Unit 31
Words to be taught:
sinister
silhouette
secluded
sorority
speculate
“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 'SINISTER.'
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Look at the word 'SINISTER' on your list.
Say the word 'SINISTER' 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
Sinister
PRONUNCIATION
“Listen as I say the word ‘sinister’ out loud. ‘SIN-IS-TER.'
Have you ever heard the word ‘sinister’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘sinister’ 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 ‘sinister.'
'Sinister' means evil, related to disaster.
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! 'Sinister' means evil, related to disaster.”
FACTUAL APPLICATION
“Listen as I use the word ‘sinister’ in this sentence.
The movie villain wore a sinister smile.
What did the movie villain wear?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Do you know a sinister person?” (Try to get your students to think about the consequences of the
sentence.This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘sinister’ in a sentence? Don’t be nervous or afraid.
Remember, ‘sinister’ means evil, related to disaster.” (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 ‘sinister’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Sinister' means evil, related to disaster.”
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Lesson 2
Silhouette
PRONUNCIATION
“Listen as I say the word ‘silhouette’ out loud. ‘SI-LE-WET.'
Have you ever heard the word ‘silhouette’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘silhouette’ 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 ‘silhouette.’
'Silhouette' means the outline of a body, a likeness cut from dark material and placed on a light
background.
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! 'Silhouette' means the outline of a body, a likeness cut from dark material
and placed on a light background.”
FACTUAL APPLICATION
“Listen as I use the word ‘silhouette’ in this sentence.
The artist drew the child's silhouette.
Whose silhouette did the artist draw?” (Praise their comments. Don't make fun of inappropriate
responses. Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Can you make a silhouette?” (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 ‘silhouette’ in a sentence? Don’t be nervous or afraid.
Remember, ‘silhouette’ means the outline of a body, a likeness cut from dark material and placed on
a light background." (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 ‘silhouette’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Silhouette' means the outline of a body, a likeness cut from dark material and placed
on a light background.”
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Lesson 3
Secluded
PRONUNCIATION
“Listen as I say the word ‘secluded’ out loud. ‘SE-KLOO-DED.'
Have you ever heard the word ‘secluded’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘secluded’ 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 ‘secluded.’
'Secluded' means hidden from view, shut off.
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! 'Secluded' means hidden from view, shut off.”
FACTUAL APPLICATION
“Listen as I use the word ‘secluded’ in this sentence.
The couple spent their honeymoon on a secluded island.
Where did the couple spend their honeymoon?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
What would you do on a secluded island?” (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 ‘secluded’ in a sentence? Don’t be nervous or afraid.
Remember, ‘secluded’ means hidden from view, shut off.” (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 ‘secluded’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Secluded' means hidden from view, shut off.”
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Lesson 4
Sorority
PRONUNCIATION
“Listen as I say the word ‘sorority’ out loud. ‘SO-ROR-I-TEE.'
Have you ever heard the word ‘sorority’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘sorority’ 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 ‘sorority.’
'Sorority' means a club of women, a women's student organization.
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! 'Sorority' means a club of women, a women's student organization.”
FACTUAL APPLICATION
“Listen as I use the word ‘sorority’ in this sentence.
Many women join a sorority during college.
What do many women join?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
How does a woman become a member of a sorority?” (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 ‘sorority’ in a sentence? Don’t be nervous or afraid.
Remember, ‘sorority’ means a club of women, a women's student organization.” (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 ‘sorority’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Sorority' means a club of women, a women's student organization.”
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Lesson 5
Speculate
PRONUNCIATION
“Listen as I say the word ‘speculate’ out loud. ‘SPEK-U-LATE.'
Have you ever heard the word ‘speculate’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘speculate’ 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 ‘speculate.’
'Speculate' means to wonder, to reflect.
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! 'Speculate' means to wonder, to reflect.”
FACTUAL APPLICATION
“Listen as I use the word ‘speculate’ in this sentence.
The man wouldn't speculate about his girlfriend's weight.
What wouldn't the man speculate about?" (Praise their comments. Don't make fun of inappropriate
responses. Remember: praise, pride, and confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Do people speculate about your future plans?” (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 ‘speculate’ in a sentence? Don’t be nervous or afraid.
Remember, ‘speculate’ means to wonder, to reflect.” (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 ‘speculate’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Speculate' means to wonder, to reflect.”
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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 hidden from view. (SECLUDED)
2. Please circle the word in row two that means outline of a body. (SILHOUETTE)
3. Please circle the word in row three that means evil. (SINISTER)
4. Please circle the word in row four that means to wonder. (SPECULATE)
5. Please circle the word in row five that means a club of women. (SORORITY)
6. Please circle the word in row six that means a likeness cut from dark material and placed on a light
background. (PRESCRIPTION)
7. Please circle the word in row seven that means a women's student organization. (SORORITY)
8. Please circle the word in row eight that means related to disaster. (SINISTER)
9. Please circle the word in row nine that means to reflect. (SPECULATE)
10. Please circle the word in row ten that means shut off. (SECLUDED)
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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 heros sinister?
Do you know a silhouette artist?
Please listen as I read this aloud."
Story
"The sinister silhouette in the window of the secluded cabin caused the members of the
sorority to call the police. They did not want to speculate if this was a joke or not.”
Questions
1. What was sinister?
2. Where was the silhouette?
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3. Who was in the secluded cabin?
4. Why did the sorority members call the police?
5. What did the sorority members not want to speculate about?
Matching
"Next, please complete the Matching exercise by matching the five words in the left hand side
column with the correct definitions in the right column."
Unit Review: Silent Reading
Teacher Instructions:
"Please read the Silent Reading passage and fill in the blanks using the words in the list at the
bottom of the page."
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Unit Review: Reinforcement Activities
Teacher Instructions:
The activities below are designed to promote learning transfer. For most students, the activities can
be completed independently; however, some students will need assistance. You decide if your students
need to be guided through the activities. Check each of your student's mannerisms and do not let
them get frustrated. Give them as much assistance as necessary.
Circle the Correct Response - Yes or No
1. Do most people like to be greeted by a sinister smile? yes or no
2. Are silhouettes bright? yes or no
3. Are secluded places crowded? yes or no
4. Can anyone join a sorority? yes or no
5. Can you speculate about the past? yes or no
Select the Answer that Best Completes the Sentence
1. The actor plays lots of ( speculate / sinister / silhouette ) roles.
2. A cameo contains a ( sinister / silhouette / secluded ).
3. ( Secluded / Speculate / Sinister ) homes often cost a lot of money.
4. The ( silhouette / secluded / sorority ) rejected five freshmen students.
5. Nosy people will ( speculate / sorority / secluded ) about others' business.
Fill in the Blank with the Word that Best Fits
sinister
sorority
silhouette
secluded
1. Storybook witches are (_____________________) characters.
2. She caught a glimpse of someone's (_____________________).
3. A (_____________________) location is hard to find.
4. (_____________________) members are called sisters.
5. Let's not (_____________________) about the woman's age.
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speculate
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 32
Words to be taught:
stupefied
scrimmage
sophomore
superlative
spiral
“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 'STUPEFIED.'
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Look at the word 'STUPEFIED' on your list.
Say the word 'STUPEFIED' 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
Stupefied
PRONUNCIATION
“Listen as I say the word ‘stupefied’ out loud. ‘STU-PE-FIDE.'
Have you ever heard the word ‘stupefied’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘stupefied’ 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 ‘stupefied.'
'Stupefied' means made stupid, surprised.
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! 'Stupefied' means made stupid, surprised.”
FACTUAL APPLICATION
“Listen as I use the word ‘stupefied’ in this sentence.
The child's filthy language stupefied his mother.
Who was stupefied?”
(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?
When were you last stupefied?” (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 ‘stupefied’ in a sentence? Don’t be nervous or afraid.
Remember, ‘stupefied’ means made stupid, surprised.” (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 ‘stupefied’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Stupefied' means made stupid, surprised.”
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Lesson 2
Scrimmage
PRONUNCIATION
“Listen as I say the word ‘scrimmage’ out loud. ‘SKRI-MEJ.'
Have you ever heard the word ‘scrimmage’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘scrimmage’ 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 ‘scrimmage.’
'Scrimmage' means a minor battle, practice play between two squads.
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! 'Scrimmage' means a minor battle, practice play between two squads.”
FACTUAL APPLICATION
“Listen as I use the word ‘scrimmage’ in this sentence.
The junior varsity ball players watched the upperclassmen scrimmage.
Who watched the upperclassmen scrimmage?” (Praise their comments. Don't make fun of
inappropriate responses. Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Why are scrimmage games important?” (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 ‘scrimmage’ in a sentence? Don’t be nervous or afraid.
Remember, ‘scrimmage’ means a minor battle, practice play between two squads.” (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 ‘scrimmage’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Scrimmage' means a minor battle, practice play between two squads.”
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Lesson 3
Sophomore
PRONUNCIATION
“Listen as I say the word ‘sophomore’ out loud. ‘SOF-MOR.'
Have you ever heard the word ‘sophomore’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘sophomore’ 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 ‘sophomore.’
'Sophomore' means a student in the second year of college or secondary school.
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! 'Sophomore' means a student in the second year of college or secondary
school.”
FACTUAL APPLICATION
“Listen as I use the word ‘sophomore’ in this sentence.
The sophomore tried out for the swim team.
Who tried out for the swim team?”
(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 date a sophomore?” (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 ‘sophomore’ in a sentence? Don’t be nervous or afraid.
Remember, ‘sophomore’ means a student in the second year of college or secondary school.”
(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 ‘sophomore’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Sophomore' means a student in the second year of college or secondary school.”
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Lesson 4
Superlative
PRONUNCIATION
“Listen as I say the word ‘superlative’ out loud. ‘SOO-PER-LUH-TIVE.'
Have you ever heard the word ‘superlative’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘superlative’ 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 ‘superlative.’
'Superlative' means excellent, highest in degree or quality.
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! 'Superlative' means excellent, highest in degree or quality.”
FACTUAL APPLICATION
“Listen as I use the word ‘superlative’ in this sentence.
The scholar earned superlative grades in her senior year.
What did the scholar earn in her senior year?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Do you know a superlative teacher?” (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 ‘superlative’ in a sentence? Don’t be nervous or afraid.
Remember, ‘superlative’ means excellent, highest in degree or quality.” (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 ‘superlative’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Superlative' means excellent, highest in degree or quality.”
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Lesson 5
Spiral
PRONUNCIATION
“Listen as I say the word ‘spiral’ out loud. ‘SPI-RUHL.'
Have you ever heard the word ‘spiral’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘spiral’ 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 ‘spiral.’
'Spiral' means a football kick or pass which rotates, a coiling object or helix.
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! 'Spiral' means a football kick or pass which rotates, a coiling object or helix.”
FACTUAL APPLICATION
“Listen as I use the word ‘spiral’ in this sentence.
The kicker's perfect spiral won the game.
What won the game?" (Praise their comments. Don't make fun of inappropriate responses.
Remember: praise, pride, and confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Who throws a spiral in a football game?” (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 ‘spiral’ in a sentence? Don’t be nervous or afraid. Remember,
‘spiral’ means a football kick or pass which rotates, a coiling object or helix.” (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 ‘spiral’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Spiral' means a football kick or pass which rotates, a coiling object or helix.”
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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 student in the second year of college. (SOPHOMORE)
2. Please circle the word in row two that means a minor battle. (SCRIMMAGE)
3. Please circle the word in row three that means a football kick which rotates. (SPIRAL)
4. Please circle the word in row four that means excellent. (SUPERLATIVE)
5. Please circle the word in row five that means made stupid. (STUPEFIED)
6. Please circle the word in row six that means highest in degree or quality. (SUPERLATIVE)
7. Please circle the word in row seven that means a football pass which rotates. (SPIRAL)
8. Please circle the word in row eight that means a student in the second year of secondary school.
(SOPHOMORE)
9. Please circle the word in row nine that means practice play between two squads. (SCRIMMAGE)
10. Please circle the word in row ten that means surprised. (STUPEFIED)
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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 you stupefied by racist remarks?
Have you played in a scrimmage game?
Please listen as I read this aloud."
Story
"The coach was stupefied by the way the afternoon scrimmage ended. His sophomore
quarterback was able to break free and throw a superlative, game-winning spiral on the last
play.”
Questions
1. Who was stupefied?
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2. When was the scrimmage?
3. Which player was a sophomore?
4. Who threw the superlative spiral?
5. When did the quarterback throw the spiral?
Matching
"Next, please complete the Matching exercise by matching the five words in the left hand side
column with the correct definitions in the right column."
Unit Review: Silent Reading
Teacher Instructions:
"Please read the Silent Reading passage and fill in the blanks using the words in the list at the
bottom of the page."
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Unit Review: Reinforcement Activities
Teacher Instructions:
The activities below are designed to promote learning transfer. For most students, the activities can
be completed independently; however, some students will need assistance. You decide if your students
need to be guided through the activities. Check each of your student's mannerisms and do not let
them get frustrated. Give them as much assistance as necessary.
Circle the Correct Response - Yes or No
1. Are people stupefied by something they didn't expect? yes or no
2. Do two sides participate in a scrimmage? yes or no
3. Do students graduate after their sophomore year? yes or no
4. Do most students try to make superlative grades? yes or no
5. Can a spiral be thrown with a football? yes or no
Select the Answer that Best Completes the Sentence
1. The unexpected visitors ( stupefied / scrimmage / spiral ) the family.
2. Our star players missed today's ( spiral / superlative / scrimmage ).
3. He left college in his ( sophomore / spiral / stupefied ) year.
4. She accepted a ( superlative / sophomore / spiral ) job offer.
5. The quarterback's ( stupefied / spiral / superlative ) thrilled the crowd.
Fill in the Blank with the Word that Best Fits
scrimmage
stupefied
superlative
spiral
sophomore
1. The guilty verdict (_____________________) the public.
2. The coach wasn't pleased with the team's (_____________________) performance.
3. A (_____________________) is not ready to graduate.
4. Our lawyer has a (_____________________) reputation.
5. The kicker's (_____________________) hit the goalpost.
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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 33
Words to be taught:
stability
segment
superficial
sterile
saturated
“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 'STABILITY.'
Look at the word 'STABILITY' on your list.
Say the word 'STABILITY' 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
Stability
PRONUNCIATION
“Listen as I say the word ‘stability’ out loud. ‘STA-BIL-I-TEE.'
Have you ever heard the word ‘stability’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘stability’ 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 ‘stability.'
'Stability' means the state of being stable or reliable, firmness.
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! 'Stability' means the state of being stable or reliable, firmness.”
FACTUAL APPLICATION
“Listen as I use the word ‘stability’ in this sentence.
Children like stability in their lives.
Who like stability?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
What kind of people don't like stability?” (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 ‘stability’ in a sentence? Don’t be nervous or afraid.
Remember, ‘stability’ means the state of being stable or reliable, firmness.” (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 ‘stability’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Stability' means the state of being stable or reliable, firmness.”
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Lesson 2
Segment
PRONUNCIATION
“Listen as I say the word ‘segment’ out loud. ‘SEG-MINT.'
Have you ever heard the word ‘segment’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘segment’ 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 ‘segment.’
'Segment' means a separate piece of something, a part.
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! 'Segment' means a separate piece of something, a part.”
FACTUAL APPLICATION
“Listen as I use the word ‘segment’ in this sentence.
The viewer missed the first segment of the television show.
What did the viewer miss?” (Praise their comments. Don't make fun of inappropriate responses.
Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
What's your favorite segment of the day?” (Try to get your students to think about what this could
possibly mean.This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘segment’ in a sentence? Don’t be nervous or afraid.
Remember, ‘segment’ means a separate piece of something, a part.” (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 ‘segment’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Segment' means a separate piece of something, a part.”
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Lesson 3
Superficial
PRONUNCIATION
“Listen as I say the word ‘superficial’ out loud. ‘SOO-PER-FI-SHUL.'
Have you ever heard the word ‘superficial’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘superficial’ 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 ‘superficial.’
'Superficial' means concerned only with the obvious, lying on the surface.
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! 'Superficial' means concerned only with the obvious, lying on the surface.”
FACTUAL APPLICATION
“Listen as I use the word ‘superficial’ in this sentence.
He suffered a superficial burn on his arm.
What was superficial?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
How would you treat a superficial cut?” (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 ‘superficial’ in a sentence? Don’t be nervous or afraid.
Remember, ‘superficial’ means concerned only with the obvious, lying on the surface.” (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 ‘superficial’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Superficial' means concerned only with the obvious, lying on the surface.”
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Lesson 4
Sterile
PRONUNCIATION
“Listen as I say the word ‘sterile’ out loud. ‘STE-RUHL.'
Have you ever heard the word ‘sterile’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘sterile’ 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 ‘sterile.’
'Sterile' means failing to produce offspring, free from living microorganisms.
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! 'Sterile' means failing to produce offspring, free from living microorganisms.”
FACTUAL APPLICATION
“Listen as I use the word ‘sterile’ in this sentence.
Surgeons use sterile operating instruments.
What do surgeons use?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Why do doctors use sterile instruments?” (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 ‘sterile’ in a sentence? Don’t be nervous or afraid.
Remember, ‘sterile’ means failing to produce offspring, free from living microorganisms.” (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 ‘sterile’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Sterile' means failing to produce offspring, free from living microorganisms.”
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Lesson 5
Saturated
PRONUNCIATION
“Listen as I say the word ‘saturated’ out loud. ‘SATCH-ER-A-TED.'
Have you ever heard the word ‘saturated’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘saturated’ 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 ‘saturated.’
'Saturated' means satisfied fully, soaked.
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! ‘Saturated' means satisfied fully, soaked.”
FACTUAL APPLICATION
“Listen as I use the word ‘saturated’ in this sentence.
Heavy rain saturated the ground.
What saturated the ground?" (Praise their comments. Don't make fun of inappropriate responses.
Remember: praise, pride, and confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Can a desert be saturated?” (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 ‘saturated’ in a sentence? Don’t be nervous or afraid.
Remember, ‘saturated’ means satisfied fully, soaked.” (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 ‘saturated’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Saturated' means satisfied fully, soaked.”
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Software
After completing the teacher-led lessons, it's time to have the students move to the Talking
Software for additional Instruction & Assessment. (Note: you can have the students work in the
Talking Software after each individual lesson, or, you can have them wait until you’ve taught all five
lessons in each Unit and then have them work on those lessons in the Talking Software).
Note: for information about how to log onto the Talking Software, or, how to change a student’s
bookmark in the Talking Software, refer to the Implementation Guide which is in a 3 ring binder in
your Curriculum Collection.
The Talking Software follows the same consistent instructional sequence for each Lesson (for
each new word):
• Word 1:
Pronunciation
Definition
Context
Question
Spelling
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• Words 2 through 5 -- repeat the instructional sequence
Following Word 5, a Unit review consists of:
Synonym Review
Definition Review
Passage (vocabulary in a paragraph)
Fill in the blank (comprehension)
Comprehension (multiple choice)
Note: In the Talking Software,Verbal Master content is further organized by Clusters, with six
Units per Cluster, and six Clusters per Level. Each Cluster in the Talking Software begins with a
pre-test and ends with a post-test. For instructions on how to interpret and use this information
for your students, refer to the Implementation Guide which is in a 3 ring binder in your
Curriculum Collection.
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Teacher Instructions: Print (or photo copy) and distribute the Unit Activity pages for this
Unit from the Blackline Master 3-Ring Binder (or CD-ROM).
Unit Review: Definition Review
Verbal Directions:
“In this exercise, I am going to see how well you remember the meanings of the new words we have
gone over. Listen as I read the meaning of the word. Then, find the word in the row that best matches
that meaning. Are you ready to begin?
Good! Let’s start. Please begin at row one.”
(Make sure they are on the activities page with the rows of words. Be sure they begin on row one.)
1. Please circle the word in row one that means the state of being stable. (STABILITY)
2. Please circle the word in row two that means a separate piece of something. (SEGMENT)
3. Please circle the word in row three that means concerned only with the obvious. (SUPERFICIAL)
4. Please circle the word in row four that means satisfied fully. (SATURATED)
5. Please circle the word in row five that means failing to produce offspring. (STERILE)
6. Please circle the word in row six that means soaked. (SATURATED)
7. Please circle the word in row seven that means firmness. (STABILITY)
8. Please circle the word in row eight that means lying on the surface. (SUPERFICIAL)
9. Please circle the word in row nine that means a part. (SEGMENT)
10. Please circle the word in row ten that means free from living microorganisms. (STERILE)
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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 there stability in your neighborhood?
Which segment of a meal do you like best?
Please listen as I read this aloud."
Story
"The doctors had to fight long and hard to bring stability to one segment of the patient's
wounds. This cut was not superficial and they were forced to use many sterile pads because
the blood had saturated them.”
Questions
1. Who fought to bring stability?
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2. What segment of the wounds did they treat?
3. What was not superficial?
4. Why were the doctors forced to use many sterile pads?
5. What saturated the pads?
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 war bring stability to a country? yes or no
2. Is morning a segment of the day? yes or no
3. Does a superficial wound go deep beneath your skin? yes or no
4. Is it safe to use sterile dishes? yes or no
5. Does a drought leave the earth saturated? yes or no
Select the Answer that Best Completes the Sentence
1. Long marriages are a sign of ( sterile / stability / superficial ).
2. One ( stability / sterile / segment ) of the crowd was rowdy.
3. ( Superficial / Segment / Saturated ) burns are not serious.
4. A hospital is a ( segment / saturated / sterile ) environment.
5. The baby's diaper was ( saturated / superficial / segment ) with urine.
Fill in the Blank with the Word that Best Fits
segment
saturated
stability
superficial
1. Divorce can threaten a family's (_____________________).
2. I wish I had a (_____________________) of that pie.
3. We hardly noticed his (_____________________) scar.
4. Use a (_____________________) bandage to cover a wound.
5. Snow (_____________________) the field.
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sterile
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 34
Words to be taught:
strewn
scour
siphon
synthetic
segregate
“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 'STREWN.'
Look at the word 'STREWN' on your list.
Say the word 'STREWN' 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
Strewn
PRONUNCIATION
“Listen as I say the word ‘strewn’ out loud. ‘STROON.'
Have you ever heard the word ‘strewn’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘strewn’ 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 ‘strewn.'
'Strewn' means to spread or cover by scattering.
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! 'Strewn' means to spread or cover by scattering.”
FACTUAL APPLICATION
“Listen as I use the word ‘strewn’ in this sentence.
Toys were strewn all over the boy's room.
What was strewn all over the boy's 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?
Who picks up litter that's strewn over the highway?” (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 ‘strewn’ in a sentence? Don’t be nervous or afraid.
Remember, ‘strewn’ means to spread or cover by scattering.” (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 ‘strewn’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Strewn' means to spread or cover by scattering.”
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Lesson 2
Scour
PRONUNCIATION
“Listen as I say the word ‘scour’ out loud. ‘SKOW-ER.'
Have you ever heard the word ‘scour’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘scour’ 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 ‘scour.’
'Scour' means to move about quickly or to go through as if in a search.
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! 'Scour' means to move about quickly or to go through as if in a search.”
FACTUAL APPLICATION
“Listen as I use the word ‘scour’ in this sentence.
Searchers began to scour the neighborhood for the lost child.
Who began to scour the neighborhood?” (Praise their comments. Don't make fun of inappropriate
responses. Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
How long would it take to scour a 100-story skyscraper?” (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 ‘scour’ in a sentence? Don’t be nervous or afraid.
Remember, ‘scour’ means to move about quickly or to go through as if in a search.” (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 ‘scour’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Scour' means to move about quickly or to go through as if in a search.”
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Lesson 3
Siphon
PRONUNCIATION
“Listen as I say the word ‘siphon’ out loud. ‘SI-FUN.'
Have you ever heard the word ‘siphon’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘siphon’ 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 ‘siphon.’
'Siphon' means to draw off or empty through a tube.
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! 'Siphon' means to draw off or empty through a tube.”
FACTUAL APPLICATION
“Listen as I use the word ‘siphon’ in this sentence.
Thieves know how to siphon gas from car tanks.
What do thieves know how to do?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
How would you siphon money from a bank account?” (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 ‘siphon’ in a sentence? Don’t be nervous or afraid.
Remember, ‘siphon’ means to draw off or empty through a tube.” (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 ‘siphon’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Siphon' means to draw off or empty through a tube.”
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Lesson 4
Synthetic
PRONUNCIATION
“Listen as I say the word ‘synthetic’ out loud. ‘SIN-THET-IK.'
Have you ever heard the word ‘synthetic’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘synthetic’ 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 ‘synthetic.’
'Synthetic' means produced artificially, not real.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! 'Synthetic' means produced artificially, not real.”
FACTUAL APPLICATION
“Listen as I use the word ‘synthetic’ in this sentence.
Her blouse is made of synthetic material.
What kind of material is her blouse made of?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Why do some people prefer to wear synthetic fur?” (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 ‘synthetic’ in a sentence? Don’t be nervous or afraid.
Remember, ‘synthetic’ means produced artificially, not real.” (This is very hard for some students. Try
to bring their prior experiences and backgrounds into the process. Don't give up. Help them at first.
Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘synthetic’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Synthetic' means produced artificially, not real.”
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Lesson 5
Segregate
PRONUNCIATION
“Listen as I say the word ‘segregate’ out loud. ‘SEG-RE-GATE.'
Have you ever heard the word ‘segregate’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘segregate’ 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 ‘segregate.’
'Segregate' means to separate or set apart from others.
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! 'Segregate' means to separate or set apart from others.”
FACTUAL APPLICATION
“Listen as I use the word ‘segregate’ in this sentence.
It's against the law to segregate racial groups in public places.
What's against the law?" (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?
When did it become illegal to segregate racial groups in public places?” (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 ‘segregate’ in a sentence? Don’t be nervous or afraid.
Remember, ‘segregate’ means to separate or set apart from others.” (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 ‘segregate’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Segregate' means to separate or set apart from others.”
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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 draw off. (SIPHON)
2. Please circle the word in row two that means produced artificially. (SYNTHETIC)
3. Please circle the word in row three that means spread by scattering. (STREWN)
4. Please circle the word in row four that means to move about quickly as if in a search.
(SCOUR)
5. Please circle the word in row five that means to separate. (SEGREGATE)
6. Please circle the word in row six that means to empty. (SIPHON)
7. Please circle the word in row seven that means covered by scattering. (STREWN)
8. Please circle the word in row eight that means to set apart from others. (SEGREGATE)
9. Please circle the word in row nine that means to go through as if in a search. (SCOUR)
10. Please circle the word in row ten that means not real. (SYNTHETIC)
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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 people be arrested for the trash they've strewn outside?
Why would someone scour the newspaper want ads?
Please listen as I read this aloud."
Story
"The tornado left cars and trucks strewn all over the highway. One fire truck had to scour the
neighborhood before it could find enough pipe needed to siphon out a truck loaded with synthetic fuel. The fireman knew it would explode if they could not segregate the fuel from the
truck.”
Questions
1. What was strewn all over the highway?
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2. What did the fire truck have to scour?
3. What was needed to siphon the truck?
4. What was loaded with synthetic fuel?
5. Who would segregate the fuel from the truck?
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 trash be strewn on the sidewalk? yes or no
2. Will searchlights help you scour a crowd at night? yes or no
3. Is it dangerous to siphon gas? yes or no
4. Is silk a synthetic material? yes or no
5. Do people segregate themselves? yes or no
Select the Answer that Best Completes the Sentence
1. The delivery truck's goods were ( strewn / segregate / synthetic ) all over the street.
2. Dogs can help police ( synthetic / scour / strewn ) a crime scene.
3. Crooks will try to ( segregate / strewn / siphon ) the money from your wallet.
4. ( Scour / Synthetic / Segregate ) fabrics cost less than natural ones.
5. The teacher had to ( segregate / siphon / scour ) two angry students.
Fill in the Blank with the Word that Best Fits
strewn
scour
segregate
synthetic
siphon
1. Debris was (_____________________) everywhere after the earthquake.
2. The man vowed to (_____________________) the earth for his wife's killer.
3. Children can quickly (_____________________) a cookie jar.
4. The clothes designer detests (_____________________) fabrics.
5. Pet owners sometimes (_____________________) cats and dogs.
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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 35
Words to be taught:
titanic
transfusion
tributary
tabulate
turmoil
“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 'TITANIC.'
Look at the word 'TITANIC' on your list.
Say the word 'TITANIC' 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
Titanic
PRONUNCIATION
“Listen as I say the word ‘titanic’ out loud. ‘TI-TAN-IK.'
Have you ever heard the word ‘titanic’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘titanic’ 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 ‘titanic.'
'Titanic' means having great force or power.
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! 'Titanic' means having great force or power.”
FACTUAL APPLICATION
“Listen as I use the word ‘titanic’ in this sentence.
The titanic dog mauled the little girl.
Who did the dog maul?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Where can you find a titanic boxer?” (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 ‘titanic’ in a sentence? Don’t be nervous or afraid.
Remember, ‘titanic’ means having great force or power.” (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 ‘titanic’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Titanic' means having great force or power.”
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Lesson 2
Transfusion
PRONUNCIATION
“Listen as I say the word ‘transfusion’ out loud. ‘TRANZ-FU-SHUN.'
Have you ever heard the word ‘transfusion’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘transfusion’ 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 ‘transfusion.’
'Transfusion' means to transfer liquid, to inject whole blood, plasma or other solution into the
blood stream.
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! 'Transfusion' means to transfer liquid, to inject whole blood, plasma or other
solution into the blood stream.”
FACTUAL APPLICATION
“Listen as I use the word ‘transfusion’ in this sentence.
The patient improved after receiving the blood transfusion.
Who improved after receiving the blood transfusion?” (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?
Where do doctors get blood for a transfusion?” (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 ‘transfusion’ in a sentence? Don’t be nervous or afraid.
Remember, ‘transfusion’ means to transfer liquid, to inject whole blood, plasma or other solution
into the blood stream.” (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 ‘transfusion’?" (Help them if they can't formulate
the correct response.)
"That’s great! ‘Transfusion' means to transfer liquid, to inject whole blood, plasma or other solution
into the blood stream."
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Lesson 3
Tributary
PRONUNCIATION
“Listen as I say the word ‘tributary’ out loud. ‘TRI-BU-TER-E.'
Have you ever heard the word ‘tributary’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘tributary’ 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 ‘tributary.’
'Tributary' means a stream feeding a larger stream or lake.
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! 'Tributary' means a stream feeding a larger stream or lake.”
FACTUAL APPLICATION
“Listen as I use the word ‘tributary’ in this sentence.
The tributary is polluted.
What is polluted?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
What kind of fish would you find in a tributary?” (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 ‘tributary’ in a sentence? Don’t be nervous or afraid.
Remember, ‘tributary’ means a stream feeding a larger stream or lake.” (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 ‘tributary’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Tributary' means a stream feeding a larger stream or lake.”
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Lesson 4
Tabulate
PRONUNCIATION
“Listen as I say the word ‘tabulate’ out loud. ‘TAB-U-LATE.'
Have you ever heard the word ‘tabulate’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘tabulate’ 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 ‘tabulate.’
'Tabulate' means to count, record, or list.
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! 'Tabulate' means to count, record, or list.”
FACTUAL APPLICATION
“Listen as I use the word ‘tabulate’ in this sentence.
Officials had to tabulate the city's storm damage.
What did the officials tabulate?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
What kind of jobs require you to tabulate money?” (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 ‘tabulate’ in a sentence? Don’t be nervous or afraid.
Remember, ‘tabulate’ means to count, record, or list.” (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 ‘tabulate’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Tabulate' means to count, record, or list.”
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Lesson 5
Turmoil
PRONUNCIATION
“Listen as I say the word ‘turmoil’ out loud. ‘TERM-OIL.'
Have you ever heard the word ‘turmoil’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘turmoil’ 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 ‘turmoil.’
'Turmoil' means extreme confusion or excitement.
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! 'Turmoil' means extreme confusion or excitement.”
FACTUAL APPLICATION
“Listen as I use the word ‘turmoil’ in this sentence.
A riot can cause turmoil.
What can cause turmoil?" (Praise their comments. Don't make fun of inappropriate responses.
Remember: praise, pride, and confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
What causes turmoil in a marriage?” (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 ‘turmoil’ in a sentence? Don’t be nervous or afraid.
Remember, ‘turmoil’ means extreme confusion or excitement.” (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 ‘turmoil’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Turmoil' means extreme confusion or excitement.”
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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 having great force. (TITANIC)
2. Please circle the word in row two that means extreme confusion. (TURMOIL)
3. Please circle the word in row three that means a stream feeding a larger stream. (TRIBUTARY)
4. Please circle the word in row four that means to count. (TABULATE)
5. Please circle the word in row five that means to transfer. (TRANSFUSION)
6. Please circle the word in row six that means to spread. (TRANSFUSION)
7. Please circle the word in row seven that means extreme excitement. (TURMOIL)
8. Please circle the word in row eight that means a stream feeding a lake. (TRIBUTARY)
9. Please circle the word in row nine that means to list. (TABULATE)
10. Please circle the word in row ten that means having great power. (TITANIC)
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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 weaklings titanic?
Why would a patient need a blood transfusion?
Please listen as I read this aloud."
Story
"The titanic storm dropped a huge amount of water in a very short time. This transfusion of
water turned the small tributary into a raging river. It was impossible to tabulate how much
turmoil and damage it caused.”
Questions
1. What did the titanic storm do?
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2. What was there a transfusion of?
3. What was the tributary turned into?
4. Was it possible to tabulate the damage
5. How much turmoil had been caused?
Matching
"Next, please complete the Matching exercise by matching the five words in the left hand side
column with the correct definitions in the right column."
Unit Review: Silent Reading
Teacher Instructions:
"Please read the Silent Reading passage and fill in the blanks using the words in the list at the
bottom of the page."
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Unit Review: Reinforcement Activities
Teacher Instructions:
The activities below are designed to promote learning transfer. For most students, the activities can
be completed independently; however, some students will need assistance. You decide if your students
need to be guided through the activities. Check each of your student's mannerisms and do not let
them get frustrated. Give them as much assistance as necessary.
Circle the Correct Response - Yes or No
1. Do weight lifters have titanic muscles? yes or no
2. Do some patients benefit from transfusions? yes or no
3. Can you swim in a tributary? yes or no
4. Do accountants tabulate numbers yes or no
5. Can fighting cause turmoil? yes or no
Select the Answer that Best Completes the Sentence
1. Lions are ( tributary / turmoil / titanic ) animals.
2. He drowned in the ( transfusion / titanic / tributary ) near town.
3. A failing business needs a cash ( tabulate / transfusion / turmoil ).
4. How do I love thee? Let me ( titanic/ tabulate / turmoil ) the ways.
5. The fire caused ( turmoil / tributary / transfusion ) at the school.
Fill in the Blank with the Word that Best Fits
tributary
transfusion
titanic
turmoil
1. (_____________________) waves damage the ship.
2. The dry garden needed a (_____________________) of water.
3. He fished along the banks of the (_____________________).
4. Bank tellers must know how to (_____________________) money.
5. (_____________________) ended the couple's marriage.
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tabulate
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 36
Words to be taught:
valiant
vain
valor
velocity
virtue
“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 'VALIANT.'
Look at the word 'VALIANT' on your list.
Say the word 'VALIANT' 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
Valiant
PRONUNCIATION
“Listen as I say the word ‘valiant’ out loud. ‘VAL-YINT.'
Have you ever heard the word ‘valiant’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘valiant’ 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 ‘valiant.'
'Valiant' means acting with bravery, heroic.
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! 'Valiant' means acting with bravery, heroic.”
FACTUAL APPLICATION
“Listen as I use the word ‘valiant’ in this sentence.
Viewers watched the rescue team's valiant efforts on TV.
Who watched the rescue team's valiant efforts?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Who's the most valiant person that you know?” (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 ‘valiant’ in a sentence? Don’t be nervous or afraid.
Remember, ‘valiant’ means acting with bravery, heroic.” (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 ‘valiant’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Valiant' means acting with bravery, heroic.”
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Lesson 2
Vain
PRONUNCIATION
“Listen as I say the word ‘vain’ out loud. ‘VANE.'
Have you ever heard the word ‘vain’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘vain’ 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 ‘vain.’
'Vain' means worthless or unsuccessful.
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! 'Vain' means worthless or unsuccessful.”
FACTUAL APPLICATION
“Listen as I use the word ‘vain’ in this sentence.
The student's attempts to graduate were all in vain.
What was all in vain?” (Praise their comments. Don't make fun of inappropriate responses.
Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
What have you tried in vain to achieve?” (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 ‘vain’ in a sentence? Don’t be nervous or afraid. Remember,
‘vain’ means worthless or unsuccessful.” (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 ‘vain’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Vain' means worthless or unsuccessful.”
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Lesson 3
Valor
PRONUNCIATION
“Listen as I say the word ‘valor’ out loud. ‘VAL-OR.'
Have you ever heard the word ‘valor’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘valor’ 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 ‘valor.’
'Valor' means a strength of mind or spirit, personal bravery.
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! 'Valor' means a strength of mind or spirit, personal bravery.”
FACTUAL APPLICATION
“Listen as I use the word ‘valor’ in this sentence.
Firefighters show valor every time they battle a blaze.
What do firefighters show?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Where does valor come from?” (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 ‘valor’ in a sentence? Don’t be nervous or afraid. Remember,
‘valor’ means a strength of mind or spirit, personal bravery.” (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 ‘valor’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Valor' means a strength of mind or spirit, personal bravery.”
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Lesson 4
Velocity
PRONUNCIATION
“Listen as I say the word ‘velocity’ out loud. ‘VE-LOS-I-TE.'
Have you ever heard the word ‘velocity’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘velocity’ 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 ‘velocity.’
'Velocity' means speed, the state of being fast.
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! ‘'Velocity' means speed, the state of being fast.”
FACTUAL APPLICATION
“Listen as I use the word ‘velocity’ in this sentence.
Computers tracked the rocket's velocity.
What tracked the rocket's velocity?” (Praise their comments. Don't make fun of inappropriate
responses. Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
What instrument tracks a car's velocity?” (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 ‘velocity’ in a sentence? Don’t be nervous or afraid.
Remember, ‘velocity’ means speed, the state of being fast.” (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 ‘velocity’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Velocity' means speed, the state of being fast.”
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Lesson 5
Virtue
PRONUNCIATION
“Listen as I say the word ‘virtue’ out loud. ‘VIR-TU.'
Have you ever heard the word ‘virtue’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘virtue’ 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 ‘virtue.’
'Virtue' means moral excellence or goodness.
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! 'Virtue' means moral excellence or goodness.”
FACTUAL APPLICATION
“Listen as I use the word ‘virtue’ in this sentence.
Heroes possess virtue.
What do heroes possess?" (Praise their comments. Don't make fun of inappropriate responses.
Remember: praise, pride, and confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
How can virtue help a person face danger?” (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 ‘virtue’ in a sentence? Don’t be nervous or afraid.
Remember, ‘virtue’ means moral excellence or goodness.” (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 ‘virtue’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Virtue' means moral excellence or goodness.”
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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 acting with bravery. (VALIANT)
2. Please circle the word in row two that means strength of mind or spirit. (VALOR)
3. Please circle the word in row three that means speed. (VELOCITY)
4. Please circle the word in row four that means worthless. (VAIN)
5. Please circle the word in row five that means strength. (VIRTUE)
6. Please circle the word in row six that means heroic. (VALIANT)
7. Please circle the word in row seven that means the state of being fast. (VELOCITY)
8. Please circle the word in row eight that means courage. (VIRTUE)
9. Please circle the word in row nine that means unsuccessful. (VAIN)
10. Please circle the word in row ten that means personal bravery. (VALOR)
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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 coward commit a valiant act?
Have you ever prayed in vain?
Please listen as I read this aloud."
Story
"The rescue workers' valiant efforts to save the trapped family were not in vain. Their valor
in the middle of the forest fire with such amazing velocity saved the family. People with less
virtue might have easily given up and walked away.”
Questions
1. Whose efforts were valiant?
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2. Were their efforts in vain?
3. Whose valor saved the family?
4. What kind of velocity did the fire have?
5. What might people with less virtue have done?
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. Have you ever seen a valiant person? yes or no
2. Would you be frustrated if your studies were in vain? yes or no
3. Can valor save someone's life? yes or no
4. Can scientists calculate the Earth's velocity? yes or no
5. Is honesty a virtue? yes or no
Select the Answer that Best Completes the Sentence
1. ( Vain / Virtue / Velocity ) means strength.
2. The twister's ( velocity / virtue / valiant ) surprised the town's residents.
3. The ( valiant / valor / velocity ) soldier died in the battle.
4. He stopped searching in ( valor / vain / virtue ) for love.
5. Her acts of ( virtue/ valiant / valor ) saved lives.
Fill in the Blank with the Word that Best Fits
valiant
velocity
vain
valor
1. Crowds cheered during the (_____________________) rescue attempt.
2. She searched in (_____________________) for the missing dog.
3. The soldier was awarded a medal of (_____________________).
4. (_____________________) can cause highway accidents.
5. Patience is a (_____________________).
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virtue
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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