Unit 13
Words to be taught:
conspicuous
inept
insipid
complacent
preclude
“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 'CONSPICUOUS.'
Look at the word 'CONSPICUOUS' on your list.
Say the word 'CONSPICUOUS' 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
Conspicuous
PRONUNCIATION
“Listen as I say the word ‘conspicuous’ out loud. ‘CON-SPICK-U-OUS.'
Have you ever heard the word ‘conspicuous’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘conspicuous’ 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 ‘conspicuous.'
'Conspicuous' means obvious, easy to see, not hidden.
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! 'Conspicuous' means obvious, easy to see, not hidden.”
FACTUAL APPLICATION
“Listen as I use the word ‘conspicuous’ in this sentence.
An escaped convict does not want to be conspicuous for fear that the police would find him.
Why do you think the escaped convict does not want to be conspicuous?”
(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 people with nose rings conspicuous?” (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 ‘conspicuous’ in a sentence? Don’t be nervous or afraid.
Remember, ‘conspicuous’ means obvious, easy to see, not hidden.” (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 ‘conspicuous’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Conspicuous' means obvious, easy to see, not hidden.”
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Lesson 2
Inept
PRONUNCIATION
“Listen as I say the word ‘inept’ out loud. ‘IN-EPT.'
Have you ever heard the word ‘inept’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘inept’ 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 ‘inept.’
'Inept' means inappropriate, clumsy, incompetent.
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! 'Inept' means inappropriate, clumsy, incompetent.”
FACTUAL APPLICATION
“Listen as I use the word ‘inept’ in this sentence.
The young boy felt inept in dance class because he had never danced before.
Why did the boy feel inept?” (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 a professional actor feel inept in front of a crowd of people?” (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 ‘inept’ in a sentence? Don’t be nervous or afraid. Remember,
‘inept’ means inappropriate, clumsy, incompetent.” (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 ‘inept’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Inept' means inappropriate, clumsy, incompetent.”
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Lesson 3
Insipid
PRONUNCIATION
“Listen as I say the word ‘insipid’ out loud. ‘IN-SIP-ID.'
Have you ever heard the word ‘insipid’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘insipid’ 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 ‘insipid.’
'Insipid' means ordinary or dull.
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! 'Insipid' means ordinary or dull.”
FACTUAL APPLICATION
“Listen as I use the word ‘insipid’ in this sentence.
Jumping jacks can be an insipid form of exercise.
What is an insipid form of exercise?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Would an insipid lecture be interesting to listen to?” (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 ‘insipid’ in a sentence? Don’t be nervous or afraid.
Remember, 'insipid’ means ordinary or dull.” (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 ‘insipid’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Insipid' means ordinary or dull.”
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Lesson 4
Complacent
PRONUNCIATION
“Listen as I say the word ‘complacent’ out loud. ‘COM-PLA-CENT.'
Have you ever heard the word ‘complacent’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘complacent’ 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 ‘complacent.’
'Complacent' means satisfied with yourself, pleased with 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! 'Complacent' means satisfied with yourself, pleased with oneself.”
FACTUAL APPLICATION
“Listen as I use the word ‘complacent’ in this sentence.
The new mayor acted complacent after easily winning the election.
Why did the new mayor act complacent?”
(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 complacent people think that they are perfect?” (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 ‘complacent’ in a sentence? Don’t be nervous or afraid.
Remember, ‘complacent’ means satisfied with yourself, pleased with 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 ‘complacent’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Complacent' means satisfied with yourself, pleased with oneself.”
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Lesson 5
Preclude
PRONUNCIATION
“Listen as I say the word ‘preclude’ out loud. ‘PRE-KLUDE.'
Have you ever heard the word ‘preclude’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘preclude’ 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 ‘preclude.’
'Preclude' means to prevent from happening, to make impossible.
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! 'Preclude' means to prevent from happening, to make impossible.”
FACTUAL APPLICATION
“Listen as I use the word ‘preclude’ in this sentence.
The road blocks and police cruisers preclude traffic from passing by the wreck.
What did the road blocks and police cruisers preclude?" (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 an empty gas tank preclude a car from travelling any farther?” (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 ‘preclude’ in a sentence? Don’t be nervous or afraid.
Remember, ‘preclude’ means to prevent from happening, to make impossible.” (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 ‘preclude’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Preclude' means to prevent from happening, to make impossible..”
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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 easy to see. (CONSPICUOUS)
2. Please circle the word in row two that means to make impossible. (PRECLUDE)
3. Please circle the word in row three that means ordinary. (INSIPID)
4. Please circle the word in row four that means satisfied with oneself. (COMPLACENT)
5. Please circle the word in row five that means inappropriate. (INEPT)
6. Please circle the word in row six that means clumsy. (INEPT)
7. Please circle the word in row seven that means not hidden. (CONSPICUOUS)
8. Please circle the word in row eight that means pleased with yourself. (COMPLACENT)
9. Please circle the word in row nine that means dull. (INSIPID)
10. Please circle the word in row ten that means to prevent from happening. (PRECLUDE)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
Is the tenth repeat of the same movie insipid?
Are Elton John's hats conspicuous?
Please listen as I read this aloud."
Story
"The girl tried not to be so conspicuous at the party. She wanted the others to like her and
not see her as being inept or insipid. If she acted too complacent, however, she would
preclude the chance of being liked.”
Questions
1. Where did the girl try not to be too conspicuous?
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2. Why did she not want the others to see her as too inept?
3. Why did she not want them to see her as insipid?
4. What would happen if she acted too complacent?
5. What would she preclude?
Matching
"Next, please complete the Matching exercise by matching the five words in the left hand side
column with the correct definitions in the right column."
Unit Review: Silent Reading
Teacher Instructions:
"Please read the Silent Reading passage and fill in the blanks using the words in the list at the
bottom of the page."
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Unit Review: Reinforcement Activities
Teacher Instructions:
The activities below are designed to promote learning transfer. For most students, the activities can
be completed independently; however, some students will need assistance. You decide if your students
need to be guided through the activities. Check each of your student's mannerisms and do not let
them get frustrated. Give them as much assistance as necessary.
Circle the Correct Response - Yes or No
1.
Is a person who hides in the bushes conspicuous? yes or no
2.
Would a trip around the world be considered inept? yes or no
3.
Is it insipid to repeatedly watch the same show? yes or no
4.
Would a complacent person want to improve himself? yes or no
5.
Could a very bad storm preclude a rescue attempt? yes or no
Select the Answer that Best Completes the Sentence
1. White tennis shoes are a very ( inept / conspicuous / preclude ) clothing accessory.
2. The student was ( complacent / inept / conspicuous ) about being the teacher’s pet.
3. Nightfall ( precluded / inept / insipid ) the rescue of the two lost hikers.
4. The boy’s father wore an ( preclude / conspicuous / insipid ) blue suit to the interview.
5. A person in hiding does not want to be ( complacent / conspicuous / inept ).
Fill in the Blank with the Word that Best Fits
conspicuous
inept
insipid
complacent
preclude
1.
The runner acted ( ________________ ) after easily winning the race.
2.
For our family, going to the beach is a very ( ___________________ ) vacation.
3.
The new student tried very hard not to be ( ________________ ) at his new school.
4.
The coach insisted on us doing( _______________ ) pushups, and laps to begin all of our
practices.
5.
The closing of the night club will ( ______________ ) new bands from having a place to play
their music.
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Writing Activities
Teacher Instructions: Print (or photocopy) and distribute the Unit Activity pages for this Unit
from the Blackline Master 3-Ring Binder (or CD-ROM). Also print or copy a set for yourself.
Students use the blackline master copies or printouts to complete:
Writing Sentences
• Write a complete sentence for each of the 5 unit words
Unscrambling Sentences
• Unscramble two sentences
Writing Activities
• Students arrange 3 sentences into correct order
• Creative writing: compose a three sentence paragraph using any 3 of the 5 Unit words
• Main idea: choose 1 of 3 topic sentences, copy it, and write three sentences that expand it
• Detail: expand each of the 3 sentences above with an additional 2-3 sentences
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In order to direct this Step, simply read the directions for each Writing Activity to the students,
and then walk around the classroom to make sure each student understands the activities and is
completing them as instructed.
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Unit 14
Words to be taught:
skeptical
rejuvenate
bias
dearth
authentic
“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 'SKEPTICAL.'
Look at the word 'SKEPTICAL' on your list.
Say the word 'SKEPTICAL' 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
Skeptical
PRONUNCIATION
“Listen as I say the word ‘skeptical’ out loud. ‘SKEP-TI-KAL.'
Have you ever heard the word ‘skeptical’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘skeptical’ 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 ‘skeptical.'
'Skeptical' means doubting, not certain, unsure.
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! 'Skeptical' means doubting, not certain, unsure.”
FACTUAL APPLICATION
“Listen as I use the word ‘skeptical’ in this sentence.
The explorers remained skeptical that they would find the treasure.
What were the explorers were skeptical about?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Are people who are certain of things skeptical people?” (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 ‘skeptical’ in a sentence? Don’t be nervous or afraid.
Remember, ‘skeptical’ means doubting, not certain, unsure.” (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 ‘skeptical’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Skeptical' means doubting, not certain, unsure.”
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Lesson 2
Rejuvenate
PRONUNCIATION
“Listen as I say the word ‘rejuvenate’ out loud. ‘RE-JU-VEN-ATE.'
Have you ever heard the word ‘rejuvenate’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘rejuvenate’ 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 ‘rejuvenate.’
'Rejuvenate' means to make young again or to make strong again.
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! 'Rejuvenate' means to make young again or to make strong again.”
FACTUAL APPLICATION
“Listen as I use the word ‘rejuvenate’ in this sentence.
The old man wanted to believe that the pills would rejuvenate him.
What would the pills rejuvenate?” (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 a good night’s rest rejuvenate a tired person?” (Try to get your students to think about what
this could possibly mean.This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘rejuvenate’ in a sentence? Don’t be nervous or afraid.
Remember, ‘rejuvenate’ means to make young again or to make strong again.” (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 ‘rejuvenate’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Rejuvenate' means to make young again or to make strong again.”
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Lesson 3
Bias
PRONUNCIATION
“Listen as I say the word ‘bias’ out loud. ‘BUY-US.'
Have you ever heard the word ‘bias’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘bias’ 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 ‘bias.’
'Bias' showing that you take sides, leaning one way or the other.
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! 'Bias' showing that you take sides, leaning one way or the other.”
FACTUAL APPLICATION
“Listen as I use the word ‘bias’ in this sentence.
The students showed their bias by throwing out the unpopular girl’s idea.
How did the students show their bias?”
(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?
Could a biased decision be unfair?” (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 ‘bias’ in a sentence? Don’t be nervous or afraid. Remember,
‘bias’ showing that you take sides, leaning one way or the other.” (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 ‘bias’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Bias' showing that you take sides, leaning one way or the other.”
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Lesson 4
Dearth
PRONUNCIATION
“Listen as I say the word ‘dearth’ out loud. ‘DEARTH.'
Have you ever heard the word ‘dearth’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘dearth’ 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 ‘dearth.’
'Dearth' means a lack of something, not having very much of something.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! 'Dearth' means a lack of something, not having very much of something.”
FACTUAL APPLICATION
“Listen as I use the word ‘dearth’ in this sentence.
The dearth of supplies forced the exploration team to turn back.
What did the dearth of supplies 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?
Would a dearth of money keep you from buying things?” (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 ‘dearth’ in a sentence? Don’t be nervous or afraid.
Remember, ‘dearth’ means a lack of something, not having very much of something.” (This is very
hard for some students.Try to bring their prior experiences and backgrounds into the process. Don't
give up. Help them at first. Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘dearth’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Dearth' means a lack of something, not having very much of something.”
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Lesson 5
Authentic
PRONUNCIATION
“Listen as I say the word ‘authentic’ out loud. ‘A-THEN-TIK.'
Have you ever heard the word ‘authentic’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘authentic’ 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 ‘authentic.’
'Authentic' means the real thing, genuine.
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! 'Authentic' means the real thing, genuine.”
FACTUAL APPLICATION
“Listen as I use the word ‘authentic’ in this sentence.
The beautiful necklace was an authentic treasure from the Titanic.
What was the authentic treasure?" (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?
Could a rock from Saturn be authentic?” (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 ‘authentic’ in a sentence? Don’t be nervous or afraid.
Remember, ‘authentic’ means the real thing, genuine.” (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 ‘authentic’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Authentic' means the real thing, genuine.”
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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 taking sides. (BIAS)
2. Please circle the word in row two that means doubting. (SKEPTICAL)
3. Please circle the word in row three that means to make young again. (REJUVENATE)
4. Please circle the word in row four that means not having very much of something. (DEARTH)
5. Please circle the word in row five that means the real thing. (AUTHENTIC)
6. Please circle the word in row six that means to make strong again. (REJUVENATE)
7. Please circle the word in row seven that means genuine. (AUTHENTIC)
8. Please circle the word in row eight that means not certain. (SKEPTICAL)
9. Please circle the word in row nine that means a lack of something. (DEARTH)
10. Please circle the word in row ten that means taking sides. (BIAS)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
Might a silver coin from the civil war be authentic?
Should you be skeptical about people who claim they have magical powers?
Please listen as I read this aloud."
Story
"The doctors remained skeptical about the drug maker’s claim to rejuvenate older patients.
They based their bias on the dearth of authentic evidence supporting their claim.”
Questions
1. What were the doctor’s skeptical about?
2. Who did the drug maker’s claim to rejuvenate?
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3. On what did they base their bias?
4. What was there a dearth of?
5. What would the authentic evidence support?
Matching
"Next, please complete the Matching exercise by matching the five words in the left hand side
column with the correct definitions in the right column."
Unit Review: Silent Reading
Teacher Instructions:
"Please read the Silent Reading passage and fill in the blanks using the words in the list at the
bottom of the page."
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Unit Review: Reinforcement Activities
Teacher Instructions:
The activities below are designed to promote learning transfer. For most students, the activities can be
completed independently; however, some students will need assistance. You decide if your students need
to be guided through the activities. Check each of your student's mannerisms and do not let them get
frustrated. Give them as much assistance as necessary.
Circle the Correct Response - Yes or No
1.
Are most people skeptical of flying saucers? yes or no
2.
Can water and fertilizer rejuvenate a sick plant? yes or no
3.
Could your bias keep you from listening to other opinions? yes or no
4.
Would a suspect in a crime be let go because of dearth of proof? yes or no
5.
Has anyone found authentic proof as to the existence of aliens? yes or no
Select the Answer that Best Completes the Sentence
1. My grandfather has an ( rejuvenate / skeptical / authentic ) Joe DiMaggio autographed baseball.
2. The woman was ( dearth / rejuvenate / skeptical ) about finding her earrings.
3. Our long rest helped ( authentic / rejuvenate / bias ) our strength.
4. The boy’s father showed ( authentic / skeptical / bias ) toward his son’s story because he
trusted him.
5. We all hope to never experience a ( dearth / skeptical / rejuvenate ) of food.
Fill in the Blank with the Word that Best Fits
skeptical
rejuvenate
bias
dearth
authentic
1.
The witch doctor can ( _______________ ) people with magic and potions.
2.
The woman bought an ( ________________ ) work of art at a flea market.
3.
Some people are ( _______________ ) about miracles.
4.
The school could not buy new sports equipment because of a ( _______________ ) of funds.
5.
The ( _______________ ) between parents and teens is sometimes obvious.
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Writing Activities
Teacher Instructions: Print (or photocopy) and distribute the Unit Activity pages for this Unit
from the Blackline Master 3-Ring Binder (or CD-ROM). Also print or copy a set for yourself.
Students use the blackline master copies or printouts to complete:
Writing Sentences
• Write a complete sentence for each of the 5 unit words
Unscrambling Sentences
• Unscramble two sentences
Writing Activities
• Students arrange 3 sentences into correct order
• Creative writing: compose a three sentence paragraph using any 3 of the 5 Unit words
• Main idea: choose 1 of 3 topic sentences, copy it, and write three sentences that expand it
• Detail: expand each of the 3 sentences above with an additional 2-3 sentences
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In order to direct this Step, simply read the directions for each Writing Activity to the students,
and then walk around the classroom to make sure each student understands the activities and is
completing them as instructed.
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Unit 15
Words to be taught:
marred
heed
divert
negligence
immutable
“Today, we are going to learn a new set of words. Don't be afraid if you don't know what they all
mean. I'm here to help you learn how to read, write, and say each of these important new words.
So relax. You'll do just fine. Are you ready? Let's begin by going over each of the new words.
Listen as I say each of these words aloud. Then, say the word aloud.
Let's go over the words."
(Point to the words using your Flashcards or write them on the board.)
"The first word is 'MARRED.'
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Look at the word 'MARRED' on your list.
Say the word 'MARRED' 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
Marred
PRONUNCIATION
“Listen as I say the word ‘marred’ out loud. ‘MARRED.'
Have you ever heard the word ‘marred’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘marred’ 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 ‘marred.'
'Marred' means damaged or ruined.
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! 'Marred' means damaged or ruined.”
FACTUAL APPLICATION
“Listen as I use the word ‘marred’ in this sentence.
The marred table was covered with scratches, dents and cracks.
Why do you think the table was marred?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Is a dented car marred?” (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 ‘marred’ in a sentence? Don’t be nervous or afraid.
Remember, ‘marred’ means damaged or ruined.” (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 ‘marred’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Marred' means damaged or ruined.”
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Lesson 2
Heed
PRONUNCIATION
“Listen as I say the word ‘heed’ out loud. ‘HEED.'
Have you ever heard the word ‘heed’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘heed’ 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 ‘heed.’
'Heed' means to pay attention to something or to listen to.
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! 'Heed' means to pay attention to something or to listen to.”
FACTUAL APPLICATION
“Listen as I use the word ‘heed’ in this sentence.
You must heed traffic signs if you want to be safe.
What must you heed to be safe?” (Praise their comments. Don't make fun of inappropriate
responses. Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Should you heed the instructions of your teacher?” (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 ‘heed’ in a sentence? Don’t be nervous or afraid. Remember,
‘heed’ means to pay attention to something or to listen to.” (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 ‘heed’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Heed' means to pay attention to something or to listen to."
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Lesson 3
Divert
PRONUNCIATION
“Listen as I say the word ‘divert’ out loud. ‘DI-VERT.'
Have you ever heard the word ‘divert’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘divert’ 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 ‘divert.’
'Divert' means to change direction or to change course.
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! 'Divert' means to change direction or to change course.”
FACTUAL APPLICATION
“Listen as I use the word ‘divert’ in this sentence.
The boaters were asked to divert their courses to avoid the water skiing accident.
Why were the boaters asked to divert their courses?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Would you want to divert a child away from danger?” (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 ‘divert’ in a sentence? Don’t be nervous or afraid.
Remember, ‘divert’ means to change direction or to change course.” (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 ‘divert’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Divert' means to change direction or to change course.”
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Lesson 4
Negligence
PRONUNCIATION
“Listen as I say the word ‘negligence’ out loud. ‘NEG-LI-GENCE.'
Have you ever heard the word ‘negligence’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘negligence’ 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 ‘negligence.’
'Negligence' means not being careful, carelessness.
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! 'Negligence' means not being careful, carelessness.”
FACTUAL APPLICATION
“Listen as I use the word ‘negligence’ in this sentence.
It was the babysitter’s negligence that caused the child to have the accident.
What did the babysitter’s negligence cause?”
(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 negligence on a construction site cause accidents?” (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 ‘negligence’ in a sentence? Don’t be nervous or afraid.
Remember, ‘negligence’ means not being careful, carelessness.” (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 ‘negligence’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Negligence' means not being careful, carelessness.”
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Lesson 5
Immutable
PRONUNCIATION
“Listen as I say the word ‘immutable’ out loud. ‘I-MU-TA-BLE.'
Have you ever heard the word ‘immutable’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘immutable’ 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 ‘immutable.’
'Immutable' means unchangeable, can’t be moved.
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! 'Immutable' means unchangeable, can’t be moved.”
FACTUAL APPLICATION
“Listen as I use the word ‘immutable’ in this sentence.
The immutable opinions of the jury remained the same even after the defense attorney’s speech.
What happened to the immutable opinions of the jury?" (Praise their comments. Don't make fun of
inappropriate responses. Remember: praise, pride, and confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Is the Statue of Liberty immutable?” (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 ‘immutable’ in a sentence? Don’t be nervous or afraid.
Remember, ‘immutable’ means unchangeable, can’t be moved.” (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 ‘immutable’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Immutable' means unchangeable, can’t be moved.”
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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 change course. (DIVERT)
2. Please circle the word in row two that means ruined. (MARRED)
3. Please circle the word in row three that means carelessness. (NEGLIGENCE)
4. Please circle the word in row four that means to listen to. (HEED)
5. Please circle the word in row five that means can’t be moved. (IMMUTABLE)
6. Please circle the word in row six that means to pay attention to something. (HEED)
7. Please circle the word in row seven that means damaged. (MARRED)
8. Please circle the word in row eight that means unchanged. (IMMUTABLE)
9. Please circle the word in row nine that means to change direction. (DIVERT)
10. Please circle the word in row ten that means not being careful. (NEGLIGENCE)
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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 a beautiful table be marred by a deep ugly scratch?
Should you heed the words of a police officer?
Please listen as I read this aloud."
Story
"The evening was marred by an unusual accident. The driver of the car had failed to heed the
detour sign. This forced him to divert onto an unfinished ramp. His negligence cost him his
car when he ran smack into an immutable concrete column."
Questions
1. How was the evening marred?
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2. What did the driver fail to heed?
3. Where was he forced to divert to?
4. What did his negligence cost him?
5. Why was the column immutable?
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 a vacation be marred by beautiful weather? yes or no
2.
Should a person heed a warning? yes or no
3.
Would a road flare be helpful to divert traffic away from your car? yes or no
4.
Could a lawyer’s negligence cause him to lose a case? yes or no
5.
Is an ice sculpture immutable? yes or no
Select the Answer that Best Completes the Sentence
1. The surface of the moon has remained ( heed / marred / immutable ) for over one million years.
2. Her beautiful face was ( negligence / heed / marred ) with an ugly scar.
3. The boy did not ( immutable / heed / divert ) the ‘Beware of Dog’ sign.
4. The dam was used to ( immutable / marred / divert ) the flow of water away from the
town.
5. He lost his wallet due to his own ( negligence / marred / heed ).
Fill in the Blank with the Word that Best Fits
marred
heed
divert
negligence
1.
The Statue of Liberty is an ( ______________ ) figure in New York Harbor.
2.
Exercise and good eating habits can help ( _______________ ) heart disease.
3.
The parent’s ( _______________ ) caused the child’s accident.
4.
The antique mirror was ( _______________ ) by a vandal with spray paint.
5.
Drivers must ( _______________ ) all traffic signs and signals.
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immutable
Writing Activities
Teacher Instructions: Print (or photocopy) and distribute the Unit Activity pages for this Unit
from the Blackline Master 3-Ring Binder (or CD-ROM). Also print or copy a set for yourself.
Students use the blackline master copies or printouts to complete:
Writing Sentences
• Write a complete sentence for each of the 5 unit words
Unscrambling Sentences
• Unscramble two sentences
Writing Activities
• Students arrange 3 sentences into correct order
• Creative writing: compose a three sentence paragraph using any 3 of the 5 Unit words
• Main idea: choose 1 of 3 topic sentences, copy it, and write three sentences that expand it
• Detail: expand each of the 3 sentences above with an additional 2-3 sentences
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In order to direct this Step, simply read the directions for each Writing Activity to the students,
and then walk around the classroom to make sure each student understands the activities and is
completing them as instructed.
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Unit 16
Words to be taught:
trepidation bastion zealous indomitable pugnacity
“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 'TREPIDATION.'
Look at the word 'TREPIDATION' on your list.
Say the word 'TREPIDATION' 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
Trepidation
PRONUNCIATION
“Listen as I say the word ‘trepidation’ out loud. ‘TRE-PI-DA-TION.'
Have you ever heard the word ‘trepidation’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘trepidation’ 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 ‘trepidation.'
'Trepidation' means fear, nervous about what might happen.
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! 'Trepidation' means fear, nervous about what might happen.”
FACTUAL APPLICATION
“Listen as I use the word ‘trepidation’ in this sentence.
We sensed trepidation in the young boys as they went away to camp for the first time.
Why do you think we sensed trepidation in the young boys?”
(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 fearful people feel trepidation?” (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 ‘trepidation’ in a sentence? Don’t be nervous or afraid.
Remember, ‘trepidation’ means fear, nervous about what might happen.” (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 ‘trepidation’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Trepidation' means fear, nervous about what might happen.”
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Lesson 2
Bastion
PRONUNCIATION
“Listen as I say the word ‘bastion’ out loud. ‘BAST-EE-ON.'
Have you ever heard the word ‘bastion’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘bastion’ 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 ‘bastion.’
'Bastion' means a castle-like building, a fort.
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! 'Bastion' means a castle-like building, a fort.”
FACTUAL APPLICATION
“Listen as I use the word ‘bastion’ in this sentence.
The ruler’s bastion was well guarded and hard to get into.
How was the ruler’s bastion?” (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 the White House be thought of as our President’s bastion?” (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 ‘bastion’ in a sentence? Don’t be nervous or afraid.
Remember, 'bastion' means a castle-like building, a fort.” (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 ‘bastion’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Bastion' means a castle-like building, a fort.”
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Lesson 3
Zealous
PRONUNCIATION
“Listen as I say the word ‘zealous’ out loud. ‘ZEA-LOUS.'
Have you ever heard the word ‘zealous’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘zealous’ 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 ‘zealous.’
'Zealous' means crazily devoted to something, really fervent.
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! 'Zealous' means crazily devoted to something, really fervent.”
FACTUAL APPLICATION
“Listen as I use the word ‘zealous’ in this sentence.
Some people are zealous about football and others about baseball.
What are some people zealous about?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Would a zealous teacher be interesting to listen to?” (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 ‘zealous’ in a sentence? Don’t be nervous or afraid.
Remember, ‘zealous’ means crazily devoted to something, really fervent.” (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 ‘zealous’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Zealous' means crazily devoted to something, really fervent.”
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Lesson 4
Indomitable
PRONUNCIATION
“Listen as I say the word ‘indomitable’ out loud. ‘IN-DO-MIN-A-BLE.'
Have you ever heard the word ‘indomitable’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘indomitable’ 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 ‘indomitable.’
'Indomitable' means being unwilling to listen to the law, acts out against authority, defiant.
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! 'Indomitable' means being unwilling to listen to the law, acts out against
authority, defiant.”
FACTUAL APPLICATION
“Listen as I use the word ‘indomitable’ in this sentence.
The gang’s indomitable actions caused the police to arrest them.
What did the gang’s indomitable actions cause?”
(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 indomitable people be peace keepers?” (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 ‘indomitable’ in a sentence? Don’t be nervous or afraid.
Remember, ‘indomitable’ means being unwilling to listen to the law, acts out against authority,
defiant.” (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 ‘indomitable’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Indomitable' means being unwilling to listen to the law, acts out against authority,
defiant.”
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Lesson 5
Pugnacity
PRONUNCIATION
“Listen as I say the word ‘pugnacity’ out loud. ‘PUG-NA-CITY.'
Have you ever heard the word ‘pugnacity’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘pugnacity’ 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 ‘pugnacity.’
'Pugnacity' means readiness to fight over something, waging war.
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! 'Pugnacity' means readiness to fight over something, waging war.”
FACTUAL APPLICATION
“Listen as I use the word ‘pugnacity’ in this sentence.
The boys showed their pugnacity by pushing one another.
How did the boys show their pugnacity?" (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 an angry person show his pugnacity?” (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 ‘pugnacity’ in a sentence? Don’t be nervous or afraid.
Remember, ‘pugnacity’ means readiness to fight over something, waging war.” (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 ‘pugnacity’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Pugnacity' means readiness to fight over something, waging war.”
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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 being unwilling to listen to the law.
(INDOMITABLE)
2. Please circle the word in row two that means readiness to fight over something.
(PUGNACITY)
3. Please circle the word in row three that means crazily devoted to something. (ZEALOUS)
4. Please circle the word in row four that means a castle-like building. (BASTION)
5. Please circle the word in row five that means nervous about what might happen.
(TREPIDATION)
6. Please circle the word in row six that means fort. (BASTION)
7. Please circle the word in row nine that means really fervent. (ZEALOUS)
8. Please circle the word in row eight that means fear. (TREPIDATION)
9. Please circle the word in row seven that means waging war. (PUGNACITY)
10. Please circle the word in row ten that means acts out against authority. (INDOMITABLE)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
Would someone feel trepidation at a scary movie?
Can rock fans be zealous?
Please listen as I read this aloud."
Story
"The soldiers sat in trepidation over the thought of attacking the enemy’s bastion. They
knew they would meet a zealous enemy unwilling to give in. They knew the enemy’s indomitable behavior would prolong their pugnacity.”
Questions
1. Why did the soldiers sit in trepidation?
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2. What was going to happen to the enemy’s bastion?
3. What would the zealous enemy be unwilling to do?
4. What would the enemy’s indomitable behavior do?
5. What would prolong the enemy’s pugnacity?
Matching
"Next, please complete the Matching exercise by matching the five words in the left hand side
column with the correct definitions in the right column."
Unit Review: Silent Reading
Teacher Instructions:
"Please read the Silent Reading passage and fill in the blanks using the words in the list at the
bottom of the page."
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Unit Review: Reinforcement Activities
Teacher Instructions:
The activities below are designed to promote learning transfer. For most students, the activities can be
completed independently; however, some students will need assistance. You decide if your students need
to be guided through the activities. Check each of your student's mannerisms and do not let them get
frustrated. Give them as much assistance as necessary.
Circle the Correct Response - Yes or No
1.
Would you feel trepidation about seeing a cartoon? yes or no
2.
Can an animal build its own bastion? yes or no
3.
Can a football coach be zealous with his team? yes or no
4.
Can a child be indomitable? yes or no
5.
Should a policeman show pugnacity towards citizens? yes or no
Select the Answer that Best Completes the Sentence
1. The children huddled together in ( bastion / trepidation / pugnacity ) during the storm.
2. The fighter pilot was relieved of duty because of his ( indomitable / bastion / trepidation )
behavior.
3. The army’s ( pugnacity / bastion / zealous ) was apparent in their willingness to continue
fighting.
4. The father was ( pugnacity / trepidation / zealous ) in his search to find his missing child.
5. The king’s ( indomitable / trepidation / bastion ) was a five story brick castle.
Fill in the Blank with the Word that Best Fits
trepidation
bastion
zealous
indomitable
pugnacity
1.
The ( ______________ ) youth has been in jail four times.
2.
The lonely girl felt ( ______________ ) with every squeaky noise that the house made.
3.
Some people can be very ( _____________ ) in their beliefs.
4.
The children’s ( _____________ ) was their tree house.
5.
The ( _____________ ) of the band was evident when they smashed their guitars and amps.
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Writing Activities
Teacher Instructions: Print (or photocopy) and distribute the Unit Activity pages for this Unit
from the Blackline Master 3-Ring Binder (or CD-ROM). Also print or copy a set for yourself.
Students use the blackline master copies or printouts to complete:
Writing Sentences
• Write a complete sentence for each of the 5 unit words
Unscrambling Sentences
• Unscramble two sentences
Writing Activities
• Students arrange 3 sentences into correct order
• Creative writing: compose a three sentence paragraph using any 3 of the 5 Unit words
• Main idea: choose 1 of 3 topic sentences, copy it, and write three sentences that expand it
• Detail: expand each of the 3 sentences above with an additional 2-3 sentences
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In order to direct this Step, simply read the directions for each Writing Activity to the students,
and then walk around the classroom to make sure each student understands the activities and is
completing them as instructed.
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Unit 17
Words to be taught:
revere
denounce
candid
impartial
disdain
“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 'REVERE.'
Look at the word 'REVERE' on your list.
Say the word 'REVERE' 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
Revere
PRONUNCIATION
“Listen as I say the word ‘revere’ out loud. ‘RA-VERE.'
Have you ever heard the word ‘revere’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘revere’ 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 ‘revere.'
'Revere' means to worship or to 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! 'Revere' means to worship or to honor.”
FACTUAL APPLICATION
“Listen as I use the word ‘revere’ in this sentence.
Most people revere the elders in their church because they are older and more experienced.
Why do most people revere the elders in their church?”
(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 most people revere their parents?” (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 ‘revere’ in a sentence? Don’t be nervous or afraid.
Remember, 'revere' means to worship or to 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 ‘revere’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Revere' means to worship or to honor.”
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Lesson 2
Denounce
PRONUNCIATION
“Listen as I say the word ‘denounce’ out loud. ‘DI-NOUNCE.'
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 speak out against, to condemn.
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 speak out against, to condemn.”
FACTUAL APPLICATION
“Listen as I use the word ‘denounce’ in this sentence.
Our youth group denounces drugs, alcohol and casual sex.
What does the youth group denounce?” (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 a men’s only club denounce women’s admission?” (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 speak out against, to condemn.” (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 speak out against, to condemn.”
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Lesson 3
Candid
PRONUNCIATION
“Listen as I say the word ‘candid’ out loud. ‘KAN-DID.'
Have you ever heard the word ‘candid’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘candid’ 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 ‘candid.’
'Candid' means truthful, honest.
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! 'Candid' means truthful, honest.”
FACTUAL APPLICATION
“Listen as I use the word ‘candid’ in this sentence.
The President made a candid speech about how the war started.
What did the President make a candid speech about?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Would a candid remark be truthful?” (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 ‘candid’ in a sentence? Don’t be nervous or afraid.
Remember, ‘candid’ means truthful, honest.” (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 ‘candid’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Candid' means truthful, honest.”
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Lesson 4
Impartial
PRONUNCIATION
“Listen as I say the word ‘impartial’ out loud. ‘IM-PAR-TIAL.'
Have you ever heard the word ‘impartial’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘impartial’ 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 ‘impartial.’
'Impartial' means not taking sides, being neutral.
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! 'Impartial' means not taking sides, being neutral.”
FACTUAL APPLICATION
“Listen as I use the word ‘impartial’ in this sentence.
It is important that a judge remain impartial until all the evidence is presented.
Why is it important that a judge remain impartial?”
(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 impartial people take sides?” (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 ‘impartial’ in a sentence? Don’t be nervous or afraid.
Remember, ‘impartial’ means not taking sides, being neutral.” (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 ‘impartial’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Impartial' means not taking sides, being neutral.”
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Lesson 5
Disdain
PRONUNCIATION
“Listen as I say the word ‘disdain’ out loud. ‘DI-STAIN.'
Have you ever heard the word ‘disdain’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘disdain’ 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 ‘disdain.’
'Disdain' means a feeling of great hate or 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! 'Disdain' means a feeling of great hate or dislike.”
FACTUAL APPLICATION
“Listen as I use the word ‘disdain’ in this sentence.
As the gang members entered, feelings of disdain filled the room of parents.
Why did feelings of disdain fill the room?" (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 disdain affect how you feel about someone?” (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 ‘disdain’ in a sentence? Don’t be nervous or afraid.
Remember, ‘disdain’ means a feeling of great hate or 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 ‘disdain’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Disdain' means a feeling of great hate or 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 a feeling of great hate. (DISDAIN)
2. Please circle the word in row two that means to speak out against. (DENOUNCE)
3. Please circle the word in row three that means being neutral. (IMPARTIAL)
4. Please circle the word in row four that means honest. (CANDID)
5. Please circle the word in row five that means to honor. (REVERE)
6. Please circle the word in row six that means not taking sides. (IMPARTIAL)
7. Please circle the word in row seven that means dislike. (DISDAIN)
8. Please circle the word in row eight that means to worship. (REVERE)
9. Please circle the word in row nine that means truthful. (CANDID)
10. Please circle the word in row ten that means condemn. (DENOUNCE)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
Are candid thoughts truthful?
Are impartial jurors needed in a court case?
Please listen as I read this aloud."
Story
"The parents could not understand why some children would try to revere gang membership.
They knew they had to denounce gang behavior in very candid terms. This was no time to be
impartial. Their disdain toward gangs must be clear.”
Questions
1. Who could not understand children revering gang membership?
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2. Who had to denounce gang behavior?
3. What had to be done in candid terms?
4. Who couldn’t be impartial?
5. Whose disdain must be clear?
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 revere a minister? yes or no
2.
Would a parent denounce children using guns? yes or no
3.
Is it good for a doctor to be candid about someone’s health? yes or no
4.
Are children impartial towards candy and ice cream? yes or no
5.
Do opposing groups show disdain towards each others ideas? yes or no
Select the Answer that Best Completes the Sentence
1. Our church chose to ( denounce / revere / disdain ) police brutality.
2. The student learned to ( impartial / denounce / revere ) the knowledge that his teacher
possessed.
3. The nurse was ( disdain / denounce / candid ) with the patient about her chance of
recovery.
4. The father showed ( disdain / revere / candid ) toward his son’s poor choice of friends.
5. The mother could not be ( impartial / revere / denounce ) because she loved her
daughter so much.
Fill in the Blank with the Word that Best Fits
revere
denounce
candid
impartial
disdain
1.
The ( ______________ ) comments from the mayor told the truth about the town’s finances.
2.
Many Indians ( ______________ ) the teachings of their wise men.
3.
Students ( ______________ ) the use of drugs in their school.
4.
The juror was ( ______________ ) during the trial.
5.
The students showed their ( ______________ ) for those who used drugs at school.
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Writing Activities
Teacher Instructions: Print (or photocopy) and distribute the Unit Activity pages for this Unit
from the Blackline Master 3-Ring Binder (or CD-ROM). Also print or copy a set for yourself.
Students use the blackline master copies or printouts to complete:
Writing Sentences
• Write a complete sentence for each of the 5 unit words
Unscrambling Sentences
• Unscramble two sentences
Writing Activities
• Students arrange 3 sentences into correct order
• Creative writing: compose a three sentence paragraph using any 3 of the 5 Unit words
• Main idea: choose 1 of 3 topic sentences, copy it, and write three sentences that expand it
• Detail: expand each of the 3 sentences above with an additional 2-3 sentences
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In order to direct this Step, simply read the directions for each Writing Activity to the students,
and then walk around the classroom to make sure each student understands the activities and is
completing them as instructed.
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Unit 18
Words to be taught:
extol
pragmatic
novel
proponent
rigorous
“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 'EXTOL.'
Look at the word 'EXTOL' on your list.
Say the word 'EXTOL' 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
Extol
PRONUNCIATION
“Listen as I say the word ‘extol’ out loud. ‘EX-TOL.'
Have you ever heard the word ‘extol’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘extol’ 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 ‘extol.'
'Extol' means to praise or to say great things about.
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! 'Extol' means to praise or to say great things about.”
FACTUAL APPLICATION
“Listen as I use the word ‘extol’ in this sentence.
The people of our parish wanted to extol the good works of our women’s group.
What do you think the people of the parish wanted to extol?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Would you extol the actions of a boy scout?” (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 ‘extol’ in a sentence? Don’t be nervous or afraid.
Remember, ‘extol’ means to praise or to say great things about.” (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 ‘extol’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Extol' means to praise or to say great things about.”
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Lesson 2
Pragmatic
PRONUNCIATION
“Listen as I say the word ‘pragmatic’ out loud. ‘PRAG-MA-TIC.'
Have you ever heard the word ‘pragmatic’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘pragmatic’ 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 ‘pragmatic.’
'Pragmatic' means practical, based on experience.
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! 'Pragmatic' means practical, based on experience.”
FACTUAL APPLICATION
“Listen as I use the word ‘pragmatic’ in this sentence.
I think that a blue suit, white shirt and blue tie is a very pragmatic way to dress for an interview.
What is a pragmatic way to dress?” (Praise their comments. Don't make fun of inappropriate
responses. Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Is it pragmatic to visit a doctor once a year?” (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 ‘pragmatic’ in a sentence? Don’t be nervous or afraid.
Remember, ‘pragmatic’ means practical, based on experience.” (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 ‘pragmatic’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Pragmatic' means practical, based on experience.”
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Lesson 3
Novel
PRONUNCIATION
“Listen as I say the word ‘novel’ out loud. ‘NO-VEL.'
Have you ever heard the word ‘novel’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘novel’ 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 ‘novel.’
'Novel' means new, unique or original.
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! 'Novel' means new, unique or original.”
FACTUAL APPLICATION
“Listen as I use the word ‘novel’ in this sentence.
The new gym teacher’s novel way for us to warm up before class was dancing.
What was a novel way to warm up before class?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Would a novel idea have been used before?” (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 ‘novel’ in a sentence? Don’t be nervous or afraid. Remember,
‘novel’ means new, unique or original.” (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 ‘novel’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Novel' means new, unique or original.”
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Lesson 4
Proponent
PRONUNCIATION
“Listen as I say the word ‘proponent’ out loud. ‘PRO-PO-NENT.'
Have you ever heard the word ‘proponent’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘proponent’ 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 ‘proponent.’
'Proponent' means to speak in favor of, supporter.
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! 'Proponent' means to speak in favor of, supporter.”
FACTUAL APPLICATION
“Listen as I use the word ‘proponent’ in this sentence.
The doctor was a proponent of exercise and good eating habits.
What did the doctors proponent?”
(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?
Are bankers proponent of putting your money in the bank?” (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 ‘proponent’ in a sentence? Don’t be nervous or afraid.
Remember, ‘proponent’ means to speak in favor of, supporter.” (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 ‘proponent’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Proponent' means to speak in favor of, supporter.”
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Lesson 5
Rigorous
PRONUNCIATION
“Listen as I say the word ‘rigorous’ out loud. ‘RI-GA-ROUS.'
Have you ever heard the word ‘rigorous’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘rigorous’ 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 ‘rigorous.’
'Rigorous' means hard, demanding.
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! 'Rigorous' means hard, demanding.”
FACTUAL APPLICATION
“Listen as I use the word ‘rigorous’ in this sentence.
The soldier’s rigorous training prepared him for war.
What did the soldier’s rigorous training 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?
Does rigorous exercise make for a good workout?” (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 ‘rigorous’ in a sentence? Don’t be nervous or afraid.
Remember, ‘rigorous’ means hard, demanding.” (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 ‘rigorous’?" (Help them if they can't formulate the
correct response.)
"That’s great! ‘Hazard’ 'Rigorous' means hard, demanding.”
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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 demanding. (RIGOROUS)
2. Please circle the word in row two that means unique or original. (NOVEL)
3. Please circle the word in row three that means based on experience. (PRAGMATIC)
4. Please circle the word in row four that means supporter. (PROPONENT)
5. Please circle the word in row five that means say great things about. (EXTOL)
6. Please circle the word in row six that means practical. (PRAGMATIC)
7. Please circle the word in row seven that means new. (NOVEL)
8. Please circle the word in row eight that means praise. (EXTOL)
9. Please circle the word in row nine that means speak in favor of. (PROPONENT)
10. Please circle the word in row ten that means hard. (RIGOROUS)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
Should we extol good deeds?
Is rigorous exercise good for you?
Please listen as I read this aloud."
Story
"The athlete seemed confused when the people started to extol his ability. The reason he won
was more pragmatic. The reason was not novel. The reason was just that he was a proponent of rigorous daily practice.”
Questions
1. What did the people start to extol?
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2. What was pragmatic?
3. What was not novel?
4. What did the athlete proponent?
5. What was rigorous?
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 a dog trainer extol his animals? yes or no
2.
Should relaxation be rigorous? yes or no
3.
Is it pragmatic to seek shelter from the rain? yes or no
4.
Would cars be novel in the old west? yes or no
5.
Should race car drivers proponent speeding on the highways? yes or no
Select the Answer that Best Completes the Sentence
1. We ( pragmatic / extol / rigorous ) God during our church service.
2. The doctor’s ( proponent / pragmatic / extol ) advice was easy for the patient to follow.
3. The cyclist tried a ( rigorous / pragmatic / novel ) approach to his practice.
4. Emergency room doctors follow a ( rigorous / extol / novel ) schedule.
5. The teachers ( proponent / extol / pragmatic ) good study habits.
Fill in the Blank with the Word that Best Fits
extol
pragmatic
novel
proponent
rigorous
1.
The student’s ( ______________ ) idea won her a science award.
2.
Police cadets attend a ( _______________ ) training session.
3.
The florist offered ( ________________ ) designs to suit the client’s limited budget.
4.
The coach likes to ( _________________ ) his team for a great game.
5.
The boy scouts and girl scouts ( _________________ ) strong moral character.
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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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