Unit 31
Words to be taught:
credulous
dubious
static
atrophy
congenial
“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 'CREDULOUS.'
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Look at the word 'CREDULOUS' on your list.
Say the word 'CREDULOUS' 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
Credulous
PRONUNCIATION
“Listen as I say the word ‘credulous’ out loud. ‘CRED-JU-LOUS.'
Have you ever heard the word ‘credulous’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘credulous’ 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 ‘credulous.'
'Credulous' means easily fooled, believing what is said.
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! 'Credulous' means easily fooled, believing what is said.”
FACTUAL APPLICATION
“Listen as I use the word ‘credulous’ in this sentence.
The boy was not as credulous as we thought, since he didn’t believe our story about aliens.
Why was the boy not as credulous as they thought?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Would a credulous child believe in ghosts if you told him to?” (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 ‘credulous’ in a sentence? Don’t be nervous or afraid.
Remember, ‘credulous’ means easily fooled, believing what is said.” (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 ‘credulous’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Credulous' means easily fooled, believing what is said.”
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Lesson 2
Dubious
PRONUNCIATION
“Listen as I say the word ‘dubious’ out loud. ‘DU-BI-OUS.'
Have you ever heard the word ‘dubious’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘dubious’ 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 ‘dubious.’
'Dubious' means doubtful, uncertain or unsure.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! 'Dubious' means doubtful, uncertain or unsure.”
FACTUAL APPLICATION
“Listen as I use the word ‘dubious’ in this sentence.
The teacher was dubious that her students understood the material because their test scores
were so low.
Why was the teacher dubious?” (Praise their comments. Don't make fun of inappropriate responses.
Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Would a prediction of an earthquake’s occurrence be dubious?” (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 ‘dubious’ in a sentence? Don’t be nervous or afraid.
Remember, ‘dubious’ means doubtful, uncertain or unsure." (This is very hard for some students.
Try to bring their prior experiences and backgrounds into the process. Don't give up. Help them at
first. Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘dubious’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Dubious' means doubtful, uncertain or unsure.”
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Lesson 3
Static
PRONUNCIATION
“Listen as I say the word ‘static’ out loud. ‘STA-TIC.'
Have you ever heard the word ‘static’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘static’ 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 ‘static.’
'Static' means not changing; standing or being still.
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! 'Static' means not changing; standing or being still.”
FACTUAL APPLICATION
“Listen as I use the word ‘static’ in this sentence.
The sick man’s condition remained static, never responding to medication.
Why was the sick man’s condition static?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Would a static exhibit be in motion?” (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 ‘static’ in a sentence? Don’t be nervous or afraid. Remember,
‘static’ means not changing; standing or being still.” (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 ‘static’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Static' means not changing; standing or being still.”
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Lesson 4
Atrophy
PRONUNCIATION
“Listen as I say the word ‘atrophy’ out loud. ‘A-TRO-FEE.'
Have you ever heard the word ‘atrophy’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘atrophy’ 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 ‘atrophy.’
'Atrophy' means to waste away from lack of use or to deteriorate.
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! 'Atrophy' means to waste away from lack of use or to deteriorate.”
FACTUAL APPLICATION
“Listen as I use the word ‘atrophy’ in this sentence.
The boy’s body showed atrophy from the disabling accident.
Why did the boy’s body show atrophy?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Would atrophy occur to a well used, well kept machine?” (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 ‘atrophy’ in a sentence? Don’t be nervous or afraid.
Remember, ‘atrophy’ means to waste away from lack of use or to deteriorate.” (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 ‘atrophy’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Atrophy' means to waste away from lack of use or to deteriorate.”
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Lesson 5
Congenial
PRONUNCIATION
“Listen as I say the word ‘congenial’ out loud. ‘CON-GEEN-IAL.'
Have you ever heard the word ‘congenial’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘congenial’ 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 ‘congenial.’
'Congenial' means nice or pleasant.
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! 'Congenial' means nice or pleasant.”
FACTUAL APPLICATION
“Listen as I use the word ‘congenial’ in this sentence.
The sweet old lady always acts congenial to the children.
To whom did the lady act congenial?" (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 it be necessary for a minister to be congenial?” (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 ‘congenial’ in a sentence? Don’t be nervous or afraid.
Remember, ‘congenial’ means nice or pleasant.” (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 ‘congenial’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Congenial' means nice or pleasant.”
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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 doubtful. (DUBIOUS)
2. Please circle the word in row two that means nice. (CONGENIAL)
3. Please circle the word in row three that means not changing. (STATIC)
4. Please circle the word in row four that means waste away from lack of use. (ATROPHY)
5. Please circle the word in row five that means easily fooled. (CREDULOUS)
6. Please circle the word in row six that means uncertain or unsure. (DUBIOUS)
7. Please circle the word in row seven that means pleasant. (CONGENIAL)
8. Please circle the word in row eight that means deteriorate. (ATROPHY)
9. Please circle the word in row nine that means believing what is said. (CREDULOUS)
10. Please circle the word in row ten that means standing or being still. (STATIC)
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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 children credulous towards fairy tales?
Is a prisoner generally congenial towards the guards?
Please listen as I read this aloud."
Story
"The doctors did not want to appear credulous toward their patient’s upbeat personality. They
were quite dubious. They knew that her static situation had caused serious atrophy. Her
condition was hopeless and yet she appeared so congenial.”
Questions
1. To whom did the doctor not want to appear credulous?
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2. About what were they dubious?
3. What did her static situation cause?
4. What caused the atrophy?
5. To whom did she appear congenial?
Matching
"Next, please complete the Matching exercise by matching the five words in the left hand side
column with the correct definitions in the right column."
Unit Review: Silent Reading
Teacher Instructions:
"Please read the Silent Reading passage and fill in the blanks using the words in the list at the
bottom of the page."
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Unit Review: Reinforcement Activities
Teacher Instructions:
The activities below are designed to promote learning transfer. For most students, the activities can be
completed independently; however, some students will need assistance. You decide if your students need
to be guided through the activities. Check each of your student's mannerisms and do not let them get
frustrated. Give them as much assistance as necessary.
Circle the Correct Response - Yes or No
1.
Would a young child be credulous to a story about Godzilla appearing on the beach? yes or no
2.
Would space travel sound dubious to people living in 1812? yes or no
3.
Are the oceans and the beaches static? yes or no
4.
Do muscles atrophy if you don’t use them? yes or no
5.
Do nuns act congenial? yes or no
Select the Answer that Best Completes the Sentence
1. The hostess was very ( congenial /static /credulous ) toward all her guests and made them
feel at home.
2. The scientist’s discoveries of life on Jupiter were very ( static / dubious / credulous ).
3. My aunt’s car has ( static / atrophied / dubious ) from lack of use.
4. The weatherman made a ( credulous / congenial /dubious ) prediction that it would snow in
May.
5. The science student made a ( atrophy / static / credulous ) display of his science project.
Fill in the Blank with the Word that Best Fits
credulous
dubious
static
atrophy
congenial
1. Elderly patients can ( ___________________ ) if not given exercise.
2.
The con-man made the ( __________________ ) prediction that rain would come to the desert
town.
3.
The scared child remained ( ___________________ ) during the thunderstorm.
4.
The minister was ( _________________ ) with the bishop and his aides.
5.
The child appeared ( _________________ ) to suggestions that monsters lived under his bed.
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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 32
Words to be taught:
fervor
ascetic
austere
disparate
incessant
“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 'FERVOR.'
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Look at the word 'FERVOR' on your list.
Say the word 'FERVOR' 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
Fervor
PRONUNCIATION
“Listen as I say the word ‘fervor’ out loud. ‘FER-VER.'
Have you ever heard the word ‘fervor’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘fervor’ 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 ‘fervor.'
'Fervor' means passion, 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! 'Fervor' means passion, excitement.”
FACTUAL APPLICATION
“Listen as I use the word ‘fervor’ in this sentence.
The coach brought out a fervor in his players that helped them perform well.
What did bringing out their fervor 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?
Would a person show fervor for his beliefs?” (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 ‘fervor’ in a sentence? Don’t be nervous or afraid.
Remember, ‘fervor’ means passion, 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 ‘fervor’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Fervor' means passion, excitement.”
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Lesson 2
Ascetic
PRONUNCIATION
“Listen as I say the word ‘ascetic’ out loud. ‘A-SE-TIC.'
Have you ever heard the word ‘ascetic’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘ascetic’ 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 ‘ascetic.’
'Ascetic' means practicing self-denial, living like a hermit (all alone).
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! 'Ascetic' means practicing self-denial, living like a hermit (all alone).”
FACTUAL APPLICATION
“Listen as I use the word ‘ascetic’ in this sentence.
Monks live ascetic lives in their monasteries.
Where do monks live ascetic lives?” (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 priests live ascetic lives while in school?” (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 ‘ascetic’ in a sentence? Don’t be nervous or afraid.
Remember, ‘ascetic’ means practicing self-denial, living like a hermit (all alone).” (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 ‘ascetic’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Ascetic' means practicing self-denial, living like a hermit (all alone).”
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Lesson 3
Austere
PRONUNCIATION
“Listen as I say the word ‘austere’ out loud. ‘AU-STERE.'
Have you ever heard the word ‘austere’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘austere’ 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 ‘austere.’
'Austere' means bare or without much money.
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! 'Austere' means bare or without much money.”
FACTUAL APPLICATION
“Listen as I use the word ‘austere’ in this sentence.
The new doctor’s office was austere with only the bare minimum of furniture.
What made the doctor’s office look austere?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Would a rich person be living an austere life?” (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 ‘austere’ in a sentence? Don’t be nervous or afraid.
Remember, ‘austere’ means bare or without much money.” (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 ‘austere’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Austere' means bare or without much money.”
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Lesson 4
Disparate
PRONUNCIATION
“Listen as I say the word ‘disparate’ out loud. ‘DIS-PA-RATE.'
Have you ever heard the word ‘disparate’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘disparate’ 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 ‘disparate.’
'Disparate' means different, does not get along.
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! 'Disparate' means different, does not get along.”
FACTUAL APPLICATION
“Listen as I use the word ‘disparate’ in this sentence.
The description of the robber that the girl gave was disparate with the boy’s description.
What was disparate?”
(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 charities take in disparate donations?” (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 ‘disparate’ in a sentence? Don’t be nervous or afraid.
Remember, ‘disparate’ means different, does not get along.” (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 ‘disparate’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Disparate' means different, does not get along.”
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Lesson 5
Incessant
PRONUNCIATION
“Listen as I say the word ‘incessant’ out loud. ‘IN-CES-SANT.'
Have you ever heard the word ‘incessant’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘incessant’ 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 ‘incessant.’
'Incessant' means not stopping, never ending.
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! 'Incessant' means not stopping, never ending.”
FACTUAL APPLICATION
“Listen as I use the word ‘incessant’ in this sentence.
The incessant noise from the children gave the man a headache.
What did the incessant noise 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?
Would incessant nagging from a parent make a child happy?” (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 ‘incessant’ in a sentence? Don’t be nervous or afraid.
Remember, ‘incessant’ means not stopping, never ending.” (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 ‘incessant’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Incessant' means not stopping, never ending.”
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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 never ending. (INCESSANT)
2. Please circle the word in row two that means passion. (FERVOR)
3. Please circle the word in row three that means without much money. (AUSTERE)
4. Please circle the word in row four that means practicing self-denial. (ASCETIC)
5. Please circle the word in row five that means does not get along. (DISPARATE)
6. Please circle the word in row six that means bare. (AUSTERE)
7. Please circle the word in row seven that means non-stop. (INCESSANT)
8. Please circle the word in row eight that means excitement. (FERVOR)
9. Please circle the word in row nine that means hermit like. (ASCETIC)
10. Please circle the word in row ten that means different. (DISPARATE)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
Would incessant buzzing noises make your ears hurt?
Is an austere home well furnished?
Please listen as I read this aloud."
Story
"The young man could not understand the fervor his friends expressed in their new ascetic
lifestyles. He felt that such an austere change was simply too disparate for him. He would
never understand their incessant search for a new and different way of life.”
Questions
1. What did the friends express fervor for?
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2. Who had a new ascetic lifestyle?
3. What did the young man feel about an austere change?
4. What was too disparate for him?
5. What were his friends incessant 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.
Would an athlete express fervor for his sport? yes or no
2.
Does an ascetic lifestyle require a lot of money? yes or no
3.
Is a person with a very decorated home living an austere life? yes or no
4.
Would disparate people be able to easily get along? yes or no
5.
Would incessant tapping make a person nervous? yes or no
Select the Answer that Best Completes the Sentence
1. The man’s ( ascetic / fervor / incessant ) talking was annoying to the girl.
2. The cult members were asked to live ( disparate / ascetic / fervor ) lives by their leader.
3. The old man’s ( incessant / ascetic / austere ) home brought on concern from his neighbors.
4. The young skater had great ( incessant / fervor / austere ) for her sport.
5. The timing of the two races was ( disparate / fervor / ascetic ) with the two judges.
Fill in the Blank with the Word that Best Fits
1.
fervor
ascetic
austere
disparate
incessant
The new doctor’s office was very ( ______________ ) with only the bare minimum of furnishings.
2.
The man’s lifestyle was too ( _________________ ) for the boy to understand.
3.
The coach brought out a ( _______________ ) in his players that helped them perform well.
4.
Some Eskimos have ( _________________ ) lifestyles out in the wild.
5.
The ( ________________ ) noise form the race track made it hard to concentrate.
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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:
dissent
contentious
neutral
acquiescent
provocative
“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 'DISSENT.'
Look at the word 'DISSENT' on your list.
Say the word 'DISSENT' 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
Dissent
PRONUNCIATION
“Listen as I say the word ‘dissent’ out loud. ‘DIS-SENT.'
Have you ever heard the word ‘dissent’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘dissent’ 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 ‘dissent.'
'Dissent' means disagreement or not getting along.
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! 'Dissent' means disagreement or not getting along.”
FACTUAL APPLICATION
“Listen as I use the word ‘dissent’ in this sentence.
The man expressed his dissent with the group’s choice of a meeting place.
About what did the man express his dissent?”
(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 dissent among soldiers make for a strong army?” (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 ‘dissent’ in a sentence? Don’t be nervous or afraid.
Remember, ‘dissent’ means disagreement or not getting along.” (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 ‘dissent’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Dissent' means disagreement or not getting along.”
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Lesson 2
Contentious
PRONUNCIATION
“Listen as I say the word ‘contentious’ out loud. ‘CON-TEN-TIOUS.'
Have you ever heard the word ‘contentious’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘contentious’ 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 ‘contentious.’
'Contentious' means combative, quarrelling or waging war.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! 'Contentious' means combative, quarrelling or waging war.”
FACTUAL APPLICATION
“Listen as I use the word ‘contentious’ in this sentence.
The contentious child got into many fights at the day care center.
What did the contentious child do?” (Praise their comments. Don't make fun of inappropriate
responses. Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Will contentious actions make you well liked?” (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 ‘contentious’ in a sentence? Don’t be nervous or afraid.
Remember, ‘contentious’ means combative, quarrelling or waging war.” (This is very hard for some
students.Try to bring their prior experiences and backgrounds into the process. Don't give up. Help
them at first. Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘contentious’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Contentious' means combative, quarrelling or waging war.”
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Lesson 3
Neutral
PRONUNCIATION
“Listen as I say the word ‘neutral’ out loud. ‘NU-TRAL.'
Have you ever heard the word ‘neutral’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘neutral’ 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 ‘neutral.’
'Neutral' means not taking sides or not going against anything.
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! 'Neutral' means not taking sides or not going against anything.”
FACTUAL APPLICATION
“Listen as I use the word ‘neutral’ in this sentence.
The neutral judge carefully listened to both sides of the argument.
What did the neutral judge 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?
Would a neutral comment hurt someone’s feelings?” (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 ‘neutral’ in a sentence? Don’t be nervous or afraid.
Remember, ‘neutral’ means not taking sides or not going against anything.” (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 ‘neutral’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Neutral' means not taking sides or not going against anything.”
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Lesson 4
Acquiescent
PRONUNCIATION
“Listen as I say the word ‘acquiescent’ out loud. ‘AC-QUEE-ES-SENT.'
Have you ever heard the word ‘acquiescent’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘acquiescent’ 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 ‘acquiescent.’
'Acquiescent' means giving in to someone, agreeing or obedient.
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! 'Acquiescent' means giving in to someone, agreeing or obedient.”
FACTUAL APPLICATION
“Listen as I use the word ‘acquiescent’ in this sentence.
The students were asked to be acquiescent with the detectives who were searching the school.
Who was asked to be acquiescent with the detectives?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Is a good child acquiescent with his father’s wishes?” (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 ‘acquiescent’ in a sentence? Don’t be nervous or afraid.
Remember, ‘acquiescent’ means giving in to someone, agreeing or obedient.” (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 ‘acquiescent’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Acquiescent' means giving in to someone, agreeing or obedient.”
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Lesson 5
Provocative
PRONUNCIATION
“Listen as I say the word ‘provocative’ out loud. ‘PRO-VOCK-A-TIVE.'
Have you ever heard the word ‘provocative’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘provocative’ 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 ‘provocative.’
'Provocative' means exciting or getting lots of attention.
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! 'Provocative' means exciting or getting lots of attention.”
FACTUAL APPLICATION
“Listen as I use the word ‘provocative’ in this sentence.
Her provocative way of dressing got all the men’s attention.
What did her provocative way of dressing 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?
Would a provocative story keep your attention?” (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 ‘provocative’ in a sentence? Don’t be nervous or afraid.
Remember, ‘provocative’ means exciting or getting lots of attention.” (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 ‘provocative’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Provocative' means exciting or getting lots of attention.”
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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 quarrelling. (CONTENTIOUS)
2. Please circle the word in row two that means getting lots of attention. (PROVOCATIVE)
3. Please circle the word in row three that means not going against anything. (NEUTRAL)
4. Please circle the word in row four that means agreeing. (ACQUIESCENT)
5. Please circle the word in row five that means not getting along. (DISSENT)
6. Please circle the word in row six that means waging war. (CONTENTIOUS)
7. Please circle the word in row seven that means exciting. (PROVOCATIVE)
8. Please circle the word in row eight that means disagreement. (DISSENT)
9. Please circle the word in row nine that means obedient. (ACQUIESCENT)
10. Please circle the word in row ten that means not taking sides. (NEUTRAL)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
Would provocative books be popular?
Is dissent among friends good?
Please listen as I read this aloud."
Story
"The woman had decided that the time had come to express her dissent at her boss’ contentious behavior. She could no longer remain neutral or acquiescent towards his provocative acts. Either he stopped or she would quit.”
Questions
1. What did the woman express dissent to?
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2. What was contentious about her boss?
3. Why could she no longer remain neutral?
4. What could she not longer remain acquiescent about?
5. Who didn’t like the boss’ provocative acts?
Matching
"Next, please complete the Matching exercise by matching the five words in the left hand side
column with the correct definitions in the right column."
Unit Review: Silent Reading
Teacher Instructions:
"Please read the Silent Reading passage and fill in the blanks using the words in the list at the
bottom of the page."
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Unit Review: Reinforcement Activities
Teacher Instructions:
The activities below are designed to promote learning transfer. For most students, the activities can be
completed independently; however, some students will need assistance. You decide if your students need
to be guided through the activities. Check each of your student's mannerisms and do not let them get
frustrated. Give them as much assistance as necessary.
Circle the Correct Response - Yes or No
1.
Does dissent among co-workers make for a good place to work? yes or no
2.
Would a contentions child be punished for his actions? yes or no
3.
Does a neutral color go with many other colors? yes or no
4.
Would a king ask his subjects to be acquiescent with his laws? yes or no
5.
Could a provocative book be a best-seller? yes or no
Select the Answer that Best Completes the Sentence
1. The man’s ( contentious / dissent / provocative ) behavior got him thrown in jail.
2. The students showed their ( neutral / compliant / dissent ) when the teacher threw away
the grades.
3. The diplomat was able to remain ( provocative / contentious / neutral ) during the peace
talks.
4. The belly dancer wore a very ( provocative / dissent / neutral ) outfit for her performance.
5. A good citizen is ( acquiescent / dissent / contentious ) with the law.
Fill in the Blank with the Word that Best Fits
dissent
contentious
neutral
acquiescent
provocative
1.
The PTA decided to put an end to the student’s ( ______________ ) behavior during school.
2.
The magician’s show was very ( _____________ ), especially when he set the girl on fire.
3.
The team showed ( _______________ ) with the coach’s decision to postpone the game.
4.
Jurors need to be ( ________________ ) when listening to a court case.
5.
The builder was ( ______________ ) with his client’s wishes and made the house the way the
client wanted.
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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 34
Words to be taught:
heresy
tentative
engender
languish
fastidious
“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 'HERESY.'
Look at the word 'HERESY' on your list.
Say the word 'HERESY' 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
Heresy
PRONUNCIATION
“Listen as I say the word ‘heresy’ out loud. ‘HARE-E-SEE.'
Have you ever heard the word ‘heresy’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘heresy’ 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 ‘heresy.'
'Heresy' means an opinion violently opposed to established beliefs, unsound beliefs.
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! 'Heresy' means an opinion violently opposed to established beliefs, unsound
beliefs.”
FACTUAL APPLICATION
“Listen as I use the word ‘heresy’ in this sentence.
A businessman who speaks in favor of lower profits is speaking heresy.
Who was speaking heresy?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Would a military expert be accused of heresy among his peers for believing in non-violent action?”
(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 ‘heresy’ in a sentence? Don’t be nervous or afraid.
Remember, ‘heresy’ means an opinion violently opposed to established beliefs, unsound beliefs.”
(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 ‘heresy’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Heresy' means an opinion violently opposed to established beliefs, unsound beliefs.”
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Lesson 2
Tentative
PRONUNCIATION
“Listen as I say the word ‘tentative’ out loud. ‘TEN-TI-TIVE.'
Have you ever heard the word ‘tentative’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘tentative’ 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 ‘tentative.’
'Tentative' means uncertain, temporary or not final.
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! 'Tentative' means uncertain, temporary or not final.”
FACTUAL APPLICATION
“Listen as I use the word ‘tentative’ in this sentence.
The speed skater set a tentative goal to break the world record time.
What was the skater’s tentative goal?” (Praise their comments. Don't make fun of inappropriate
responses. Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Could a tentative schedule change?” (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 ‘tentative’ in a sentence? Don’t be nervous or afraid.
Remember, ‘tentative’ means uncertain, temporary or not final.” (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 ‘tentative’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Tentative' means uncertain, temporary or not final.”
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Lesson 3
Engender
PRONUNCIATION
“Listen as I say the word ‘engender’ out loud. ‘EN-GEN-DER.'
Have you ever heard the word ‘engender’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘engender’ 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 ‘engender.’
'Engender' means to create, to make or produce.
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! 'Engender' means to create, to make or produce.”
FACTUAL APPLICATION
“Listen as I use the word ‘engender’ in this sentence.
Ben Franklin knew that the discovery of electricity would engender the possibilities of new
inventions.
What would the discovery of electricity engender?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Could a creative person engender wonderful works of art?” (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 ‘engender’ in a sentence? Don’t be nervous or afraid.
Remember, ‘engender’ means to create, to make or produce.” (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 ‘engender’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Engender' means to create, to make or produce.”
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Lesson 4
Languish
PRONUNCIATION
“Listen as I say the word ‘languish’ out loud. ‘LAN-GUISH.'
Have you ever heard the word ‘languish’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘languish’ 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 ‘languish.’
'Languish' means to become weak, droop or waste away.
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! 'Languish' means to become weak, droop or waste away.”
FACTUAL APPLICATION
“Listen as I use the word ‘languish’ in this sentence.
The couple languished when they heard the news of their son’s accident.
What did the couple languish about?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Would a small boy languish over the death of his dog?” (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 ‘languish’ in a sentence? Don’t be nervous or afraid.
Remember, ‘languish’ means to become weak, droop or waste away.” (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 ‘languish’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Languish' means to become weak, droop or waste away.”
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Lesson 5
Fastidious
PRONUNCIATION
“Listen as I say the word ‘fastidious’ out loud. ‘FAS-TI-DI-OUS.'
Have you ever heard the word ‘fastidious’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘fastidious’ 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 ‘fastidious.’
'Fastidious' means fussy or picky, demanding or hard to please.
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! 'Fastidious' means fussy or picky, demanding or hard to please.”
FACTUAL APPLICATION
“Listen as I use the word ‘fastidious’ in this sentence.
The fastidious farmer insisted that corn be planted south of the peanut fields, and wheat to the
north.
What did the fastidious farmer insist upon?" (Praise their comments. Don't make fun of
inappropriate responses. Remember: praise, pride, and confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Would a fastidious child be easy to please?” (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 ‘fastidious’ in a sentence? Don’t be nervous or afraid.
Remember, ‘fastidious’ means fussy or picky, demanding or hard to please.” (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 ‘fastidious’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Fastidious' means fussy or picky, demanding or hard to please.”
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Software
After completing the teacher-led lessons, it's time to have the students move to the Talking
Software for additional Instruction & Assessment. (Note: you can have the students work in the
Talking Software after each individual lesson, or, you can have them wait until you’ve taught all five
lessons in each Unit and then have them work on those lessons in the Talking Software).
Note: for information about how to log onto the Talking Software, or, how to change a student’s
bookmark in the Talking Software, refer to the Implementation Guide which is in a 3 ring binder in
your Curriculum Collection.
The Talking Software follows the same consistent instructional sequence for each Lesson (for
each new word):
• Word 1:
Pronunciation
Definition
Context
Question
Spelling
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• Words 2 through 5 -- repeat the instructional sequence
Following Word 5, a Unit review consists of:
Synonym Review
Definition Review
Passage (vocabulary in a paragraph)
Fill in the blank (comprehension)
Comprehension (multiple choice)
Note: In the Talking Software,Verbal Master content is further organized by Clusters, with six
Units per Cluster, and six Clusters per Level. Each Cluster in the Talking Software begins with a
pre-test and ends with a post-test. For instructions on how to interpret and use this information
for your students, refer to the Implementation Guide which is in a 3 ring binder in your
Curriculum Collection.
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Teacher Instructions: Print (or photo copy) and distribute the Unit Activity pages for this
Unit from the Blackline Master 3-Ring Binder (or CD-ROM).
Unit Review: Definition Review
Verbal Directions:
“In this exercise, I am going to see how well you remember the meanings of the new words we
have gone over. Listen as I read the meaning of the word. Then, find the word in the row that best
matches that meaning. Are you ready to begin?
Good! Let’s start. Please begin at row one.”
(Make sure they are on the activities page with the rows of words. Be sure they begin on row one.)
1. Please circle the word in row one that means demanding or hard to please. (FASTIDIOUS)
2. Please circle the word in row two that means to make or produce. (ENGENDER)
3. Please circle the word in row three that means temporary or not final. (TENTATIVE)
4. Please circle the word in row four that means droop or waste away. (LANGUISH)
5. Please circle the word in row five that means unsound beliefs. (HERESY)
6. Please circle the word in row six that means to create. (ENGENDER)
7. Please circle the word in row seven that means to become weak. (LANGUISH)
8. Please circle the word in row eight that means uncertain. (TENTATIVE)
9. Please circle the word in row nine that means fussy or picky. (FASTIDIOUS)
10. Please circle the word in row ten that means opinion violently opposed to established beliefs.
(HERESY)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
Could a teacher engender a model student?
Is heresy welcomed in established groups or associations?
Please listen as I read this aloud."
Story
"The inventor knew that his new invention would be seen as heresy to some. He knew that this
was not the time to be tentative. He had to show how his new machine would engender an
exciting new life style. The people would no longer have to languish in their current fastidious routines.”
Questions
1. What would be seen as heresy?
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2. Should he be tentative?
3. What would his invention engender?
4. Who would no longer have to languish?
5. What would happen to their fastidious routines?
Matching
"Next, please complete the Matching exercise by matching the five words in the left hand side
column with the correct definitions in the right column."
Unit Review: Silent Reading
Teacher Instructions:
"Please read the Silent Reading passage and fill in the blanks using the words in the list at the
bottom of the page."
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Unit Review: Reinforcement Activities
Teacher Instructions:
The activities below are designed to promote learning transfer. For most students, the activities can be
completed independently; however, some students will need assistance. You decide if your students need
to be guided through the activities. Check each of your student's mannerisms and do not let them get
frustrated. Give them as much assistance as necessary.
Circle the Correct Response - Yes or No
1.
Would a soldier who refuses to fight be committing heresy? yes or no
2.
Is a tentative vacation certain? yes or no
3.
Would engendering a new source of energy benefit mankind? yes or no
4.
Would a child languish over losing his favorite toy? yes or no
5.
Could a person be too fastidious to enjoy camping? yes or no
Select the Answer that Best Completes the Sentence
1.
It is ( tentative / heresy / fastidious ) in most religions to worship the devil.
2. Our vacation plans are still ( languish / tentatively / heresy ) scheduled for July 1 through 10.
3. The teacher was able to ( languish / tentative / engender ) a creative, fun classroom for her
students.
4. The young skater was ( fastidious / heresy / engender ) in performing each routine to perfection.
5. The mother ( languished / heresy / tentative ) about her only child leaving home.
Fill in the Blank with the Word that Best Fits
heresy
tentative
engender
languish
fastidious
1.
The county fair had a ( ________________ ) date of May 15th.
2.
The farmer would no longer ( ______________ ) over the lack of food because his harvest was
so good.
3.
She’s too ( _______________ ) to enjoy roughing it out in the woods.
4.
Solar energy would ( ________________ ) new sources of power.
5.
The judge was accused of ( ______________ ) for excusing all the guilty.
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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:
gravity
prosaic
redundant
exemplary
euphony
“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 'GRAVITY.'
Look at the word 'GRAVITY' on your list.
Say the word 'GRAVITY' 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
Gravity
PRONUNCIATION
“Listen as I say the word ‘gravity’ out loud. ‘GRA-VI-TY.'
Have you ever heard the word ‘gravity’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘gravity’ 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 ‘gravity.'
'Gravity' means seriousness, concern or importance.
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! 'Gravity' means seriousness, concern or importance.”
FACTUAL APPLICATION
“Listen as I use the word ‘gravity’ in this sentence.
The policeman knew the gravity of the accident when he saw the twisted wreck.
How did the policeman know the gravity of the accident?”
(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 understand the gravity of preparing for a test?” (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 ‘gravity’ in a sentence? Don’t be nervous or afraid.
Remember, ‘gravity’ means seriousness, concern or importance.” (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 ‘gravity’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Gravity' means seriousness, concern or importance.”
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Lesson 2
Prosaic
PRONUNCIATION
“Listen as I say the word ‘prosaic’ out loud. ‘PRO-ZA-IC.'
Have you ever heard the word ‘prosaic’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘prosaic’ 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 ‘prosaic.’
'Prosaic' means dull, unimaginative or boring.
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! 'Prosaic' means dull, unimaginative or boring.”
FACTUAL APPLICATION
“Listen as I use the word ‘prosaic’ in this sentence.
The prosaic repetition of the speech bored the students.
What did the prosaic repetition do?” (Praise their comments. Don't make fun of inappropriate
responses. Remember: praise, pride, and confidence.)
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35
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Could a prosaic story put you to sleep?” (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 ‘prosaic’ in a sentence? Don’t be nervous or afraid.
Remember, ‘prosaic’ means dull, unimaginative or boring.” (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 ‘prosaic’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Prosaic' means dull, unimaginative or boring."
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Lesson 3
Redundant
PRONUNCIATION
“Listen as I say the word ‘redundant’ out loud. ‘RE-DUN-DANT.'
Have you ever heard the word ‘redundant’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘redundant’ 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 ‘redundant.’
'Redundant' means repeating, extra or excess.
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! 'Redundant' means repeating, extra or excess.”
FACTUAL APPLICATION
“Listen as I use the word ‘redundant’ in this sentence.
It was redundant for the mother to do the laundry day after day.
What was it redundant for the mother 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?
Is it redundant to wash dishes that have just come out of the dishwasher?” (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 ‘redundant’ in a sentence? Don’t be nervous or afraid.
Remember, ‘redundant’ means repeating, extra or excess.” (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 ‘redundant’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Redundant' means repeating, extra or excess.”
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Lesson 4
Exemplary
PRONUNCIATION
“Listen as I say the word ‘exemplary’ out loud. ‘EX-ZEM-PLA-RY.'
Have you ever heard the word ‘exemplary’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘exemplary’ 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 ‘exemplary.’
'Exemplary' means outstanding or setting a great example.
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! 'Exemplary' means outstanding or setting a great example.”
FACTUAL APPLICATION
“Listen as I use the word ‘exemplary’ in this sentence.
The student’s exemplary behavior earned him a citizenship award.
What did the student’s exemplary behavior do?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Would exemplary behavior be praised?” (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 ‘exemplary’ in a sentence? Don’t be nervous or afraid.
Remember, ‘exemplary’ means outstanding or setting a great example.” (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 ‘exemplary’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Exemplary' means outstanding or setting a great example.”
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Lesson 5
Euphony
PRONUNCIATION
“Listen as I say the word ‘euphony’ out loud. ‘U-FIN-EE.'
Have you ever heard the word ‘euphony’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘euphony’ 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 ‘euphony.’
'Euphony' means a nice sound, a pretty sound.
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! 'Euphony' means a nice sound, a pretty sound.”
FACTUAL APPLICATION
“Listen as I use the word ‘euphony’ in this sentence.
The nature lover found great joy in the euphony of the wild bird songs.
Who found joy in the euphony of the wild bird songs?" (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 crashing cars produce a euphony to our ears?” (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 ‘euphony’ in a sentence? Don’t be nervous or afraid.
Remember, ‘euphony’ means a nice sound, a pretty sound.” (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 ‘euphony’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Euphony' means a nice sound, a pretty sound.”
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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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35
• 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 pretty sound. (EUPHONY)
2. Please circle the word in row two that means extra or excess. (REDUNDANT)
3. Please circle the word in row three that means setting a great example. (EXEMPLARY)
4. Please circle the word in row four that means unimaginative or boring. (PROSAIC)
5. Please circle the word in row five that means concern or importance. (GRAVITY)
6. Please circle the word in row six that means outstanding. (EXEMPLARY)
7. Please circle the word in row seven that means dull. (PROSAIC)
8. Please circle the word in row eight that means a nice sound. (EUPHONY)
9. Please circle the word in row nine that means seriousness. (GRAVITY)
10. Please circle the word in row ten that means repeating. (REDUNDANT)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
Would prosaic music inspire you?
Is it redundant to see the same movie over and over again?
Please listen as I read this aloud."
Story
"The producer of the recording company knew the gravity of his decision. This new song was
either going to be heard as a prosaic and redundant noise or as an exemplary euphony.
There will be no middle ground. People will either love it or hate it.”
Questions
1. What did he know the gravity of?
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2. What might be heard as prosaic?
3. What could be heard as redundant noise?
4. What may be exemplary?
5. What did he hope would be considered a euphony?
Matching
"Next, please complete the Matching exercise by matching the five words in the left hand side
column with the correct definitions in the right column."
Unit Review: Silent Reading
Teacher Instructions:
"Please read the Silent Reading passage and fill in the blanks using the words in the list at the
bottom of the page."
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Unit Review: Reinforcement Activities
Teacher Instructions:
The activities below are designed to promote learning transfer. For most students, the activities can
be completed independently; however, some students will need assistance. You decide if your students
need to be guided through the activities. Check each of your student's mannerisms and do not let
them get frustrated. Give them as much assistance as necessary.
Circle the Correct Response - Yes or No
1.
Would a little child be able to understand the gravity of playing with matches? yes or no
2.
Would a prosaic book keep you interested? yes or no
3.
Would it be redundant to have to redo the same homework you had last night? yes or no
4.
Do exemplary performances get noticed? yes or no
5.
Would screaming children bring a euphony to the day care? yes or no
Select the Answer that Best Completes the Sentence
1. The ( prosaic / gravity / euphony ) of the orchestra surrounded the audience.
2. The scientist’s ( exemplary / prosaic / gravity ) discoveries earned him many awards.
3. Seeing six gymnasts perform the same routine was ( euphony / prosaic / redundant ).
4. The children didn’t understand the ( euphony / gravity / redundant ) of playing with guns.
5. The director thought the play was too ( exemplary / gravity / prosaic ) without the music.
Fill in the Blank with the Word that Best Fits
gravity
prosaic
redundant
exemplary
euphony
1.
The musician’s ( _______________ ) performance got him a standing ovation.
2.
The teacher thought that three tests on the same subject to be ( ______________ ).
3.
A parent loves the ( _______________ ) of children at play.
4.
The song produced a ( ________________ ) noise that irritated everyone who heard it.
5.
The boy finally understood the ( _____________ ) of taking drugs when his friend died of an
overdose.
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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 36
Words to be taught:
taciturn
apprehensive
relegate
impudent
indolence
“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 'TACITURN.'
Look at the word 'TACITURN' on your list.
Say the word 'TACITURN' 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
Taciturn
PRONUNCIATION
“Listen as I say the word ‘taciturn’ out loud. ‘TA-CI-TURN.'
Have you ever heard the word ‘taciturn’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘taciturn’ 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 ‘taciturn.'
'Taciturn' means non-talkative or very quiet.
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! 'Taciturn' means non-talkative or very quiet.”
FACTUAL APPLICATION
“Listen as I use the word ‘taciturn’ in this sentence.
The taciturn child would not speak even when bribed with a cookie.
What would the taciturn child not 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?
Is a taciturn person easy to have a conversation with?” (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 ‘taciturn’ in a sentence? Don’t be nervous or afraid.
Remember, ‘taciturn’ means non-talkative or very quiet.” (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 ‘taciturn’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Taciturn' means non-talkative or very quiet.”
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Lesson 2
Apprehensive
PRONUNCIATION
“Listen as I say the word ‘apprehensive’ out loud. ‘A-PRE-HEN-SIVE.'
Have you ever heard the word ‘apprehensive’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘apprehensive’ 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 ‘apprehensive.’
'Apprehensive' means worried or anxious.
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! 'Apprehensive' means worried or anxious.”
FACTUAL APPLICATION
“Listen as I use the word ‘apprehensive’ in this sentence.
The apprehensive young parents felt better after talking to the doctor.
Why did the apprehensive parents feel better?” (Praise their comments. Don't make fun of
inappropriate responses. Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Would an apprehensive person want comfort?” (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 ‘apprehensive’ in a sentence? Don’t be nervous or afraid.
Remember, ‘apprehensive’ means worried or anxious.” (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 ‘apprehensive’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Apprehensive' means worried or anxious.”
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Lesson 3
Relegate
PRONUNCIATION
“Listen as I say the word ‘relegate’ out loud. ‘RE-LE-GATE.'
Have you ever heard the word ‘relegate’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘relegate’ 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 ‘relegate.’
'Relegate' means to send away, to make go away.
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! 'Relegate' means to send away, to make go away.”
FACTUAL APPLICATION
“Listen as I use the word ‘relegate’ in this sentence.
The uncontrollable child was relegated to a clinical care unit.
Where was the child relegated to?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Should you relegate a vicious pet to the animal pound?” (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 ‘relegate’ in a sentence? Don’t be nervous or afraid.
Remember, ‘relegate’ means to send away, to make go away.” (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 ‘relegate’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Relegate' means to send away, to make go away.”
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Lesson 4
Impudent
PRONUNCIATION
“Listen as I say the word ‘impudent’ out loud. ‘IM-PU-DENT.'
Have you ever heard the word ‘impudent’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘impudent’ 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 ‘impudent.’
'Impudent' means feeling superior to others, snooty.
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! 'Impudent' means feeling superior to others, snooty.”
FACTUAL APPLICATION
“Listen as I use the word ‘impudent’ in this sentence.
The impudent policeman was put on report because he handled the arrest badly.
What happened to the impudent policeman?” (Praise their comments. Don't make fun of
inappropriate responses. Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Is an impudent attitude good at a job?” (Try to get your students to think about this sentence and
what it could possibly mean. This is designed to get them to think.)
HIGHER COGNITIVE APPLICATION
Expressive
“Do you think you could use the word ‘impudent’ in a sentence? Don’t be nervous or afraid.
Remember, ‘impudent’ means feeling superior to others, snooty.” (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 ‘impudent’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Impudent' means feeling superior to others, snooty.”
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Lesson 5
Indolence
PRONUNCIATION
“Listen as I say the word ‘indolence’ out loud. ‘IN-DO-LENCE.'
Have you ever heard the word ‘indolence’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘indolence’ 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 ‘indolence.’
'Indolence' means laziness, unwilling to work.
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! 'Indolence' means laziness, unwilling to work.”
FACTUAL APPLICATION
“Listen as I use the word ‘indolence’ in this sentence.
The child’s indolence got him grounded for two weeks.
What did the child’s indolence 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?
Is indolence a positive personality trait?” (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 ‘indolence’ in a sentence? Don’t be nervous or afraid.
Remember, ‘indolence’ means laziness, unwilling to work.” (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 ‘indolence’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Indolence' means laziness, unwilling to work."
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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 unwilling to work. (INDOLENCE)
2. Please circle the word in row two that means anxious. (APPREHENSIVE)
3. Please circle the word in row three that means snooty. (IMPUDENT)
4. Please circle the word in row four that means very quiet. (TACITURN)
5. Please circle the word in row five that means to send away. (RELEGATE)
6. Please circle the word in row six that means worried. (APPREHENSIVE)
7. Please circle the word in row seven that means non-talkative. (TACITURN)
8. Please circle the word in row eight that means to make go away. (RELEGATE)
9. Please circle the word in row nine that means laziness. (INDOLENCE)
10. Please circle the word in row ten that means feeling superior to others. (IMPUDENT)
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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 a small child sometimes taciturn?
Would indolence get you praised?
Please listen as I read this aloud."
Story
"The story was about a young taciturn woman whose apprehensive parents tried to
relegate her to a boarding school. They felt her unwillingness to speak was due to her either
being impudent or having a bad case of indolence.”
Questions
1. What did the taciturn woman’s parents try to do?
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2. Who was apprehensive?
3. Where did they try to relegate her to?
4. Why did they think the girl was impudent?
5. Why did they think she was indolent?
Matching
"Next, please complete the Matching exercise by matching the five words in the left hand side
column with the correct definitions in the right column."
Unit Review: Silent Reading
Teacher Instructions:
"Please read the Silent Reading passage and fill in the blanks using the words in the list at the
bottom of the page."
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Unit Review: Reinforcement Activities
Teacher Instructions:
The activities below are designed to promote learning transfer. For most students, the activities can
be completed independently; however, some students will need assistance. You decide if your students
need to be guided through the activities. Check each of your student's mannerisms and do not let
them get frustrated. Give them as much assistance as necessary.
Circle the Correct Response - Yes or No
1.
Would a taciturn person always voice their opinion? yes or no
2.
Could the thought of surgery make someone feel apprehensive? yes or no
3.
Should you relegate a very sick person to private care? yes or no
4.
Would an impudent man have lots of girlfriends? yes or no
5.
Would indolence help you succeed at a job? yes or no
Select the Answer that Best Completes the Sentence
1. Her ( apprehensive / taciturn / indolence ) prevented her from being ready on time for
her date.
2. My ( impudent / apprehensive / taciturn ) mother refuses to listen to my opinions.
3. The kind nurse helped calm the ( indolence / apprehensive / relegated ) patient.
4. The ( indolence / taciturn / relegate ) salesman did not make many sales.
5. The judge ( relegated / taciturn / impudent ) the guilty man to county jail.
Fill in the Blank with the Word that Best Fits
taciturn
apprehensive
relegated
impudent
indolence
1.
The soldiers were ( ___________________ ) about tomorrow’s raid.
2.
The ( _______________________ ) girl did not to socialize at parties.
3.
Her ( _____________________ ) attitude keeps her from getting promotions.
4.
His ( ______________________ ) stopped him from cleaning his apartment.
5.
The woman ( ____________________ ) her husband to the kitchen for clean up duty.
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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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