in row five that means an uncontrolled fit. (CONVULSION)
6. Please circle the word in row six that means to crouch. (COWER)
7. Please circle the word in row seven that means a tube or vein that carries blood in your body.
(CAPILLARY)
8. Please circle the word in row eight that means to get angry or irritated. (CHAFE)
9. Please circle the word in row nine that means when your body shakes badly. (CONVULSION)
10. Please circle the word in row ten that means to overcome a bad situation. (COPE)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
What's the best way to cope with pain?
How can you stop a convulsion?
Please listen as I read this aloud."
Story
"The doctor was able to cope with the woman's sudden convulsion while stopping the capillary from bleeding. The doctor did not chafe about the operation or cower under the pressure. His actions saved her life.”
Questions
1. Who was able to cope?
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2. What kind of convulsion did the woman have?
3. What did the doctor do to the capillary?
4. What did the doctor not chafe about?
5. What did the doctor not cower under?
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. Could you cope with the death of a friend? yes or no
2. Will medicine stop a convulsion? yes or no
3. Can you see a capillary without a microscope? yes or no
4. Would you chafe if someone punched you? yes or no
5. Do bullies cower? yes or no
Select the Answer that Best Completes the Sentence
1. She has what it takes to ( cower / cope / chafe ) with disaster.
2. The man was hospitalized after having a ( convulsion / capillary / cower ).
3. ( Chafe / Cower / Capillary ) means vein.
4. He started to ( cope / chafe / convulsion ) when the boy called him names.
5. Some people ( capillary / convulsion / cower ) during confrontations.
Fill in the Blank with the Word that Best Fits
convulsion
chafe
cower
cope
capillary
1. I can't (_____________________) with this heavy workload.
2. He's been in poor health ever since he had a (_____________________).
3. A (_____________________) helps blood flow through the body.
4. She always seems to (_____________________) whenever she's corrected.
5. A tiny mouse will often (_____________________) at the sight of a cat.
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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 8
Words to be taught:
denim
deface
dispensary
derelict
detest
“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 'DENIM.'
Look at the word 'DENIM' on your list.
Say the word 'DENIM' 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
Denim
PRONUNCIATION
“Listen as I say the word ‘denim’ out loud. ‘DI-NUM.'
Have you ever heard the word ‘denim’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘denim’ 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 ‘denim.'
'Denim' means cotton fabric, overalls or trousers.
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! 'Denim' means cotton fabric, overalls or trousers.”
FACTUAL APPLICATION
“Listen as I use the word ‘denim’ in this sentence.
The girl received a denim skirt for Christmas.
Who received a denim skirt?”
(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 wear denim?” (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 ‘denim’ in a sentence? Don’t be nervous or afraid.
Remember, ‘denim’ means cotton fabric, overalls or trousers.” (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 ‘denim’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Denim' means cotton fabric, overalls or trousers.”
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Lesson 2
Deface
PRONUNCIATION
“Listen as I say the word ‘deface’ out loud. ‘DE-FASE.'
Have you ever heard the word ‘deface’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘deface’ 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 ‘deface.’
'Deface' means to damage, destroy or injure.
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! 'Deface' means to damage, destroy or injure.”
FACTUAL APPLICATION
“Listen as I use the word ‘deface’ in this sentence.
Vandals can deface property by drawing graffiti.
Who can deface property?” (Praise their comments. Don't make fun of inappropriate responses.
Remember: praise, pride, and confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
What could happen if you deface someone's property?” (Try to get your students to think about
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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 ‘deface’ in a sentence? Don’t be nervous or afraid.
Remember, ‘deface’ means to damage, destroy or injure.” (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 ‘deface’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Deface' means to damage, destroy or injure.”
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Lesson 3
Dispensary
PRONUNCIATION
“Listen as I say the word ‘dispensary’ out loud. ‘DI-SPIN-SA-RE.'
Have you ever heard the word ‘dispensary’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘dispensary’ 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 ‘dispensary.’
'Dispensary' means a place where medicine is distributed, a place where medical treatment is given.
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! 'Dispensary' means a place where medicine is distributed, a place where
medical treatment is given.”
FACTUAL APPLICATION
“Listen as I use the word ‘dispensary’ in this sentence.
The doctor treated his ill patient at the dispensary.
Who did the doctor treat?” (Praise their comments. Don't make fun of inappropriate responses.
Remember: praise, pride, and confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Does a pharmacist work at a dispensary?” (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 ‘dispensary’ in a sentence? Don’t be nervous or afraid.
Remember, ‘dispensary’ means a place where medicine is distributed, a place where medical
treatment is given.” (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 ‘dispensary’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Dispensary' means a place where medicine is distributed, a place where medical
treatment is given.”
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Lesson 4
Derelict
PRONUNCIATION
“Listen as I say the word ‘derelict’ out loud. ‘DARE-A-LIKT.'
Have you ever heard the word ‘derelict’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘derelict’ 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 ‘derelict.’
'Derelict' means a vagrant, a wanderer or a neglectful person.
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! 'Derelict' means a vagrant, a wanderer or a neglectful person.”
FACTUAL APPLICATION
“Listen as I use the word ‘derelict’ in this sentence.
The derelict forgot to show up for work.
What did the derelict forget to do?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Can you rely on a derelict?” (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 ‘derelict’ in a sentence? Don’t be nervous or afraid.
Remember, ‘derelict’ means a vagrant, a wanderer or a neglectful person.” (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 ‘derelict’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Derelict' means a vagrant, a wanderer or a neglectful person.”
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Lesson 5
Detest
PRONUNCIATION
“Listen as I say the word ‘detest’ out loud. ‘DE-TEST.'
Have you ever heard the word ‘detest’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘detest’ 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 ‘detest.’
'Detest' means to hate, to dislike.
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! 'Detest' means to hate, to dislike.”
FACTUAL APPLICATION
“Listen as I use the word ‘detest’ in this sentence.
Some people detest snakes.
What do some people detest?" (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 know someone that you detest?” (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 ‘detest’ in a sentence? Don’t be nervous or afraid.
Remember, ‘detest’ means to hate, to dislike.” (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 ‘detest’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Detest' means to hate, to dislike.”
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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 cotton fabric. (DENIM)
2. Please circle the word in row two that means to damage. (DEFACE)
3. Please circle the word in row three that means to hate. (DETEST)
4. Please circle the word in row four that means a place where medicine is distributed.
(DISPENSARY)
5. Please circle the word in row five that means vagrant. (DERELICT)
6. Please circle the word in row six that means to dislike. (DETEST)
7. Please circle the word in row seven that means a neglectful person. (DERELICT)
8. Please circle the word in row eight that means to injure. (DEFACE)
9. Please circle the word in row nine that means where medical treatment is given.
(DISPENSARY)
10. Please circle the word in row ten that means overalls or trousers. (DENIM)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
Can you wear denim at a formal affair?
Should people be punished when they deface property?
Please listen as I read this aloud."
Story
"The police caught the man in the denim jacket. He was trying to deface the outside wall of
the hospital's new dispensary. The man was a derelict. At the time of his arrest, the police
asked the man to explain what made him detest the hospital.”
Questions
1. Who caught the man dressed in denim?
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2. What was the man trying to deface?
3. Where was the wall of the hospital's new dispensary?
4. When did police ask the derelict to explain his actions?
5. What did the man detest?
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. Can you wear denim clothes? yes or no
2. Can you deface property by writing graffiti? yes or no
3. Can you get clothes at a dispensary? yes or no
4. Would you hire a derelict if you owned a business? yes or no
5. Do you detest liars? yes or no
Select the Answer that Best Completes the Sentence
1. A seamstress can repair a torn piece of ( derelict / denim / dispensary ).
2. The politician was eager to ( detest / derelict / deface ) his opponent's campaign signs.
3. I picked up my medicine at the ( dispensary / derelict / detest ) near my home.
4. The ( denim / derelict / detest ) spent the whole day wasting time.
5. Lazy people ( detest / deface / denim ) work.
Fill in the Blank with the Word that Best Fits
derelict
dispensary
denim
detest
deface
1. His (_____________________) jacket is too little.
2. I do not tolerate people who (_____________________) other's belongings.
3. (_____________________) means a place where medicine is distributed.
4. The (_____________________) failed to show up for the job interview.
5. Some people (_____________________) the media.
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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 9
Words to be taught:
demolition
drastic
disintegrate
decade
debris
“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 'DEMOLITION.'
Look at the word 'DEMOLITION' on your list.
Say the word 'DEMOLITION' 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
Demolition
PRONUNCIATION
“Listen as I say the word ‘demolition’ out loud. ‘DIM-O-LI-SHUN.'
Have you ever heard the word ‘demolition’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘demolition’ 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 ‘demolition.'
'Demolition' means tearing down, breaking to pieces or smashing.
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! 'Demolition' means tearing down, breaking to pieces or smashing.”
FACTUAL APPLICATION
“Listen as I use the word ‘demolition’ in this sentence.
The crew began its demolition work at the old hotel.
Who began the demolition work?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Can demolition work be dangerous?” (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 ‘demolition’ in a sentence? Don’t be nervous or afraid.
Remember, ‘demolition’ means tearing down, breaking to pieces or smashing.” (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 ‘demolition’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Demolition' means tearing down, breaking to pieces or smashing.”
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Lesson 2
Drastic
PRONUNCIATION
“Listen as I say the word ‘drastic’ out loud. ‘DRAS-TIK.'
Have you ever heard the word ‘drastic’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘drastic’ 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 ‘drastic.’
'Drastic' means acting rapidly, violently, or severe.
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! 'Drastic' means acting rapidly, violently, or severe.”
FACTUAL APPLICATION
“Listen as I use the word ‘drastic’ in this sentence.
The police took drastic actions after the riot escalated.
Who took drastic actions?” (Praise their comments. Don't make fun of inappropriate responses.
Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Would you like a drastic change in clothing?” (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 ‘drastic’ in a sentence? Don’t be nervous or afraid.
Remember, ‘drastic’ means acting rapidly, violently, or severe.” (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 ‘drastic’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Drastic' means acting rapidly, violently, or severe.”
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Lesson 3
Disintegrate
PRONUNCIATION
“Listen as I say the word ‘disintegrate’ out loud. ‘DIS-IN-TUH-GRATE.'
Have you ever heard the word ‘disintegrate’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘disintegrate’ 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 ‘disintegrate.’
'Disintegrate' means to destroy, to break or separate into parts.
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! 'Disintegrate' means to destroy, to break or separate into parts.”
FACTUAL APPLICATION
“Listen as I use the word ‘disintegrate’ in this sentence.
Lies can disintegrate a relationship.
What can lies disintegrate?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
What would it take to disintegrate your health?” (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 ‘disintegrate’ in a sentence? Don’t be nervous or afraid.
Remember, ‘disintegrate’ means to destroy, to break or separate into parts.” (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 ‘disintegrate’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Disintegrate' means to destroy, to break or separate into parts.”
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Lesson 4
Decade
PRONUNCIATION
“Listen as I say the word ‘decade’ out loud. ‘DE-KADE.'
Have you ever heard the word ‘decade’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘decade’ 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 ‘decade.’
'Decade' means a period of ten years, a group or set of ten.
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! 'Decade' means a period of ten years, a group or set of ten.”
FACTUAL APPLICATION
“Listen as I use the word ‘decade’ in this sentence.
He grew up in another decade.
When did he grow up?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
unit
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Do you know what will happen in the next decade?” (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 ‘decade’ in a sentence? Don’t be nervous or afraid.
Remember, ‘decade’ means a period of ten years, a group or set of ten.” (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 ‘decade’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Decade' means a period of ten years, a group or set of ten.”
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Lesson 5
Debris
PRONUNCIATION
“Listen as I say the word ‘debris’ out loud. ‘DE-BRE.'
Have you ever heard the word ‘debris’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘debris’ 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 ‘debris.’
'Debris' means something thrown away, trash.
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! 'Debris' means something thrown away, trash.”
FACTUAL APPLICATION
“Listen as I use the word ‘debris’ in this sentence.
Debris covered the highway after the accident.
What covered the highway?" (Praise their comments. Don't make fun of inappropriate responses.
Remember: praise, pride, and confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Where should people put debris?” (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 ‘debris’ in a sentence? Don’t be nervous or afraid.
Remember, ‘debris’ means something thrown away, trash.” (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 ‘debris’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Debris' means something thrown away, trash.”
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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 period of ten years. (DECADE)
2. Please circle the word in row two that means something thrown away. (DEBRIS)
3. Please circle the word in row three that means acting rapidly or violently. (DRASTIC)
4. Please circle the word in row four that means tearing down. (DEMOLITION)
5. Please circle the word in row five that means to destroy. (DISINTEGRATE)
6. Please circle the word in row six that means trash. (DEBRIS)
7. Please circle the word in row seven that means a group or set of ten. (DECADE)
8. Please circle the word in row eight that means smashing. (DEMOLITION)
9. Please circle the word in row nine that means severe. (DRASTIC)
10. Please circle the word in row ten that means to break or separate into parts. (DISINTEGRATE)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
What happens during a demolition project?
Do you like drastic changes in weather?
Please listen as I read this aloud."
Story
"The demolition of the building was not a drastic action. It had to happen. The historic building was starting to disintegrate after a decade of heavy use. Debris was everywhere. It was
either blow it up or watch it fall down.”
Questions
1. What object faced demolition?
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2. What action was not drastic?
3. What building was starting to disintegrate?
4. What kind of use did the building encounter during the decade?
5. Where was the debris?
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 there anything left after demolition work? yes or no
2. Can you make a drastic change in your grades? yes or no
3. Would you like to watch your car disintegrate? yes or no
4. Were you and your parents born in the same decade? yes or no
5. Should you throw away debris? yes or no
Select the Answer that Best Completes the Sentence
1. The residents objected to the ( demolition / drastic / decade ) of the church.
2. His ( disintegrate / debris / drastic ) weight loss drew lots of attention.
3. ( Debris / Decade / Disintegrate ) means to destroy.
4. She hasn't worked in more than a ( drastic / decade / demolition ).
5. ( Decade / Demolition / Debris ) fell out of the garbage can.
Fill in the Blank with the Word that Best Fits
drastic
decade
demolition
debris
disintegrate
1. (_____________________) means smashing.
2. The teacher has noticed a (_____________________) improvement in her student's attitude.
3. Most homeowners try not to let their houses (_____________________).
4. We became friends a (_____________________) ago.
5. Volunteers picked up (_____________________) in their neighborhood.
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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 10
Words to be taught:
dignitary
dialect
diction
distort
deficient
“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 'DIGNITARY.'
Look at the word 'DIGNITARY' on your list.
Say the word 'DIGNITARY' 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
Dignitary
PRONUNCIATION
“Listen as I say the word ‘dignitary’ out loud. ‘DIG-NI-TE-RE.'
Have you ever heard the word ‘dignitary’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘dignitary’ 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 ‘dignitary.'
'Dignitary' means one who holds a high rank, one who has a position of honor.
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! 'Dignitary' means one who holds a high rank, one who has a position of
honor.”
FACTUAL APPLICATION
“Listen as I use the word ‘dignitary’ in this sentence.
The visiting dignitary received the royal treatment.
Who received the royal treatment?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Can a criminal be a dignitary?” (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 ‘dignitary’ in a sentence? Don’t be nervous or afraid.
Remember, ‘dignitary’ means one who holds a high rank, one who has a position of honor.” (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 ‘dignitary’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Dignitary' means one who holds a high rank, one who has a position of honor.”
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Lesson 2
Dialect
PRONUNCIATION
“Listen as I say the word ‘dialect’ out loud. ‘DI-UH-LEKT.'
Have you ever heard the word ‘dialect’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘dialect’ 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 ‘dialect.’
'Dialect' means a regional language, a way to express oneself.
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! 'Dialect' means a regional language, a way to express oneself.”
FACTUAL APPLICATION
“Listen as I use the word ‘dialect’ in this sentence.
The visitors couldn't understand their hosts' dialect.
What did the visitors not understand?” (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's your favorite kind of dialect?” (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 ‘dialect’ in a sentence? Don’t be nervous or afraid.
Remember, ‘dialect’ means a regional language, a way to express oneself.” (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 ‘dialect’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Dialect' means a regional language, a way to express oneself.”
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Lesson 3
Diction
PRONUNCIATION
“Listen as I say the word ‘diction’ out loud. ‘DIK-SHUN.'
Have you ever heard the word ‘diction’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘diction’ 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 ‘diction.’
'Diction' means choice and use of words, clarity of pronunciation in speech.
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! 'Diction' means choice and use of words, clarity of pronunciation in speech.”
FACTUAL APPLICATION
“Listen as I use the word ‘diction’ in this sentence.
The man's unusual diction made it difficult to understand what he was saying.
Why was the man's unusual diction a problem?”
(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 a teacher use poor diction?” (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 ‘diction’ in a sentence? Don’t be nervous or afraid.
Remember, ‘diction’ means choice and use of words, clarity of pronunciation in speech.” (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 ‘diction’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Diction' means choice and use of words, clarity of pronunciation in speech.”
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Lesson 4
Distort
PRONUNCIATION
“Listen as I say the word ‘distort’ out loud. ‘DI-STORT.'
Have you ever heard the word ‘distort’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘distort’ 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 ‘distort.’
'Distort' means to twist out of the true meaning or to twist out of shape.
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! 'Distort' means to twist out of the true meaning or to twist out of shape.”
FACTUAL APPLICATION
“Listen as I use the word ‘distort’ in this sentence.
The reporter decided to distort my comments.
What did the reporter distort?”
(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 happens when people distort the truth?” (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 ‘distort’ in a sentence? Don’t be nervous or afraid.
Remember, ‘distort’ means to twist out of the true meaning or to twist out of shape.” (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 ‘distort’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Distort' means to twist out of the true meaning or to twist out of shape.”
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Lesson 5
Deficient
PRONUNCIATION
“Listen as I say the word ‘deficient’ out loud. ‘DE-FISH-INT.'
Have you ever heard the word ‘deficient’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘deficient’ 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 ‘deficient.’
'Deficient' means lacking or defective.
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! 'Deficient' means lacking or defective.”
FACTUAL APPLICATION
“Listen as I use the word ‘deficient’ in this sentence.
The auto maker produced deficient vehicles.
What kind of vehicles did the auto maker produce?" (Praise their comments. Don't make fun of
inappropriate responses. Remember: praise, pride, and confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Are short people deficient in height?” (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 ‘deficient’ in a sentence? Don’t be nervous or afraid.
Remember, ‘deficient’ means lacking or defective.” (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 ‘deficient’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Deficient' means lacking or defective.”
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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 regional language. (DIALECT)
2. Please circle the word in row two that means one who holds a high rank. (DIGNITARY)
3. Please circle the word in row three that means choice of words. (DICTION)
4. Please circle the word in row four that means to twist out of the true meaning. (DISTORT)
5. Please circle the word in row five that means lacking. (DEFICIENT)
6. Please circle the word in row six that means a way to express oneself. (DIALECT)
7. Please circle the word in row seven that means to twist out of shape. (DISTORT)
8. Please circle the word in row eight that means clarity of pronunciation. (DICTION)
9. Please circle the word in row nine that means defective. (DEFICIENT)
10. Please circle the word in row ten that means one who has a position of honor. (DIGNITARY)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
What kind of work does a dignitary do?
Do Northerners speak a dialect?
Please listen as I read this aloud."
Story
"The dignitary was about to meet an official using a dialect he could not understand. The dignitary was afraid his interpretation of the official's diction would distort the complicated language. He thought it would show how deficient he was in using the dialect.”
Questions
1. Who was the dignitary about to meet?
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2. Why was the dignitary worried about the official's dialect?
3. Whose diction may be interpreted incorrectly?
4. What kind of language did the dignitary think he would distort?
5. What did the dignitary feel deficient in using?
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. Does a dignitary get a lot of respect? yes or no
2. Do you speak a certain dialect? yes or no
3. Can your diction influence what people hear you say? yes or no
4. Should people distort the truth? yes or no
5. Would you like your bank account to have deficient funds? yes or no
Select the Answer that Best Completes the Sentence
1. The ( dignitary / distort / deficient ) received a medal for his achievements.
2. I heard a new ( distort / diction / dialect ) during my trip abroad.
3. His clear ( diction / deficient / dignitary ) made it easy to understand his speech.
4. Don't ( dialect / distort / diction ) your accomplishments.
5. She thinks her contributions to the family's budget are ( deficient / dignitary / dialect ).
Fill in the Blank with the Word that Best Fits
deficient
dialect
distort
dignitary
diction
1. That (_____________________) is the little girl's hero.
2. It's hard to understand a different (_____________________).
3. The boy's speech did not make sense because he used poor (_____________________).
4. The politician tried to (_____________________) his opponent's record.
5. A drought creates a (_____________________) level of rain.
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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 11
Words to be taught:
disclose
dilemma
duped deception
dwindle
“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 'DISCLOSE.'
Look at the word 'DISCLOSE' on your list.
Say the word 'DISCLOSE' 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
Disclose
PRONUNCIATION
“Listen as I say the word ‘disclose’ out loud. ‘DIS-KLOSE.'
Have you ever heard the word ‘disclose’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘disclose’ 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 ‘disclose.'
'Disclose' means to open up, to make known.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! 'Disclose' means to open up, to make known.”
FACTUAL APPLICATION
“Listen as I use the word ‘disclose’ in this sentence.
The boy tried not to disclose his feelings for the girl.
Who tried not to disclose his feelings?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Can a lawyer disclose information about his client?” (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 ‘disclose’ in a sentence? Don’t be nervous or afraid.
Remember, ‘disclose’ means to open up, to make known.” (This is very hard for some students. Try
to bring their prior experiences and backgrounds into the process. Don't give up. Help them at first.
Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘disclose’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Disclose' means to open up, to make known.”
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Lesson 2
Dilemma
PRONUNCIATION
“Listen as I say the word ‘dilemma’ out loud. ‘DI-LEM-MUH.'
Have you ever heard the word ‘dilemma’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘dilemma’ 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 ‘dilemma.’
'Dilemma' means an unpleasant choice, a difficult or persistent problem.
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! 'Dilemma' means an unpleasant choice, a difficult or persistent problem.”
FACTUAL APPLICATION
“Listen as I use the word ‘dilemma’ in this sentence.
The couple tried to solve their dilemma over money.
What did the couple try to solve?” (Praise their comments. Don't make fun of inappropriate
responses. Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
How would you help a friend cope with a dilemma involving drugs?” (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 ‘dilemma’ in a sentence? Don’t be nervous or afraid.
Remember, ‘dilemma’ means an unpleasant choice, a difficult or persistent problem.” (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 ‘dilemma’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Dilemma' means an unpleasant choice, a difficult or persistent problem.”
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Lesson 3
Duped
PRONUNCIATION
“Listen as I say the word ‘duped’ out loud. ‘DOOPD.'
Have you ever heard the word ‘duped’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘duped’ 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 ‘duped.’
'Duped' means tricked or deceived.
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! 'Duped' means tricked or deceived.”
FACTUAL APPLICATION
“Listen as I use the word ‘duped’ in this sentence.
The con artist duped the man into thinking he'd bought a real diamond.
Who duped the man?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Have you ever been duped?” (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 ‘duped’ in a sentence? Don’t be nervous or afraid.
Remember, ‘duped’ means tricked or deceived.” (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 ‘duped’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Duped' means tricked or deceived”
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Lesson 4
Deception
PRONUNCIATION
“Listen as I say the word ‘deception’ out loud. ‘DE-SEP-SHUN.'
Have you ever heard the word ‘deception’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘deception’ 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 ‘deception.’
'Deception' means fraud or trickery.
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! 'Deception' means fraud or trickery.”
FACTUAL APPLICATION
“Listen as I use the word ‘deception’ in this sentence.
A magician is a master of deception.
Who is a master of deception?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Would you like to be the victim of deception?” (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 ‘deception’ in a sentence? Don’t be nervous or afraid.
Remember, ‘deception’ means fraud or trickery.” (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 ‘deception’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Deception' means fraud or trickery.”
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Lesson 5
Dwindle
PRONUNCIATION
“Listen as I say the word ‘dwindle’ out loud. ‘DWIN-DUL.'
Have you ever heard the word ‘dwindle’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘dwindle’ 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 ‘dwindle.’
'Dwindle' means decrease or shrink.
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! 'Dwindle' means decrease or shrink.”
FACTUAL APPLICATION
“Listen as I use the word ‘dwindle’ in this sentence.
The man watched his life's savings dwindle, while his medical bills piled up.
What kind of savings did the man watch dwindle?" (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 married people allow their love to dwindle?” (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 ‘dwindle’ in a sentence? Don’t be nervous or afraid.
Remember, ‘dwindle’ means decrease or shrink.” (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 ‘dwindle’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Dwindle' means decrease or shrink.”
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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 open up. (DISCLOSE)
2. Please circle the word in row two that means to decrease. (DWINDLE)
3. Please circle the word in row three that means an unpleasant choice. (DILEMMA)
4. Please circle the word in row four that means to fraud. (DECEPTION)
5. Please circle the word in row five that means to meet tricked. (DUPED)
6. Please circle the word in row six that means to shrink. (DWINDLE)
7. Please circle the word in row seven that means trickery. (DECEPTION)
8. Please circle the word in row eight that means to deceived. (DUPED)
9. Please circle the word in row nine that means to a difficult or persistent problem. (DILEMMA)
10. Please circle the word in row ten that means to make known. (DISCLOSE)
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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 priests disclose sinners' confessions?
Can every dilemma be solved?
Please listen as I read this aloud."
Story
"The detective was forced to disclose to the old woman the terrible dilemma she was in.
Her lawyer had duped her into thinking her money was safe. The lawyer's deception had
caused the large fortune to quickly dwindle to almost nothing.”
Questions
1. To whom did the detective disclose the dilemma?
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2. What kind of dilemma was it?
3. Who duped the woman?
4. What did the lawyer's deception cause?
5. How fast did the fortune dwindle?
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. Should you disclose your earnings to the IRS? yes or no
2. Would choosing between two good movies be a dilemma? yes or no
3. Are most people upset when they are duped? yes or no
4. Do spies practice deception? yes or no
5. Would you like for your income to dwindle? yes or no
Select the Answer that Best Completes the Sentence
1. The executive refused to ( disclose / deception / duped ) his salary.
2. Your ( dwindle / dilemma / disclose ) is about to end.
3. I can't believe you were ( dilemma / duped / deception ) by that liar.
4. Honesty is the opposite of ( deception / disclose / dilemma ).
5. The team's confidence started to ( duped / deception / dwindle ) after the loss.
Fill in the Blank with the Word that Best Fits
deception
dwindle
disclose
dilemma
duped
1. Our company chose not to (_____________________) its business strategy.
2. Some people encounter one (_____________________) after another.
3. The defendant's testimony (_____________________) the jury.
4. Police officers use (_____________________) in undercover operations.
5. Firewood supplies start to (_____________________) in the fall.
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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 12
Words to be taught:
exasperate
denounce
exotic
eloquent
evasive
“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 'EXASPERATE.'
Look at the word 'EXASPERATE' on your list.
Say the word 'EXASPERATE' 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
Exasperate
PRONUNCIATION
“Listen as I say the word ‘exasperate’ out loud. ‘EX-AS-PO-RATE.'
Have you ever heard the word ‘exasperate’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘exasperate’ 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 ‘exasperate.'
'Exasperate' means to irritate or annoy.
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! 'Exasperate' means to irritate or annoy.”
FACTUAL APPLICATION
“Listen as I use the word ‘exasperate’ in this sentence.
A difficult child can exasperate his mother.
What kind of child can exasperate his mother?”
(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 know how to exasperate your mother?” (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 ‘exasperate’ in a sentence? Don’t be nervous or afraid.
Remember, ‘exasperate’ means to irritate or annoy.” (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 ‘exasperate’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Exasperate' means to irritate or annoy.”
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Lesson 2
Denounce
PRONUNCIATION
“Listen as I say the word ‘denounce’ out loud. ‘DI-NOUNSE.'
Have you ever heard the word ‘denounce’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘denounce’ 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 ‘denounce.’
'Denounce' means to condemn openly, to accuse formally.
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! 'Denounce' means to condemn openly, to accuse formally.”
FACTUAL APPLICATION
“Listen as I use the word ‘denounce’ in this sentence.
Critics denounce bad movies.
Who denounces bad movies?” (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?
Could you denounce your friend in public?” (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 ‘denounce’ in a sentence? Don’t be nervous or afraid.
Remember, ‘denounce’ means to condemn openly, to accuse formally.” (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 ‘denounce’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Denounce' means to condemn openly, to accuse formally.”
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Lesson 3
Exotic
PRONUNCIATION
“Listen as I say the word ‘exotic’ out loud. ‘EX-O-TIK.'
Have you ever heard the word ‘exotic’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘exotic’ 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 ‘exotic.’
'Exotic' means foreign or different.
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! 'Exotic' means foreign or different.”
FACTUAL APPLICATION
“Listen as I use the word ‘exotic’ in this sentence.
The customers paid a lot of money for the exotic jewelry.
Who paid big bucks for the exotic jewelry?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
What exotic location would you like to visit?” (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 ‘exotic’ in a sentence? Don’t be nervous or afraid.
Remember, ‘exotic’ means foreign or different.” (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 ‘exotic’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Exotic' means foreign or different.”
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Lesson 4
Eloquent
PRONUNCIATION
“Listen as I say the word ‘eloquent’ out loud. ‘EL-O-QUINT.'
Have you ever heard the word ‘eloquent’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘eloquent’ 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 ‘eloquent.’
'Eloquent' means a forceful expression, persuasive expression.
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! 'Eloquent' means a forceful expression, persuasive expression.”
FACTUAL APPLICATION
“Listen as I use the word ‘eloquent’ in this sentence.
The preacher delivered an eloquent sermon.
Who delivered an eloquent sermon?"
(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?
Who do you consider to be an eloquent speaker?” (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 ‘eloquent’ in a sentence? Don’t be nervous or afraid.
Remember, ‘eloquent’ means a forceful expression, persuasive expression.” (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 ‘eloquent’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Eloquent' means a forceful expression, persuasive expression.”
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Lesson 5
Evasive
PRONUNCIATION
“Listen as I say the word ‘evasive’ out loud. ‘E-VA-SIV.'
Have you ever heard the word ‘evasive’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘evasive’ 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 ‘evasive.’
'Evasive' means intentionally vague or deceitful, attempting to dodge or escape.
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! 'Evasive' means intentionally vague or deceitful, attempting to dodge or
escape.”
FACTUAL APPLICATION
“Listen as I use the word ‘evasive’ in this sentence.
The running back's evasive move led to a touchdown.
Whose evasive move led to a touchdown?" (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 would a spy need to be evasive?” (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 ‘evasive’ in a sentence? Don’t be nervous or afraid.
Remember, ‘evasive’ means intentionally vague or deceitful, attempting to dodge or escape.” (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 ‘evasive’?" (Help them if they can't formulate the
correct response.) 'Evasive' means intentionally vague or deceitful, attempting to dodge or escape.”
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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 foreign. (EXOTIC)
2. Please circle the word in row two that means to accuse formally. (DENOUNCE)
3. Please circle the word in row three that means to irritate. (EXASPERATE)
4. Please circle the word in row four that means to forceful expression. (ELOQUENT)
5. Please circle the word in row five that to dodge. (EVASIVE)
6. Please circle the word in row six that means different. (EXOTIC)
7. Please circle the word in row seven that means persuasive expression. (ELOQUENT)
8. Please circle the word in row eight that means to escape. (EVASIVE)
9. Please circle the word in row nine that means to condemn openly. (DENOUNCE)
10. Please circle the word in row ten that means to annoy. (EXASPERATE)
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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 talkative people exasperate you?
Would you like to have people denounce you?
Please listen as I read this aloud."
Story
"The waiter chose to exasperate the hungry diner, so she decided to denounce the lousy
restaurant. Later, she chose an exotic bistro for dining, where the conversation among guests
was eloquent and the attentive waiters weren't so evasive.”
Questions
1. Who chose to exasperate the hungry diner?
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2. What kind of restaurant did she denounce?
3. What kind of exotic restaurant did she choose for dining?
4. Whose conversation was eloquent?
5. Who wasn't so evasive?
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. Should you exasperate a growling dog? yes or no
2. Would you like someone to denounce you? yes or no
3. Would you find exotic foods in a foreign restaurant? yes or no
4. Would you be moved by an eloquent speech? yes or no
5. Do you trust evasive people? yes or no
Select the Answer that Best Completes the Sentence
1. ( Eloquent / Evasive / Exasperate ) means to annoy.
2. I refuse to ( denounce / exotic / eloquent ) my best friend.
3. Zoos are home to ( exasperate / eloquent / exotic ) animals.
4. The speaker's ( eloquent / denounce / exotic ) address drew a standing ovation.
5. The robbery suspect's statement is so ( denounce / exotic / evasive ).
Fill in the Blank with the Word that Best Fits
exasperate
exotic
denounce
eloquent
evasive
1. Children should not (_____________________) their parents.
2. The murder victim's family wants to (_____________________) the killer.
3. The groom-to-be picked an (_____________________) honeymoon spot.
4. An (_____________________) speech can captivate an audience.
5. Chess involves (_____________________) moves.
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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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