| 1 |
smre_di_00449 |
Concept Development |
Students learn to determine the
meaning of multiple-meaning words in context. |
| smre_itr_01449 |
Concept Development |
Students read the informational text,
"Electromagnets." Students also determine the meaning of
multiple-meaning words in context, use question-and-answer relationships
(Right There), draw conclusions based on explicit information, and identify the
main idea and supporting details. |
| smre_ip_01349 |
Concept Development |
Students determine the meaning of multiple-meaning words using
the context of short sentences. |
| smre_pp_00617 |
Concept Development |
Students practice using multiple-meaning words in context. |
| 2 |
smre_di_00471 |
Concept Development |
Students learn to determine the meaning of multiple-meaning
words in context. |
| smre_itr_01471 |
Concept Development |
Students read an excerpt from the play, "Play the Game
You Know (Part 2)." Students also determine the meaning of
multiple-meaning words in context; identify elements of plot; identify
cause-and-effect relationships; use question-and-answer relationships (Right
There); and identify characters' actions, motives, emotions, traits, and
feelings. |
| smre_ip_01371 |
Concept Development |
Students determine the meaning of multiple-meaning words using
the context of short sentences. |
| smre_pp_00523 |
Concept Development |
Students read sentences to determine the meaning of
multiple-meaning words in context. |
| 3 |
smre_di_00455 |
Concept Development |
Students learn to determine the meaning of antonyms. |
| smre_itr_01455 |
Concept Development |
Students read the informational text, "Famous Women
Athletes: Tennis." Students also determine the meaning of antonyms, use
question-and-answer relationships (Right There), identify explicit and
implicit main ideas, make inferences, and determine the author's purpose. |
| smre_ip_01355 |
Concept Development |
Students determine the meaning of antonyms using the context
of short sentences. |
| smre_pp_00621 |
Concept Development |
Students practice using antonyms to better understand the
meaning of words. |
| 4 |
smre_di_00469 |
Concept Development |
Students learn to determine the meaning of synonyms. |
| smre_itr_01469 |
Concept Development |
Students read the informational text, "A New Way to Look
at Music." Students also determine the meaning of synonyms, use
question-and-answer relationships (Right There, Think and Search), make
inferences, and draw valid conclusions. |
| smre_ip_01369 |
Concept Development |
Students determine the meaning of synonyms using the context
of short sentences. |
| smre_pp_00620 |
Concept Development |
Students practice using synonyms to better understand the
meaning of words. |
| 5 |
smre_di_00453 |
Concept Development |
Students learn to distinguish denotative and connotative
meanings. |
| smre_itr_01453 |
Concept Development |
Students read the informational text, "The Most Valuable
Diamonds in the World." Students also distinguish denotative and
connotative meanings, use question-and-answer relationships (Right There),
draw conclusions based on explicit information, identify the author's
viewpoint and bias, and distinguish between major and minor details. |
| smre_ip_01353 |
Concept Development |
Students distinguish denotative and connotative meanings using
the context of short sentences. |
| smre_pp_00618 |
Concept Development |
Students practice using connotations and denotations of words. |
| 6 |
smre_di_00457 |
Concept Development |
Students learn the meaning of academic and domain-specific
vocabulary terms. |
| smre_itr_01457 |
Concept Development |
Students read the informational text, "The Great Race of
Mercy: A True Adventure of Heroism." Students will then summarize text,
make inferences, use information fromtables, maps, and charts, and answer literal questions. Students will
also use context clues to determine the meaning of academic vocabulary words. |
| smre_ip_01357 |
Concept Development |
Students determine the missing academic vocabulary in short
sentences. |
| smre_pp_00518 |
Concept Development |
Students use a graphic organizer to list their ideas about
hosting a photo exhibit about helping others. Students then use at least
three academic vocabulary words from the lesson to write a short speech to
introduce the exhibit to the community. |
| 7 |
smre_di_02506 |
Concept Development |
Students learn the meaning of academic and domain-specific
vocabulary terms. |
| smre_itr_02506 |
Concept Development |
Students read the fictional interview, "The IQ
Question." Then students make inferences, use information fromtables, maps, and charts, draw valid
conclusions and make generalizations supported by text, and answer
Right-There questions. Students will also use context clues to determine the
meaning of academic vocabulary words. |
| smre_ip_02506 |
Concept Development |
Students complete sentences using academic and domain-specific
vocabulary words. |
| smre_pp_02506 |
Concept Development |
Students use a graphic organizer to list their thoughts about
whether students should take IQ tests. Students then use at least three
academic vocabulary words from the lesson to write a letter expressing their
opinion. |
| 8 |
smre_di_00451 |
Concept Development |
Students learn to use Greek and Latin roots to determine the
meaning of unfamiliar words. |
| smre_itr_01451 |
Concept Development |
Students read the literary text, "Earthquake! The
Disaster That Rocked San Francisco." Students also use Greek and Latin
roots to determine the meaning of unfamiliar words, use question-and-answer
relationships (Right There), make inferences, and make, confirm, and revise
predictions. |
| smre_ip_01351 |
Concept Development |
Students use Greek and Latin roots to determine the meaning of
unfamiliar words. |
| smre_pp_00619 |
Concept Development |
Students practice using Greek and Latin roots to better
understand the meaning of words. |
| 9 |
smre_di_02505 |
Concept Development |
Students learn about word relationships to understand the
meaning of academic and domain-specific vocabulary terms. |
| smre_itr_02505 |
Concept Development |
Students read the informational text, "Heroes Through
Artists' Eyes." Students will then determine the author's purpose, make
inferences, use compare-and-contrast relationships, and answer literal
questions. Students also use their knowledge of word relationships (synonyms,
antonyms, and examples) to better understand the meaning of words. |
| smre_ip_02505 |
Concept Development |
Students use context and knowledge of word relationships to
determine the meaning of words. |
| smre_pp_02505 |
Concept Development |
Students practice using word relationships to better
understand the meaning of academic vocabulary words. |
| 10 |
smre_di_02508 |
Concept Development |
Students learn about word relationships to understand the
meaning of academic and domain-specific vocabulary terms. |
| smre_itr_02508 |
Concept Development |
Students read the informational text, "Our Plastic
Brains." Students then use cause-and-effect relationships, determine the
author's purpose, and answer Right There questions. Students also use their
knowledge of word relationships (synonyms, antonyms, and examples) to better
understand the meaning of words. |
| smre_ip_02508 |
Concept Development |
Students use context and knowledge of word relationships to
determine the meaning of words. |
| smre_pp_02508 |
Concept Development |
Students practice using word relationships to better
understand the meaning of academic vocabulary words. |
| 1 |
smre_di_00461 |
Word Analysis |
Students learn to determine word meanings by using affixes. |
| smre_itr_01461 |
Word Analysis |
Students read an excerpt from the informational text,
"Changing the World." Students also use question-and-answer
relationships (Right There), distinguish facts and opinions, summarize text,
determine the author's purpose, and determine word meanings by using affixes. |
| smre_ip_01361 |
Word Analysis |
Students use their knowledge of affixes and base words to
complete sentences. |
| smre_pp_00520 |
Word Analysis |
Students use affixes to build words and use the words
correctly in a sentence. |
| 2 |
smre_di_02504 |
Word Analysis |
Students learn about morphological families to determine the
meaning of academic and domain-specific vocabulary terms. |
| smre_itr_02504 |
Word Analysis |
Students read the fictional email, "What Makes a
Hero?" Students then compare and contrast, identify the main idea, and
answer literal and inferential questions. Students also use their knowledge
of morphological families to understand academic vocabulary words. |
| smre_ip_02504 |
Word Analysis |
Students use context and knowledge of morphological families
to determine the meaning of words. |
| smre_pp_02504 |
Word Analysis |
Students use a graphic organizer to list their ideas about
what makes a hero. Students then use at least three academic vocabulary words
from the lesson to create a Web page about kid heroes. |
| 3 |
smre_di_02507 |
Word Analysis |
Students learn about morphological families to determine the
meaning of academic vocabulary terms. |
| smre_itr_02507 |
Word Analysis |
Students read the informational text, "Brain
Battle." Students will then identify the main idea and supporting
details, use cause and effect to gain meaning, and answer Right-There
questions. Students also use their knowledge of morphological families to
understand academic vocabulary words. |
| smre_ip_02507 |
Word Analysis |
Students use knowledge of morphological families to determine
the meaning of words. |
| smre_pp_02507 |
Word Analysis |
Students use a graphic organizer to list reasons why they are
right-brained or left-brained. Students then use at least three academic
vocabulary words from the lesson to write a paragraph explaining whether they
are right-brained or left-brained. |