Unit 25
Words to be taught:
brazen desecrate virulent voluntary blasphemy
“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 'BRAZEN.'
Look at the word 'BRAZEN' on your list.
Say the word 'BRAZEN' 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
Brazen
PRONUNCIATION
“Listen as I say the word ‘brazen’ out loud. ‘BRA-ZEN.'
Have you ever heard the word ‘brazen’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘brazen’ 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 ‘brazen.'
'Brazen' means shocking, really awful.
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! 'Brazen' means shocking, really awful.”
FACTUAL APPLICATION
“Listen as I use the word ‘brazen’ in this sentence.
Brazen violations of the law will get you sent to prison.
What will brazen violations of the law get you?”
(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 dressing in a brazen manner get you lots of attention?” (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 ‘brazen’ in a sentence? Don’t be nervous or afraid.
Remember, ‘brazen’ means shocking, really awful.” (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 ‘brazen’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Brazen' means shocking, really awful.”
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Lesson 2
Desecrate
PRONUNCIATION
“Listen as I say the word ‘desecrate’ out loud. ‘DE-SE-CRATE.'
Have you ever heard the word ‘desecrate’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘desecrate’ 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 ‘desecrate.’
'Desecrate' means to tear apart a holy place or to ruin a place of worship.
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! 'Desecrate' means to tear apart a holy place or to ruin a place of worship.”
FACTUAL APPLICATION
“Listen as I use the word ‘desecrate’ in this sentence.
The vandals were responsible for desecrating the cemetery.
Who desecrated the cemetery?” (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 fire desecrate the monastery?” (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 ‘desecrate’ in a sentence? Don’t be nervous or afraid.
Remember, ‘desecrate’ means to tear apart a holy place or to ruin a place of worship.” (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 ‘desecrate’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Desecrate' means to tear apart a holy place or to ruin a place of worship.”
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Lesson 3
Virulent
PRONUNCIATION
“Listen as I say the word ‘virulent’ out loud. ‘VER-U-LENT.'
Have you ever heard the word ‘virulent’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘virulent’ 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 ‘virulent.’
'Virulent' means full of hate, extremely bad or poisonous.
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! 'Virulent' means full of hate, extremely bad or poisonous.”
FACTUAL APPLICATION
“Listen as I use the word ‘virulent’ in this sentence.
The virulent attitude of the teen worried the school officials.
What did the virulent attitude of the teen 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?
Could a virulent idea stir up a lot of violence?” (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 ‘virulent’ in a sentence? Don’t be nervous or afraid.
Remember, ‘virulent’ means full of hate, extremely bad or poisonous.” (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 ‘virulent’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Virulent' means full of hate, extremely bad or poisonous.”
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Lesson 4
Voluntary
PRONUNCIATION
“Listen as I say the word ‘voluntary’ out loud. ‘VO-LUN-TARY.'
Have you ever heard the word ‘voluntary’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘voluntary’ 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 ‘voluntary.’
'Voluntary' means willing, not forced.
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! 'Voluntary' means willing, not forced.”
FACTUAL APPLICATION
“Listen as I use the word ‘voluntary’ in this sentence.
The principal said that any donations to the charity would be voluntary.
Who said that donations would be voluntary?”
(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 voluntary 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 ‘voluntary’ in a sentence? Don’t be nervous or afraid.
Remember, ‘voluntary’ means willing, not forced.” (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 ‘voluntary’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Voluntary' means willing, not forced.”
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Lesson 5
Blasphemy
PRONUNCIATION
“Listen as I say the word ‘blasphemy’ out loud. ‘BLAS-PHE-MEE.'
Have you ever heard the word ‘blasphemy’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘blasphemy’ 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 ‘blasphemy.’
'Blasphemy' means a verbal insult about something sacred.
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! 'Blasphemy' means a verbal insult about something sacred.”
FACTUAL APPLICATION
“Listen as I use the word ‘blasphemy’ in this sentence.
The man’s words sounded like blasphemy to church officials.
What sounded like blasphemy to the officials?" (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 blasphemy offend a church member?” (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 ‘blasphemy’ in a sentence? Don’t be nervous or afraid.
Remember, ‘blasphemy’ means a verbal insult about something sacred.” (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 ‘blasphemy’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Blasphemy' means a verbal insult about something sacred.”
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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 extremely bad. (VIRULENT)
2. Please circle the word in row two that means verbally disrespecting something sacred.
(BLASPHEMY)
3. Please circle the word in row three that means not forced. (VOLUNTARY)
4. Please circle the word in row four that means to ruin a place of worship. (DESECRATE)
5. Please circle the word in row five that means really awful. (BRAZEN)
6. Please circle the word in row six that means to insult something sacred. (BLASPHEMY)
7. Please circle the word in row seven that means shocking. (BRAZEN)
8. Please circle the word in row eight that means to tear apart a holy place. (DESECRATE)
9. Please circle the word in row nine that means full of hate. (VIRULENT)
10. Please circle the word in row ten that means willing. (VOLUNTARY)
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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 you take a small child to a virulent movie?
Is Ru Paul a flagrant dresser?
Please listen as I read this aloud."
Story
"The vandal’s brazen actions toward the church amazed the community. They could not understand why anyone would be so virulent to desecrate a sacred place. They viewed these voluntary actions as blasphemy.”
Questions
1. What was brazen?
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2. Who acted so virulent?
3. What did they desecrate?
4. Whose actions were voluntary?
5. Who thought the actions were blasphemous?
Matching
"Next, please complete the Matching exercise by matching the five words in the left hand side
column with the correct definitions in the right column."
Unit Review: Silent Reading
Teacher Instructions:
"Please read the Silent Reading passage and fill in the blanks using the words in the list at the
bottom of the page."
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Unit Review: Reinforcement Activities
Teacher Instructions:
The activities below are designed to promote learning transfer. For most students, the activities can
be completed independently; however, some students will need assistance. You decide if your students
need to be guided through the activities. Check each of your student's mannerisms and do not let
them get frustrated. Give them as much assistance as necessary.
Circle the Correct Response - Yes or No
1.
Is a person with blue hair being brazen? yes or no
2.
Would a religious person want to desecrate his church? yes or no
3.
Would virulent actions be shocking? yes or no
4.
Do hospital aids work on a voluntary basis? yes or no
5.
Does using blasphemy offend most people? yes or no
Select the Answer that Best Completes the Sentence
1. The child’s ( desecrate / brazen / blasphemy ) actions got him punished for the day.
2. All booth workers for the fair would be ( voluntary / desecrate / brazen ).
3. The man’s ( blasphemy / desecrate / virulent ) actions shocked the community.
4. The boy’s father’s ( blasphemy / brazen / virulent ) got him thrown out of the temple.
5. The police said that one person was responsible for ( voluntary / brazen / desecrating )
the church.
Fill in the Blank with the Word that Best Fits
brazen
desecrated
virulent
voluntary
blasphemy
1.
The good citizen acts in an entirely ( ______________ ) manner when she helps the elderly.
2.
The policeman had no trouble arresting the ( ______________ ) criminal.
3.
The student tried very hard to ignore the ( ______________ ) graffiti on the school walls.
4.
Our religious instructor warned us against using ( _______________ ).
5.
The angry teens ( _______________ ) the temple.
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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 26
Words to be taught:
arson
accomplice
acquit
annihilate
appalling
“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 'ARSON.'
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Look at the word 'ARSON' on your list.
Say the word 'ARSON' 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
Arson
PRONUNCIATION
“Listen as I say the word ‘arson’ out loud. ‘AR-SON.'
Have you ever heard the word ‘arson’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘arson’ 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 ‘arson.'
'Arson' means the crime of burning a house on purpose or burning property to collect insurance.
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! 'Arson' means the crime of burning a house on purpose or burning property
to collect insurance.”
FACTUAL APPLICATION
“Listen as I use the word ‘arson’ in this sentence.
Arson was suspected in the historic district fire.
Where was arson suspected?” (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 arson a crime?” (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 ‘arson’ in a sentence? Don’t be nervous or afraid.
Remember, ‘arson’ means the crime of burning a house on purpose or burning property to
collect insurance.” (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 ‘arson’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Arson' means the crime of burning a house on purpose or burning property to
collect insurance.”
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Lesson 2
Accomplice
PRONUNCIATION
“Listen as I say the word ‘accomplice’ out loud. ‘A-COM-PLICE.'
Have you ever heard the word ‘accomplice’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘accomplice’ 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 ‘accomplice.’
'Accomplice' means partner in crime or someone who helps another to commit a crime.
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! 'Accomplice' means partner in crime or someone who helps another to
commit a crime.”
FACTUAL APPLICATION
“Listen as I use the word ‘accomplice’ in this sentence.
The police knew that the mugger had an accomplice.
Who had an accomplice?” (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?
Does an accomplice help someone do something?” (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 ‘accomplice’ in a sentence? Don’t be nervous or afraid.
Remember, ‘accomplice’ means partner in crime or someone who helps another to commit a
crime.” (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 ‘accomplice’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Accomplice' means partner in crime or someone who helps another to commit a
crime.”
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Lesson 3
Acquit
PRONUNCIATION
“Listen as I say the word ‘acquit’ out loud. ‘A-CQUIT.'
Have you ever heard the word ‘acquit’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘acquit’ 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 ‘acquit.’
'Acquit' means to find innocent or to find not guilty.
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! 'Acquit' means to find innocent or to find not guilty.”
FACTUAL APPLICATION
“Listen as I use the word ‘acquit’ in this sentence.
The judge felt it necessary to acquit the defendant because of lack of evidence.
Why did the judge acquit the defendant?”
(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 fair to acquit a thief?” (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 ‘acquit’ in a sentence? Don’t be nervous or afraid.
Remember, ‘acquit’ means to find innocent or to find not guilty.” (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 ‘acquit’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Acquit' means to find innocent or to find not guilty.”
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Lesson 4
Annihilate
PRONUNCIATION
“Listen as I say the word ‘annihilate’ out loud. ‘A-NILE-LATE.'
Have you ever heard the word ‘annihilate’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘annihilate’ 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 ‘annihilate.’
'Annihilate' means to destroy or completely wipe out.
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! 'Annihilate' means to destroy or completely wipe out.”
FACTUAL APPLICATION
“Listen as I use the word ‘annihilate’ in this sentence.
The alien invaders wanted to annihilate the humans.
Who did the aliens want to annihilate?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Is it common for soldiers to want to annihilate their enemies?” (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 ‘annihilate’ in a sentence? Don’t be nervous or afraid.
Remember, ‘annihilate’ means to destroy or completely wipe out.” (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 ‘annihilate’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Annihilate' means to destroy or completely wipe out.”
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Lesson 5
Appalling
PRONUNCIATION
“Listen as I say the word ‘appalling’ out loud. ‘A-PAL-LING.'
Have you ever heard the word ‘appalling’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘appalling’ 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 ‘appalling.’
'Appalling' means horrible or absolutely awful.
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! ''Appalling' means horrible or absolutely awful.”
FACTUAL APPLICATION
“Listen as I use the word ‘appalling’ in this sentence.
The death and destruction from the fire was an appalling sight.
What was an appalling sight?" (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 violence an appalling action?” (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 ‘appalling’ in a sentence? Don’t be nervous or afraid.
Remember, ‘appalling’ means horrible or absolutely awful.” (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 ‘appalling’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Appalling' means horrible or absolutely awful.”
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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 absolutely awful. (APPALLING)
2. Please circle the word in row two that means find not guilty. (ACQUIT)
3. Please circle the word in row three that means someone who helps to commit a crime.
(ACCOMPLICE)
4. Please circle the word in row four that means the crime of burning a house on purpose.
(ARSON)
5. Please circle the word in row five that means completely wipe out. (ANNIHILATE)
6. Please circle the word in row six that means the crime of burning a house on purpose.
(ARSON)
7. Please circle the word in row seven that means to find innocent. (ACQUIT)
8. Please circle the word in row eight that means destroy. (ANNIHILATE)
9. Please circle the word in row nine that means partner in crime. (ACCOMPLICE)
10. Please circle the word in row ten that means horrible. (APPALLING)
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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 arson a crime?
Does an accomplice aid in a crime?
Please listen as I read this aloud."
Story
"The judge refused to acquit the accomplice to the arson. He could not understand why
someone would want to annihilate such a beautiful old building. He found the fire damage appalling.”
Questions
1. Who did the judge refuse to acquit?
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2. What did the accomplice do?
3. Who committed arson?
4. What was annihilated?
5. What did the judge find appalling?
Matching
"Next, please complete the Matching exercise by matching the five words in the left hand side
column with the correct definitions in the right column."
Unit Review: Silent Reading
Teacher Instructions:
"Please read the Silent Reading passage and fill in the blanks using the words in the list at the
bottom of the page."
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Unit Review: Reinforcement Activities
Teacher Instructions:
The activities below are designed to promote learning transfer. For most students, the activities can be
completed independently; however, some students will need assistance. You decide if your students need
to be guided through the activities. Check each of your student's mannerisms and do not let them get
frustrated. Give them as much assistance as necessary.
Circle the Correct Response - Yes or No
1.
Can arson cause a lot of damage to wooden buildings? yes or no
2.
Should an accomplice to an act of violence be sent to jail? yes or no
3.
Should a jury vote to acquit a person who did not commit a crime? yes or no
4.
Do gardeners use chemicals to annihilate bugs? yes or no
5.
Is destruction of public property appalling? yes or no
Select the Answer that Best Completes the Sentence
1.
The investigator concluded that ( accomplice / arson / appalling ) was the cause of all three
fires.
2. The gardener was determined to ( annihilate / accomplice / arson ) all the weeds in his
garden.
3. The jury couldn’t ( appalling / accomplice / acquit ) the man with so much evidence against
him.
4. The ( appalling / arson / acquit ) acts of the gang shocked the community.
5. The car thief’s ( annihilate / arson / accomplice ) was captured just outside of town.
Fill in the Blank with the Word that Best Fits
arson
accomplice
acquitted
annihilate
appalling
1.
The commander ordered his troops to ( _____________ ) the colony.
2.
The council ( ______________ ) the mayor of any wrong doing.
3.
The thief and his ( _______________ ) were trapped inside the store.
4.
The fire department put out three fires that were ( _______________ ) related.
5.
We tried to listen to the bands music but found the lyrics to be ( ______________ ).
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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 27
Words to be taught:
aquatic
attribute
anticipate
aloof
amid
“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 'AQUATIC.'
Look at the word 'AQUATIC' on your list.
Say the word 'AQUATIC' 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
Aquatic
PRONUNCIATION
“Listen as I say the word ‘aquatic’ out loud. ‘A-QUA-TIC.'
Have you ever heard the word ‘aquatic’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘aquatic’ 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 ‘aquatic.'
'Aquatic' means living or growing in or on the water, taking place in or on the water.
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! 'Aquatic' means living or growing in or on the water, taking place in or on the
water.”
FACTUAL APPLICATION
“Listen as I use the word ‘aquatic’ in this sentence.
The aquatic team performed at Sea World.
Where did the aquatic team perform?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Are aquatic skills necessary for safety at the beach?” (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 ‘aquatic’ in a sentence? Don’t be nervous or afraid. Remember,
‘aquatic’ means living or growing in or on the water, taking place in or on the water.” (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 ‘aquatic’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Aquatic' means living or growing in or on the water, taking place in or on the water.”
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Lesson 2
Attribute
PRONUNCIATION
“Listen as I say the word ‘attribute’ out loud. ‘A-TRI-BUTE.'
Have you ever heard the word ‘attribute’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘attribute’ 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 ‘attribute.’
'Attribute' means a quality belonging to a person or thing, a special feature.
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! 'Attribute' means a quality belonging to a person or thing, a special feature.”
FACTUAL APPLICATION
“Listen as I use the word ‘attribute’ in this sentence.
The success of the auction was attributed to a large turn out of people.
What was the success of the auction attributed to?” (Praise their comments. Don't make fun of
inappropriate responses. Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Can you attribute your good looks to your parents?” (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 ‘attribute’ in a sentence? Don’t be nervous or afraid.
Remember, ‘attribute’ means a quality belonging to a person or thing, a special feature.” (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 ‘attribute’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Attribute' means a quality belonging to a person or thing, a special feature.”
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Lesson 3
Anticipate
PRONUNCIATION
“Listen as I say the word ‘anticipate’ out loud. ‘AN-TI-CI-PATE.'
Have you ever heard the word ‘anticipate’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘anticipate’ 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 ‘anticipate.’
'Anticipate' means to expect or to look forward to.
Does this make sense to you?”
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! 'Anticipate' means to expect or to look forward to.”
FACTUAL APPLICATION
“Listen as I use the word ‘anticipate’ in this sentence.
The council anticipates a large turn out at the auction.
What does the council anticipate?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Can you anticipate what will happen next week?” (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 ‘anticipate’ in a sentence? Don’t be nervous or afraid.
Remember, ‘anticipate’ means to expect or to look forward to.” (This is very hard for some
students.Try to bring their prior experiences and backgrounds into the process. Don't give up. Help
them at first. Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘anticipate’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Anticipate' means to expect or to look forward to.”
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Lesson 4
Aloof
PRONUNCIATION
“Listen as I say the word ‘aloof’ out loud. ‘A-LOOF.'
Have you ever heard the word ‘aloof’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘aloof’ 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 ‘aloof.’
'Aloof' means at a distance, apart from.
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! 'Aloof' means at a distance, apart from.”
FACTUAL APPLICATION
“Listen as I use the word ‘aloof’ in this sentence.
The pretty girl acted aloof to the boys flirtations.
To what did the pretty girl act aloof?”
(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 snobbish people often act aloof?” (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 ‘aloof’ in a sentence? Don’t be nervous or afraid. Remember,
‘aloof’ means at a distance, apart from.” (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 ‘aloof’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Aloof' means at a distance, apart from.”
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Lesson 5
Amid
PRONUNCIATION
“Listen as I say the word ‘amid’ out loud. ‘A-MID.'
Have you ever heard the word ‘amid’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘amid’ 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 ‘amid.’
'Amid' means in the middle of, among or surrounded.
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! 'Amid' means in the middle of, among or surrounded.”
FACTUAL APPLICATION
“Listen as I use the word ‘amid’ in this sentence.
Amid all the noise, the student was still able to concentrate.
What was the student able to do amid all the noise?" (Praise their comments. Don't make fun of
inappropriate responses. Remember: praise, pride, and confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Should a mouse be set free amid a roomful of cats?” (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 ‘amid’ in a sentence? Don’t be nervous or afraid. Remember,
‘amid’ means in the middle of, among or surrounded.” (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 ‘amid’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Amid' means in the middle of, among or surrounded.”
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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 in the middle of. (AMID)
2. Please circle the word in row two that means a quality belonging to a person. (ATTRIBUTE)
3. Please circle the word in row three that means living/growing in or on the water. (AQUATIC)
4. Please circle the word in row four that means expect. (ANTICIPATE)
5. Please circle the word in row three that means at a distance. (ALOOF)
6. Please circle the word in row six that means a special feature. (ATTRIBUTE)
7. Please circle the word in row seven that means surrounded. (AMID)
8. Please circle the word in row eight that means to look forward to. (ANTICIPATE)
9. Please circle the word in row nine that means taking place in or on the water. (AQUATIC)
10. Please circle the word in row ten that means apart from. (ALOOF)
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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 an aquatic event take place at the beach?
Can we anticipate the start of a race?
Please listen as I read this aloud."
Story
"The aquatic coach could attribute his team’s success to their ability to anticipate the start
of the race. The coach said his team was able to remain aloof even amid confusion going on
around them.”
Questions
1. What did the aquatic coach have to say?
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2. To what did he attribute their success?
3. What was the team able to anticipate?
4. Who was able to stay aloof?
5. Who was amid confusion?
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 aquatic show take place at a lake? yes or no
2.
Should the scientist attribute his results to a carefully planned test? yes or no
3.
Do student’s like to anticipate upcoming tests? yes or no
4.
Would a polite person act aloof to someone speaking to them? yes or no
5.
Can you easily locate something amid a disorganized pile? yes or no
Select the Answer that Best Completes the Sentence
1. It was hard to find my stuff ( attribute / aquatic / amid ) all the clutter.
2. The athlete ( aloof / attributes / aquatic ) his success to hard work and a little luck.
3. The parents ( amid / attribute / anticipate ) that many children will be at the fair.
4. The coach was sure of his team’s excellent ( amid / aquatic / anticipate ) skills.
5. The woman remained ( aloof / aquatic / attribute ) to the bartender’s advances.
Fill in the Blank with the Word that Best Fits
aquatic
attributed
anticipate
aloof
1.
The children ( _______________ ) the coming holidays.
2.
The children were trapped ( ________________ ) the fallen boxes.
3.
The ( ________________ ) performers amazed everyone with their diving abilities.
4.
The boy scout group ( ________________ ) their success to teamwork.
5.
The blond girl acted ( ________________ ) to the comments made by the boys.
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amid
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 28
Words to be taught:
conceited
alias
agitate
suspicion
avert
“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 'CONCEITED.'
Look at the word 'CONCEITED' on your list.
Say the word 'CONCEITED' 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
Conceited
PRONUNCIATION
“Listen as I say the word ‘conceited’ out loud. ‘CON-SEE-DED.'
Have you ever heard the word ‘conceited’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘conceited’ 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 ‘conceited.'
'Conceited' means snooty, feeling like you are better than others.
Does this make sense to you?"
(Look around the class to see if they appear to understand. Learn to read their eyes.)
"It does? That’s great! 'Conceited' means snooty, feeling like you are better than others.”
FACTUAL APPLICATION
“Listen as I use the word ‘conceited’ in this sentence.
His conceited attitude prevented him from making friends.
What did his conceited attitude prevent?”
(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 conceited person easy to get along 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 ‘conceited’ in a sentence? Don’t be nervous or afraid.
Remember, ‘conceited’ means snooty, feeling like you are better than others.” (This is very hard for
some students.Try to bring their prior experiences and backgrounds into the process. Don't give up.
Help them at first. Remember: this is hard for some and it takes time.)
REVIEW
“Who can remember the definition of the word ‘conceited’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Conceited' means snooty, feeling like you are better than others.”
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Lesson 2
Alias
PRONUNCIATION
“Listen as I say the word ‘alias’ out loud. ‘A-LIAS.'
Have you ever heard the word ‘alias’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘alias’ 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 ‘alias.’
'Alias' means a fake name or false identity.
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! 'Alias' means a fake name or false identity.”
FACTUAL APPLICATION
“Listen as I use the word ‘alias’ in this sentence.
The detective used his alias to check into the hotel and spy on the suspect.
Why did the detective use his alias?” (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 alias used to hide your true identity?” (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 ‘alias’ in a sentence? Don’t be nervous or afraid. Remember,
‘alias’ means a fake name or false identity.” (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 ‘alias’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Alias' means a fake name or false identity.”
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Lesson 3
Agitate
PRONUNCIATION
“Listen as I say the word ‘agitate’ out loud. ‘AD-JA-TATE.'
Have you ever heard the word ‘agitate’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘agitate’ 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 ‘agitate.’
'Agitate' means to shake up or to disturb.
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! 'Agitate' means to shake up or to disturb.”
FACTUAL APPLICATION
“Listen as I use the word ‘agitate’ in this sentence.
The teenagers loud music agitated the neighbors.
Who did the teenagers loud music agitate?”
(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 traffic jam agitate you?” (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 ‘agitate’ in a sentence? Don’t be nervous or afraid.
Remember, 'agitate’ means to shake up or to disturb.” (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 ‘agitate’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Agitate' means to shake up or to disturb.”
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Lesson 4
Suspicion
PRONUNCIATION
“Listen as I say the word ‘suspicion’ out loud. ‘SUS-PI-SHUN.'
Have you ever heard the word ‘suspicion’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘suspicion’ 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 ‘suspicion.’
'Suspicion' means suspecting wrongdoing, a state of uncertainty.
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! 'Suspicion' means suspecting wrongdoing, a state of uncertainty.”
FACTUAL APPLICATION
“Listen as I use the word ‘suspicion’ in this sentence.
The detective had a suspicion that the missing jewels were locked in the closet.
What did the detective have a suspicion of?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Would honest answers arouse suspicion from a detective?” (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 ‘suspicion’ in a sentence? Don’t be nervous or afraid.
Remember, ‘suspicion’ means suspecting wrongdoing, a state of uncertainty.” (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 ‘suspicion’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Suspicion' means suspecting wrongdoing, a state of uncertainty.”
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Lesson 5
Avert
PRONUNCIATION
“Listen as I say the word ‘avert’ out loud. ‘A-VERT.'
Have you ever heard the word ‘avert’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘avert’ 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 ‘avert.’
'Avert' means to prevent from happening or to stop.
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! 'Avert' means to prevent from happening or to stop.”
FACTUAL APPLICATION
“Listen as I use the word ‘avert’ in this sentence.
The quick thinking man averted a fall off the ladder by grabbing onto the pipe.
What did the man avert?" (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 safety wires help to avert a dangerous fall?” (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 ‘avert’ in a sentence? Don’t be nervous or afraid. Remember,
‘avert’ means to prevent from happening or to stop.” (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 ‘avert’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Avert' means to prevent from happening or to stop.”
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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 stop. (AVERT)
2. Please circle the word in row two that means disturb. (AGITATE)
3. Please circle the word in row three that means a state of uncertainty. (SUSPICION)
4. Please circle the word in row four that means false identity. (ALIAS)
5. Please circle the word in row five that means feeling like you are better than others.
(CONCEITED)
6. Please circle the word in row six that means snooty. (CONCEITED)
7. Please circle the word in row seven that means shake up. (AGITATE)
8. Please circle the word in row eight that means suspecting wrongdoing. (SUSPICION)
9. Please circle the word in row nine that means fake name. (ALIAS)
10. Please circle the word in row ten that means prevent from happening. (AVERT)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
Should you agitate a small child?
Would an alias help you hide who you are?
Please listen as I read this aloud."
Story
"The principal told the conceited student that he was wrong to have given the new teacher an
alias. This only served to agitate the teacher and cause suspicion. The principal explained
that by giving his real name, he could avert being sent to the office. "
Questions
1. What did the principal tell the conceited student?
2. Who did he give an alias to?
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3. Who was agitated?
4. Who caused the teacher’s suspicion?
5. What could he have averted?
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 student’s conceited behavior toward her principal help solve a problem? yes or no
2.
Do some writers use an alias? yes or no
3.
Would a pesky fly agitate a person? yes or no
4.
Would a loud noise in the middle of the night cause suspicion? yes or no
5.
Could you avert a dangerous situation by being careful? yes or no
Select the Answer that Best Completes the Sentence
1. The quick thinking youth ( alias / conceited / averted ) the train wreck.
2. The singer used an ( suspicion / alias / conceited ) on her albums to avoid being bothered.
3. The uncooperative teens ( avert / alias / agitated ) the rest of the group.
4. The woman thought that the policeman’s attitude was too ( avert / conceited / agitate ).
5. The missing cookies caused ( suspicion / conceited / averted ) with the young child’s
mother.
Fill in the Blank with the Word that Best Fits
conceited
aliases
agitate
suspicion
avert
1.
The spy uses different ( _______________ ) when he traveled to different countries.
2.
The detective had a ( __________________ ) that the criminal was hiding under the bed.
3.
The trouble makers like to ( ______________ ) the students in the classroom.
4.
The woman tried to ( _______________ ) a dangerous situation.
5.
The captain’s ( _______________ ) manners insulted his visitors.
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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 29
Words to be taught:
expedient
didactic
astute
mitigate
stagnation
“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 'EXPEDIENT.'
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Look at the word 'EXPEDIENT' on your list.
Say the word 'EXPEDIENT' 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
Expedient
PRONUNCIATION
“Listen as I say the word ‘expedient’ out loud. ‘EX-PE-DI-ANT.'
Have you ever heard the word ‘expedient’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘expedient’ 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 ‘expedient.'
'Expedient' means useful or helpful.
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! 'Expedient' means useful or helpful.”
FACTUAL APPLICATION
“Listen as I use the word ‘expedient’ in this sentence.
The council thought it would be expedient to modify their bylaws.
What did think it would be expedient 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?
Would it be expedient to have everyone participate in a clean-up project?” (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 ‘expedient’ in a sentence? Don’t be nervous or afraid.
Remember, ‘expedient’ means useful or helpful.” (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 ‘expedient’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Expedient' means useful or helpful.”
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Lesson 2
Didactic
PRONUNCIATION
“Listen as I say the word ‘didactic’ out loud. ‘DI-DAC-TIC.'
Have you ever heard the word ‘didactic’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘didactic’ 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 ‘didactic.’
'Didactic' means educational or instructional.
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! 'Didactic' means educational or instructional.”
FACTUAL APPLICATION
“Listen as I use the word ‘didactic’ in this sentence.
The didactic materials were available to both teachers and students.
Who were the didactic materials available for?” (Praise their comments. Don't make fun of
inappropriate responses. Remember: praise, pride, and confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Would you find didactic books in a library?” (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 ‘didactic’ in a sentence? Don’t be nervous or afraid.
Remember, ‘didactic’ means educational or instructional.” (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 ‘didactic’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Didactic' means educational or instructional.”
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Lesson 3
Astute
PRONUNCIATION
“Listen as I say the word ‘astute’ out loud. ‘A-STUTE.'
Have you ever heard the word ‘astute’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘astute’ 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 ‘astute.’
'Astute' means smart, intelligent or clever.
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! 'Astute' means smart, intelligent or clever.”
FACTUAL APPLICATION
“Listen as I use the word ‘astute’ in this sentence.
The astute boy was able to crack all the computer codes.
What did the astute boy 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 an astute person be able to figure out puzzles?” (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 ‘astute’ in a sentence? Don’t be nervous or afraid.
Remember, ‘astute’ means smart, intelligent or clever.” (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 ‘astute’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Astute' means smart, intelligent or clever.”
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Lesson 4
Mitigate
PRONUNCIATION
“Listen as I say the word ‘mitigate’ out loud. ‘MI-TI-GATE.'
Have you ever heard the word ‘mitigate’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘mitigate’ 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 ‘mitigate.’
'Mitigate' means to lessen, to soften or ease.
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! 'Mitigate' means to lessen, to soften or ease.”
FACTUAL APPLICATION
“Listen as I use the word ‘mitigate’ in this sentence.
The Red Cross nurses were able to mitigate the suffering of the wounded.
What were the nurses able to mitigate?”
(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 help in mitigating the financial sufferings of people?” (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 ‘mitigate’ in a sentence? Don’t be nervous or afraid.
Remember, ‘mitigate’ means to lessen, to soften or ease.” (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 ‘mitigate’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Mitigate' means to lessen, to soften or ease.”
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Lesson 5
Stagnation
PRONUNCIATION
“Listen as I say the word ‘stagnation’ out loud. ‘STAG-NA-TION.'
Have you ever heard the word ‘stagnation’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘stagnation’ 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 ‘stagnation.’
'Stagnation' means to be still, unmoving or unchanging.
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! 'Stagnation' means to be still, unmoving or unchanging.”
FACTUAL APPLICATION
“Listen as I use the word ‘stagnation’ in this sentence.
The stagnation of the test scores showed no improvement over the entire year.
What did the stagnation of the test scores show?" (Praise their comments. Don't make fun of
inappropriate responses. Remember: praise, pride, and confidence.)
HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Does the stagnation of water produce currents?” (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 ‘stagnation’ in a sentence? Don’t be nervous or afraid.
Remember, ‘stagnation’ means to be still, unmoving or unchanging.” (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 ‘stagnation’?" (Help them if they can't formulate
the correct response.)
"That’s great! 'Stagnation' means to be still, unmoving or unchanging.”
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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 smart or intelligent. (ASTUTE)
2. Please circle the word in row two that means useful. (EXPEDIENT)
3. Please circle the word in row three that means to lessen. (MITIGATE)
4. Please circle the word in row four that means to be still. (STAGNATION)
5. Please circle the word in row five that means educational. (DIDACTIC)
6. Please circle the word in row six that means instructional. (DIDACTIC)
7. Please circle the word in row seven that means helpful. (EXPEDIENT)
8. Please circle the word in row eight that means clever. (ASTUTE)
9. Please circle the word in row nine that means to soften or ease. (MITIGATE)
10. Please circle the word in row ten that means unmoving or unchanging. (STAGNATION)
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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 didactic articles teach you something?
Is an astute person able to solve complicated problems?
Please listen as I read this aloud."
Story
"The principal decided that his staff had to find expedient ways to bring his new didactic approaches into the classroom. He was astute enough to know that these new approaches would
serve to mitigate the stagnation in learning that he was seeing in the eyes of his students.”
Questions
1. Who had to find expedient ways to teach?
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2. Who was trying to bring in new didactic approaches?
3. What was he astute enough to know?
4. What would these new approaches mitigate?
5. Where did he see the stagnation in learning?
Matching
"Next, please complete the Matching exercise by matching the five words in the left hand side
column with the correct definitions in the right column."
Unit Review: Silent Reading
Teacher Instructions:
"Please read the Silent Reading passage and fill in the blanks using the words in the list at the
bottom of the page."
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Unit Review: Reinforcement Activities
Teacher Instructions:
The activities below are designed to promote learning transfer. For most students, the activities can
be completed independently; however, some students will need assistance. You decide if your students
need to be guided through the activities. Check each of your student's mannerisms and do not let
them get frustrated. Give them as much assistance as necessary.
Circle the Correct Response - Yes or No
1.
Is it expedient to make a shopping list? yes or no
2.
Would you find didactic materials in a library? yes or no
3.
Would an astute person have difficulty taking tests? yes or no
4.
Would cooperation between fire and rescue crews mitigate dangerous situations? yes or no
5.
Would the stagnation of a patient’s condition mean he’s getting better? yes or no
Select the Answer that Best Completes the Sentence
1. The ( didactic / expedient / stagnation ) of the pool’s water caused it to turn green.
2. The professor found it ( mitigate / didactic / expedient ) to lecture from his notes.
3. Sam is an ( stagnation / didactic / astute ) judge of character.
4. There’s no way to ( mitigate / expedient / astute ) the effect of that unfavorable report.
5. The scientist’s lecture on thermal energy was ( mitigate / expedient / didactic ) and entertaining.
Fill in the Blank with the Word that Best Fits
expedient
didactic
astute
mitigate
stagnation
1.
The ( _______________ ) of the pond caused all the plant life to die.
2.
The smart business owner hired an ( _________________ ) manager to control his business.
3.
He could not shake his ( ___________________ ) manner after teaching for so long.
4.
It was ( _________________ ) to pack ahead of time for our camping trip.
5.
The nurse tried to ( __________________ ) the pain of losing a child for the young couple.
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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 30
Words to be taught:
anecdote
elaborate
acclaim
scanty
concise
“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 'ANECDOTE.'
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Look at the word 'ANECDOTE' on your list.
Say the word 'ANECDOTE' 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
Anecdote
PRONUNCIATION
“Listen as I say the word ‘anecdote’ out loud. ‘AN-EC-DOTE.'
Have you ever heard the word ‘anecdote’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘anecdote’ 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 ‘anecdote.'
'Anecdote' means an amusing story or fairy tale.
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! 'Anecdote' means an amusing story or fairy tale.”
FACTUAL APPLICATION
“Listen as I use the word ‘anecdote’ in this sentence.
The creative girl invented interesting anecdotes to tell to the children.
Who did the girl tell anecdotes 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?
Could you make up an anecdote about a boy and his dog?” (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 ‘anecdote’ in a sentence? Don’t be nervous or afraid.
Remember, ‘anecdote’ means an amusing story or fairy tale.” (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 ‘anecdote’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Anecdote' means an amusing story or fairy tale.”
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Lesson 2
Elaborate
PRONUNCIATION
“Listen as I say the word ‘elaborate’ out loud. ‘E-LA-BOR-ATE.'
Have you ever heard the word ‘elaborate’ before?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘elaborate’ 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 ‘elaborate.’
'Elaborate' means detailed or very decorated.
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! 'Elaborate' means detailed or very decorated.”
FACTUAL APPLICATION
“Listen as I use the word ‘elaborate’ in this sentence.
The elaborate design on the chair made it easily recognized as an antique.
What did the elaborate design on the chair show?” (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 elaborate picture be difficult to draw?” (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 ‘elaborate’ in a sentence? Don’t be nervous or afraid.
Remember, ‘elaborate’ means detailed or very decorated.” (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 ‘elaborate’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Elaborate' means detailed or very decorated.”
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Lesson 3
Acclaim
PRONUNCIATION
“Listen as I say the word ‘acclaim’ out loud. ‘A-CCLAIM.'
Have you ever heard the word ‘acclaim’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘acclaim’ 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 ‘acclaim.’
'Acclaim' means praise or applause.
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! 'Acclaim' means praise or applause.”
FACTUAL APPLICATION
“Listen as I use the word ‘acclaim’ in this sentence.
The creative writer won acclaim for his story about Vikings.
For what did the writer win acclaim?”
(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 hero receive acclaim for his good deeds?” (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 ‘acclaim’ in a sentence? Don’t be nervous or afraid.
Remember, 'acclaim’ means praise or applause.” (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 ‘acclaim’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Acclaim' means praise or applause.”
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Lesson 4
Scanty
PRONUNCIATION
“Listen as I say the word ‘scanty’ out loud. ‘SCAN-TY.'
Have you ever heard the word ‘scanty’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘scanty’ 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 ‘scanty.’
'Scanty' means a very small amount, minimal.
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! 'Scanty' means a very small amount, minimal.”
FACTUAL APPLICATION
“Listen as I use the word ‘scanty’ in this sentence.
The girl’s scanty bathing suit got all the boys’ attention.
What did the girl’s scanty bathing suit do?”
(Praise their comments. Don't make fun of inappropriate responses. Remember: praise, pride, and
confidence.)
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HIGHER COGNITIVE APPLICATION
Receptive
“Listen as I read this next sentence to you. I would like you to tell me what you think about the
sentence. There is no right or wrong answer. The answer is based on what you think about the
sentence. So relax and just give me your opinion.
Are you ready?
Would a scanty blanket keep you warm?" (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 ‘scanty’ in a sentence? Don’t be nervous or afraid.
Remember, ‘scanty’ means a very small amount, minimal.” (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 ‘scanty’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Scanty' means a very small amount, minimal.”
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Lesson 5
Concise
PRONUNCIATION
“Listen as I say the word ‘concise’ out loud. ‘CON-SYSE.'
Have you ever heard the word ‘concise’?
You have? That’s great!”
PRIOR KNOWLEDGE
“Does anyone know what the word ‘concise’ 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 ‘concise.’
'Concise' means to the point or straight forward.
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! 'Concise' means to the point or straight forward.”
FACTUAL APPLICATION
“Listen as I use the word ‘concise’ in this sentence.
The boy’s concise description of the burglar helped the police find the criminal.
What did the boy’s concise description 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 concise answers be useful on a test?” (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 ‘concise’ in a sentence? Don’t be nervous or afraid.
Remember, ‘concise’ means to the point or straight forward.” (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 ‘concise’?" (Help them if they can't formulate the
correct response.)
"That’s great! 'Concise' means to the point or straight forward."
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Software
After completing the teacher-led lessons, it's time to have the students move to the Talking
Software for additional Instruction & Assessment. (Note: you can have the students work in the
Talking Software after each individual lesson, or, you can have them wait until you’ve taught all five
lessons in each Unit and then have them work on those lessons in the Talking Software).
Note: for information about how to log onto the Talking Software, or, how to change a student’s
bookmark in the Talking Software, refer to the Implementation Guide which is in a 3 ring binder in
your Curriculum Collection.
The Talking Software follows the same consistent instructional sequence for each Lesson (for
each new word):
• Word 1:
Pronunciation
Definition
Context
Question
Spelling
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• Words 2 through 5 -- repeat the instructional sequence
Following Word 5, a Unit review consists of:
Synonym Review
Definition Review
Passage (vocabulary in a paragraph)
Fill in the blank (comprehension)
Comprehension (multiple choice)
Note: In the Talking Software,Verbal Master content is further organized by Clusters, with six
Units per Cluster, and six Clusters per Level. Each Cluster in the Talking Software begins with a
pre-test and ends with a post-test. For instructions on how to interpret and use this information
for your students, refer to the Implementation Guide which is in a 3 ring binder in your
Curriculum Collection.
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Teacher Instructions: Print (or photo copy) and distribute the Unit Activity pages for this
Unit from the Blackline Master 3-Ring Binder (or CD-ROM).
Unit Review: Definition Review
Verbal Directions:
“In this exercise, I am going to see how well you remember the meanings of the new words we have
gone over. Listen as I read the meaning of the word. Then, find the word in the row that best matches
that meaning. Are you ready to begin?
Good! Let’s start. Please begin at row one.”
(Make sure they are on the activities page with the rows of words. Be sure they begin on row one.)
1. Please circle the word in row one that means to the point. (CONCISE)
2. Please circle the word in row two that means praise. (ACCLAIM)
3. Please circle the word in row three that means amusing story. (ANECDOTE)
4. Please circle the word in row four that means very small amount. (SCANTY)
5. Please circle the word in row five that means detailed. (ELABORATE)
6. Please circle the word in row six that means very decorated. (ELABORATE)
7. Please circle the word in row seven that means straight forward. (CONCISE)
8. Please circle the word in row eight that means fairy tale. (ANECDOTE)
9. Please circle the word in row nine that means applause. (ACCLAIM)
10. Please circle the word in row ten that means minimal. (SCANTY)
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Unit Review: Reading Application
Preview:
“Now, listen as I read a story aloud to you using our five new words.
Do your parents share anecdotes about their childhood?
Would acclaim be given to a famous scientist?
Please listen as I read this aloud."
Story
"The young author was amazed when his anecdote was given such elaborate acclaim.
What he thought was nothing but a scanty story was seen by the critics as a concise masterpiece.”
Questions
1. What happened to his anecdote?
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2. What was elaborate?
3. What type of acclaim was his anecdote given?
4. What did he think was scanty?
5. Who said it was a concise masterpiece?
Matching
"Next, please complete the Matching exercise by matching the five words in the left hand side
column with the correct definitions in the right column."
Unit Review: Silent Reading
Teacher Instructions:
"Please read the Silent Reading passage and fill in the blanks using the words in the list at the
bottom of the page."
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Unit Review: Reinforcement Activities
Teacher Instructions:
The activities below are designed to promote learning transfer. For most students, the activities can
be completed independently; however, some students will need assistance. You decide if your students
need to be guided through the activities. Check each of your student's mannerisms and do not let
them get frustrated. Give them as much assistance as necessary.
Circle the Correct Response - Yes or No
1.
Could someone share an anecdote about their trip to the beach? yes or no
2.
Would an elaborate lie be easy to remember? yes or no
3.
Would a criminal receive acclaim for his acts of violence? yes or no
4.
Would a scanty dress get a woman lots of attention? yes or no
5.
Would a long explanation be concise? yes or no
Select the Answer that Best Completes the Sentence
1. The scientist gave a ( elaborate / anecdote / concise ) report on his test results.
2. The professor continued to bore the class with his ( scanty / elaborate / anecdote )
about tree frogs.
3. My aunt owns an ( concise / elaborate / acclaim ) table decorated with Japanese carvings.
4. The unstable house was constructed with ( concise / scanty / acclaim ) materials.
5. The director received ( acclaim / anecdote / elaborate ) for his spectacular stage play.
Fill in the Blank with the Word that Best Fits
anecdotes
elaborate
acclaim
scanty
concise
1.
The ( ________________ ) design on the gallery wall was beautiful.
2.
The actor won ( ___________________ ) for his role in Hamlet.
3.
The girl hoped for a ( __________________ ) answer to her complicated question.
4.
The ( ___________________ ) told by the world travelers amused all of us.
5.
The almost dead tree had very ( _________________ ) branches on it.
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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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