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COMPREHENSION AND VOCABULARY INTERVENTIONS CLOCK HOUR INFORMATION If you “saved” your clock hour forms from the 1 st intervention training (at a school building), you can add tonight’s training. Make sure to include that training date as well as tonight’s. The total clock hours will be 6 The fee will be $6 If you did not save your form, you can still get clock hours tonight. Total clock hours for tonight is 3 Total fee for tonight is $5 If you are Title 1, LAP, or a coach, please indicate next to your name on the sign in. LEARNING TARGETS I can explain why comprehension instruction is important. I can name specific comprehension strategies. I can create QAR questions. I can explain why vocabulary instruction is important. I can choose specific vocabulary strategies. I can plan a week’s worth of vocabulary lessons using the strategies from tonight’s work. NORMS Be present in your learning. For those of us on different ends of the learning continuum, please value those of us still learning. Honor the presenter by listening. Take care of your needs whenever you need them. Template Road to the Code Phonemic Awareness in young Children SIPPS Beginning Phonemic Awareness ELI Strategies Templates Road to the Code SIPPS Syllaboards Phonics Phonics for Reading ELI Strategies and Reading Street All Staff: Templates 6 minute solution Skill Builders Fluency ELI Strategies and Reading Street Making Meaning strategies Reading Street Vocab Book Diagnosing and identifying Reading Problems Reading Intervention Materials Training Matrix Vocabulary ELI Strategies Using the Diagnostic Tool/I've Dibeled Now What? Makiing Meaning Strategies ELI Strategies and Comp- rehension Reading Street COMPREHENSION FOUNDATION NOTES DISCUSS WITH YOUR TABLE GROUP What is reading comprehension? Why is comprehension important? What instructions help students develop comprehension? How can we adopt instruction for students with special needs? How can we monitor students’ progress in comprehension? WHAT IS READING COMPREHENSION Comprehension is critically important to the development of children’s reading skills…it’s the essence of reading. It is a complex cognitive process that requires an intentional and thoughtful interaction between the reader and text. Development and application of comprehension strategies is intimately linked to student success. Lastly, comprehension is not a product of reading, but as a result of the active engagement between the reader and the text, and not the activity or the context. WHAT COMPREHENSION STRATEGIES DID THE NRP IDENTIFY AS MOST PROMISING AND EFFECTIVE? The NRP (2000) identified the following comprehension strategies as most promising and effective for helping students improve their comprehension: Comprehension Monitoring Cooperative Learning Graphic and Semantic Organizers Story (or Text) Structure and Mapping Questioning (Answering & Generating) Summarization Multiple Strategy Approach KEY COMPREHENSION STRATEGIES PRESSLEY 2000; RAND STUDY GROUP, 2002 Identifying important information Inferring/predicting Monitoring/clarifying Generating and answering questions Visualizing Summarizing Synthesizing Evaluating MAKING MEANING STRATEGIES THE 9 MAKING MEANING STRATEGIES 1. Retelling Less K 2. Using schema/making connections / Demand 1 3. Visualizing Cognitive Demand 4. Wondering/Questioning 5. Making Inferences 6. Determining important ideas 7. Understanding text structure 8. Summarizing 4 9. Synthesizing / More 5 Demand STRATEGIES FOR STUDENTS Think Pair Share Visualizing during read aloud How did you picture the part where it said, “The students were squished on the bus.”? Who did you picture on slide? How is that person coming down the slide? Students connect discussion comments to those made by another reader: I agree with _______ because _________________. I disagree with ________ because _______________. In addition to what ________ said, I’d like to add __________________. When talking with a partner, help them share more: Tell me more of your thinking about ________. Let’s talk a little more about ______________. Another way to think about it might be ____________. STRATEGIES FOR TEACHERS Use sticky notes to mark the places vocabulary words appear. You might write the meaning of the word on the note to help you define it smoothly without interrupting the reading. Use sticky notes to mark stopping places in the book, remind you of questions, or other important information you want to convey. For each skill, teach explicitly, model, and practice. Discuss the story and make personal connections by asking students: What did you hear the second time reading the story that you missed the first time? What does this story tell us about ________ (theme)? What in the story makes you think that? STRATEGIES FOR TEACHERS Use Class Meeting format to discuss stories Class meeting rules One person talks at a time Listen to one another Allow people to disagree Talk respectfully to one another JR. GREAT BOOKS STRATEGIES SHARED INQUIRY DISCUSSION By using Shared Inquiry Discussion “students are encourage to think critically and deeply about the meaning of what they read, and to use evidence from the story to support their ideas”. A TYPICAL WEEK Day 1- First Read and initial questions are formed Day 2- Second reading of text with directed notes Day 3- Discuss questions that were posed on first day Day 4- Teacher chooses one inquiry question and students write down their answer Day 5- Shared Inquiry Discussion followed by an opportunity for students to change their thinking TEACHER RESPONSIBILITIES DURING A SHARED INQUIRY DISCUSSION Choose the Focus Question Plan ahead passages that relate to the Focus Question Only ask questions during the discussion Use a seating chart to keep track of student ideas Move the discussion along by asking clarifying questions SAMPLE SEATING CHART Diojane Miguel Diandre Believes x x the x Maria character was x wrong Alex Gary Agrees Felicia with x Diojane Jessica Wonders Felix why the main character left at the end. Agrees Gustov with America America Alejandro Leslie STUDENT RESPONSIBILITIES DURING A SHARED INQUIRY DISCUSSION Read and understand the story Come prepared to discuss your answer to the focus questions Be an attentive listener Ask questions of others Be open to new ideas Use the text to support your thinking ELI STRATEGIES COOPERATIVE LEARNING WITH RECIPROCAL TEACHING Groups predict what they story will be about using picture clues or story title. Groups generate questions Who will the story focus on? Where will it take place? What problems might occur? Groups summarize the main parts of the story Groups determine if there predictions were correct and clarify answers to the questions they generated. GRAPHIC ORGANIZERS: THINK LINKS 1. The students read a selection 2. The teacher asks the student to identify the main topic of the text and list words that describe the topic. 3. The teacher asks students to give some examples or more information from the text for each one of the descriptive words that they listed. 4. The students organize and link the information using a web. THINK LINKS Words to Details describe topic Words to Details describe topic Main Idea Words to details describe topic Words to Details describe topic QAR: QUESTION ANSWER RELATIONSHIPS Asking Questions: Gives a purpose for reading Focuses attention on what must be learned Helps develop active thinking while reading Helps monitor comprehension Helps review content Relates what is learned to what is already known (connections!) Requires students to make inferences (Armbruster, Lear, & Osborn, 2001) QAR: QUESTIONS Right There: You can put your finger on it. (What was the score at the end of the game?) Think and Search: You can put your finger on 2 or more answers from 2 or more paragraphs. (What are some of the things T.J. did?) Author and you: Information from the story and you. You must think about what you already know, what the author is telling you, and how both fit together. (What are some other ways Jake could have solved the problem?). On your own: Information just from you. (Have you ever been the new student and what did it feel like?) QAR TYPES OF QUESTIONS From The From Text Experience Think and Author and On your Right There Search You own STORY ELEMENTS GRAPHIC ORGANIZER Story Elements Name Date Title Characters Setting Problem/Goal Solution Beginning Middle End READING STREET RESOURCES 10 IMPORTANT SENTENCES Sentences are the basic means of written communication. Readers use sentences to build meaning in context from text. 10 important sentences manual Provided for each selection in the student edition. Each sentence is logical and cohesive. Each sentence provides a key idea from the selection. Ten Important Sentences – 6 Three Minute Activities GRAPHIC ORGANIZERS Graphic Organizer Manual included in teacher resource guide. 1 of the 7 most effect comprehension strategies Contents includes “GO” organizers listed numerically along with teaching pages which come after the graphic organizers Other graphic organizers not included on the SWIFT page from grades 4-6 Graphic Organizer Book Main Idea Venn Diagram Cause and Effect Time Line & Steps in a Process 3, 4, and 5-Column charts & Outline Forms A & B MORE GRAPHIC ORGANIZERS FROM SWIFT site T-chart Story Prediction Story Prediction from Vocabulary K-W-L Question the Author Story Sequence (A,B, & C) Vocabulary Frame Web (A & B) Word Rating Story Comparison Story Elements WRITING IN RESPONSE TO TEXT WRITTEN COMPREHENSION RESEARCH For active involvement of students in reading expository text, have students: Note important ideas, phrases or words in the margins or write notes While taking notes, attend to the author’s message and evaluate what information is important CONTINUED Fountas & Pinnell. Guiding Readers and Writers, 2000 Carnine, Silbert, Kame’enui, and Tarver. Direct Instruction Reading, 2004 Harvey, Stephanie & Goudvis, Anne. Strategies that Work, 2000 WRITTEN COMPREHENSION RESEARCH CONTINUED From note taking, do a short summary of the content For future study Writing a paragraph summary of the content Answering written questions Writing a report Re-read or skim the passage (Reason we encourage the “Look Back Citation”) Write the response giving ideas and details Examine and evaluate written work samples to determine if students are constructing meaning STRUCTURED ENGAGEMENT SCAFFOLDS: CRITICAL “TOOLS” FOR DIFFERENTIATING INSTRUCTION 1. Choral responses 2. Partner responses 3. Written responses A. Focused prompts increase thinking, accountability, focus B. Structured academic language 4. Individual responses “We can’t narrow the gap unless we dramatically increase student response to instruction.” Dr. Kevin Feldman – Director of Reading and Early Intervention with Sonoma County Office of Education, CA – February, 2009 IVF From Step Up to Writing – Summary Paragraphs – “A summary is a shortened, condensed version of an item such as an article, story, film, or chapter in a textbook. The purpose of a summary is to share the key ideas from the item with your reader. Summaries keep the same tone as the original piece and usually do not contain opinion. Summaries do not have a formal conclusion.” sec. 3-3 IVF summary includes the following: Create a topic sentence using the “burrito” topic sentence method. Copy the topic sentence into a “real” sentence. Add a Fact Outline Write the summary using your Fact Outline VOCABULARY FOUNDATION NOTES Enhancing Literacy Instruction and More “OURS IS THE ONLY LANGUAGE IN WHICH YOU DRIVE IN A PARKWAY AND PARK IN A DRIVEWAY AND YOUR NOSE CAN RUN AND YOUR FEET CAN SMELL” -Richard Lederer CUMULATIVE EXPERIENCES Children from Words heard per Words heard in a Words heard in a Words hour 100 hour week 5,200 hour year heard in 4 years Professional 2,153 215,000 11 million 45 million families Working Class 1,251 125,000 6 million 26 million families Welfare 616 62,000 3 million 13 million Families (Hart & Risley, 1995) GAINING VOCABULARY FROM READING BOOKS Percentile Rank Minutes per day in books 2 0 10 .1 50 4.6 70 9.6 90 21.2 98 65 VOCABULARY GAP -Children who enter school with limited vocabulary knowledge grow more discrepant over time from their peers who have a rich vocabulary knowledge (Baker, Simmons, & Kame’enui, 1997). -The number of words students learn varies greatly 2 vs. 8 words per day 750 vs. 3000 words per year -High SES first graders know twice as many words as lower SES (Graves & Slater, 1987). -ELL students learn conversation English in less than 2 years, but may require 3-5 years to catch up with monolingual peers in academic vocabulary (CALPS). Language Experiences by Group Estimated Cumulative Words Addressed to Child Professional 45 Million Words (In Millions) Working- class 26 Million Words Welfare 13 Million Words 12 24 36 48 (Age Child in Months) Meaningful Differences in the Everyday Experience of Young American Children by Betty Hart & Todd R. Risley. Paul H. Brookes Publishing Co. (1995). MATTHEW EFFECTS (THE GAP) Because poor readers tend to read considerably less than better readers, the gap between the good and poor readers in number of words read, and both receptive and expressive vocabulary, becomes progressively greater as the child advances through school. “The rich get richer and the poor get poorer.” Cunningham, A. & Stanovich, K. (Summer 1998) What reading does for the mind. American Educator. The Effects of Weaknesses in Oral Language on Reading Growth (Hirsch, 1996) 16 High Oral 15 Language in 14 Kindergarten 13 5.2 years difference Reading Age Level 12 11 10 Low Oral Language in Kindergarten 9 8 7 6 5 5 6 7 8 9 10 11 12 13 14 15 16 Chronological Age Only 4% of English Learners’ school day is spent engaging in student talk. Only 2% of English Learners’ day is spent discussing focal lesson content (but not necessarily using relevant academic language). Arreaga-Mayer & Perdomo-Rivera, 1996 WHAT ARE THE BENEFITS OF VOCABULARY INSTRUCTION? Leads to gains in comprehension Increases effective communication Has long term impact on powers of communication and concept development WHAT DOES THIS MEAN FOR MY TEACHING? Direct Instruction Repetition and multiple exposure Words useful in many contexts Active engagement Multiple instructional methods Definition based methods are ineffective (Stahl & Fairbanks, 1986) SAMPLES OF DICTIONARY-BASED VOCABULARY LESSONS (10TH GRADE) Word: Definition Student Sentence revise: to change, fix, I need to revise my improve motorcycle. redundant: repeated, Mr. Donaldson is a boring, over and over very redundant again science teacher. embolden: to I am going to empower, to make embolden my body strong, gain strength this summer. celestial: heavenly My dad should put seasons celestial in his pasta. HOW DO WE TEACH IT? Explicit Implicit Oral language Engagement in literature-rich context engagement Reading to, with and by Repeated/Multiple exposure adults or peers Independent reading Word Learning Strategies LEARNING FROM CONTEXT Jenkins, Stein, and Wysocki -Beck & McKeown (1991) (cited in Beck &McKeown, 1991) “Research spanning One study that showed effects of learning words in context with several decades has fifth grade students had contexts failed to uncover strong created so that a word’s meaning was either strongly implied or a evidence that word synonym was provided. meanings are routinely Researchers found that students acquired from context” learned the meaning of words that had been encountered six to (p. 799). They conclude ten times, unless exposure to that some learning from meaning occurred prior to context does occur, but passage reading, in which case two exposures were sufficient to that the effect is not produce positive effects. very powerful. “Because of the developmental nature of reading, the later one waits to strengthen weaknesses, the more difficult it is for the children to cope with the increasing literacy demands in the later grades. Moreover, those who have reading difficulties in the intermediate grades will, most likely, have serious trouble with the study of science, social studies, literature, mathematics, and other content study that depend, in great part, on printed text.” -Chall, Jeanne S. & Jacobs, Vicki A. (Sring 2003) Poor Children’s Fourth-Grade Slump. American Educator CRITICAL FEATURES OF EFFECTIVE VOCABULARY INSTRUCTION Integrate vocabulary with the lesson. Use explicit instruction on a limited number of new vocabulary words. Create environments where words are talked about and used in multiple ways. Use new vocabulary in other content areas. Teach independent word learning strategies. MORE CRITICAL FEATURES OF EFFECTIVE VOCABULARY INSTRUCTION Encourage wide reading. Provide multiple exposure to words (at least 10). Combine definition and context approaches. Make connections with background knowledge and new vocabulary. Present words in semantically related groups. Instruction on word parts, word association and connotative meaning is important. MORPHEMIC ANALYSIS OF WORD PARTS MAP WORD disorganized Parts + Meaning dis organize ed Your Sentence Using the Word He was disorganized, he forgot it was his birthday! CONCEPT DEFINITION MAP is it What What is it? (Definition) like? The Word What are some examples? 57 What is it like? CONCEPT DEFINITION MAP What is it? (Definition) closed Mathematical shape Plane figure The Polygon Word Straight sides pentagon hexagon triangle CHOOSING VOCABULARY Tier One Words – Basic words that can be defined or associated while reading the text. Tier Two Words – High Utility words that can be specific to a content area or purpose of instruction. These should be words that define the concept or that students are likely to encounter again and again. Tier Three Words – Low Frequency words used in limited content areas that would not interrupt the flow of the concept if not defined. SELECT WORDS THAT: Are unknown to Decide which of the students. words need explicit Are important to instruction, practice, understanding the and review (no more text. than 10 a week). Likely to be Tell students the encountered in the meaning of other future. words. ACADEMIC VOCABULARY Students will learn to How? speak and write like a: Scientist We explain using Mathematician the vernacular and Writer then connect to Historian academic language Artist Give students access and experience SCIENTIFIC ACADEMIC VOCABULARY: Everyday Language Scientific Language figure out conclude group categorize guess predict see observe tell report write down record home habitat clues, proof evidence ACADEMIC VOCABULARY EXAMPLES First Grade Second Grade Genre: fiction, Genre: genre, nonfiction, poem biography Text Elements: author, Text Elements: character, illustrate, compare/contrast, comprehension, main BME, problem, solution, idea, sequence predicting, setting, table Word Study: of contents, text abbreviation, base word, Word Study: blend, compound word, consonant, vowel, word contraction, prefix, family/chunk, middle suffix, syllable ACADEMIC VOCABULARY EXAMPLES Third Grade Fourth Grade Genre: expository, Genre: legends, narrative, persuasive, mystery, tall tale, poetry, realistic fables Text Elements: Text Elements: captions, diagrams, character traits, main example, headings, idea, preview, introductions, labels, strategy, synthesis, plot, text features text feature Word Study: Word Study: prefix, antonym, homonym, suffix, simile synonym DR. KEVIN FELDMAN We can’t “narrow the gap” unless we dramatically increase engagement or student response to instruction. STUDENT ENGAGEMENT Saying Writing Doing TRACKING PROGRESS Students self-rate how well they understand each vocabulary word Students (and partners) know at the beginning of the study and which words they need more support in as the study continues. throughout the story/unit. Example: Ratings are: Plus (+) Check plus (x+) scan -, x, x, x+, + Check (x) Wharf x-, x-, x, x+, + Check minus (x-) Pier -, -, -, x, x+ Minus (-) Journey x+, x+, + ILLUSTRATE AND ASSOCIATE Vocabulary Word Picture of Word Brief Definition Antonym/Nonexample Create your personal sentence ILLUSTRATE AND ASSOCIATE Vocabulary Word Picture of Word silent Brief Definition Antonym/Nonexample Being very quiet noisy Create your personal sentence The classroom was silent on the weekend. CLUNK BUG Context Sentence: Definition: Meaningful Sentence: CLUNK BUG Canvas bag Definition: A sturdy bag that CLUNK you carry food in WORD Important Holds food when you go haversack supply hiking. The haversack, a canvas shoulder bag that holds rations, is an important supply for a hiker. SENTENCE STEMS Least - - - - - - - - - - - - - - - - - - Most How happy would you be if . . . your mother urged you to have a second piece of candy? least happy - - - - - - - - - - - most happy everyone in your class looked glum? least happy - - - - - - - - - - - most happy there was a downpour on your class picnic? Least happy - - - - - - - - - - - most happy SENTENCE STEMS Least - - - - - - - - - - - - - - - - - -Most How much strength does it take to . . . pull a sprout out of the ground? least strength - - - - - - - - - most strength lift an enormous refrigerator? least strength - - - - - - - - - most strength kick a football a significant distance? least strength - - - - - - - - - most strength SENTENCE STEMS How precious would How reluctant would something be . . . you be . . . if _____ if _____ if _____ if _____ if _____ if _____ CONNECT TWO Based on what I read, I would connect _______ and _______ because ________________________ ____________________________________________. Example from Brave Irene: Based on what I read, I would connect reluctant and insisted because although her mother insisted she leave the closing laundromat, Lisa was very reluctant to listen until she found Corduroy. CONNECT TWO EXAMPLE 2.2 “Bad Dog, Dodger!” Based on what I read, I would connect practice and treat because when Sam took time to practice good behavior with Dodger and reward Dodger with a treat, Dodger finally started behaving better. ALPHABOXES Grid with all 26 letters of the alphabet Helps children reflect on what they’ve read while engaging them in vocabulary expansion There are no wrong answers as long as the words can be shown to relate to the text/concept/topic Open-ended Character traits, words to describe a character??? Send home to have family continue adding to the grid??? ALPHABOX EXAMPLES Words to describe Wilbur 3.2 “Fly, Eagle, Fly! An in Charlotte’s Web: African Tale” – Words that tell about settings: adorable evening caring riverbed, reeds, rocky dependable cliffs valley panicked forests loving muddy cattle tracks gullable long thatch grass proud slopes of high mountain gully home warm kitchen OTHER RESOURCES http://dictionary.reference.com/ http://jc-schools.net/tutorials/vocab/TN.html RIGOROUS VOCABULARY IN READING STREET PLANNING VOCABULARY LESSONS This procedure/plan is based on the research and work of Anita Archer, Augusta Mann and the book, Bringing Words to Life: Robust Vocabulary by Isabel Beck. The steps will be followed when introducing new vocabulary for each story. Steps 1-5 will be followed for each new vocabulary word. The process should be done at a “perky pace” and should take no more than 20 minutes to complete. Repetition is very important. Plan on using only 1 Graphic Organizer per story. IDENTIFY VOCABULARY WORDS: Review the suggested words for vocabulary instruction to determine if you need to supplement with additional words. Your children may be very familiar with a word, and you do not need to provide instruction. Your students may be unfamiliar with a word not selected by the publisher and you need to provide more instruction on this word. CHOOSING THE WORDS Review the suggested words and activities for vocabulary instruction to determine if you need to supplement with additional words or activities. For example, Reading Street does a nice job in 2nd grade of including strong vocabulary activities. The other grades may need to supplement. Place identified words into the 3 Tiers. Tier II words will then be placed in the lesson planner. Follow the protocol/chart with the words you have selected. HERE IS AN EXAMPLE OF A TEACHER WHO CHOSE THE VOCABULARY WORDS: Tier 1 Tier 2 Tier 3 caterpillar cocoon unscrewed disrespect emerge migrant sketched PART 1: TEACHING THE VOCABULARY: WHAT TO DO FOR EACH WORD DAY 1 AND 2 1. Introduce the word. Our first word is (vocabulary word). What word? 2. Present a brief student friendly explanation. A ___________ is a _______; or To _____________ means to ____________. 3. Connect with examples (concrete: something students can touch; visual: a visual representation; verbal: tell them) 4. Illustrate the word with an action to represent the vocabulary word (not all words lend themselves to action). 5. Check for understanding. This should be done using think-pair-share, cooperative groups, or individual responses such as “thumbs up or thumbs down” to get students actively engaged. HERE IS AN EXAMPLE OF HOW A TEACHER PLANS TO TEACH THE VOCABULARY: Word #1: cocoon Definition: silk-like protective covering Connection: Here is where the teacher would follow the script: Our word is cocoon? What word? A cocoon is a silk like protective covering. Here is a picture of a cocoon. Word #2: caterpillar Definition: a small, furry worm with many legs Connection: Again, the teacher would follow the script: Our word is caterpillar? What word? A caterpillar is a small, furry worm with many legs. Here is a picture of a caterpillar. HERE IS AN EXAMPLE OF HOW A TEACHER PLANS TO TEACH THE VOCABULARY: Check for Understanding: Cocoon: Have students describe a cocoon that they have seen to the class. Caterpillar: Show pictures of different animals. Have students identify the caterpillar. HERE’S HOW ANOTHER TEACHER INTRODUCES WORDS Brie Ellis at Sherman Elementary VOCABULARY Home on the Range dude city person who works on a ranch for vacation DUDE spurs spiked wheels on boots used on horses SPURS roundup moving cattle in a herd; usually done on horseback ROUND UP bawling crying BAWL ING coyote small wolf-like animal; known for howling COY O TE PART 2: APPLY THE LEARNING: A MENU Day 3 and 4 Now that students have a basic understanding of the vocabulary words and definitions, additional practice and application should be added. Choose an activity you believe is most beneficial for your students at this time. With a partner, write a meaningful sentence for each of the tested words Teacher Guide Vocabulary Activities (see your Reading Street teacher’s guide) Graphic Organizer (choose 1) Illustrate and associate with one or two of the vocabulary words. Venn diagram Word, Definition, Picture Word, Picture, Sentence Word Parts Map Clunk bug Other graphic organizers you love PART 2: APPLY THE LEARNING: A MENU ELL Poster (See Reading Street ELL guide) Have students present examples and non-examples for the vocabulary word Ask deep processing questions (Developed by Sherrie Krause, Literacy Coach): Answer questions “Would you prefer to have a festive day or an ordinary day?” Create Examples What is something that a good citizen might do? Make Choices If any of the things I name can hatch, say hatch; if not, say nothing: a train, a chicken, a jar of jam, a snake, a tadpole, a horse. Pantomime Show me how an eagle soars, a rocket, an airplane. Personal Context Some people are fond of fishing. Tell about something you are fond of. Use the word fond when you tell about it. Synonyms and Antonyms Name a word that means the opposite of genuine; name a word that means about the same as genuine. HERE’S HOW ONE TEACHER PLANNED FOR APPLICATION AND PRACTICE: Day 1. Illustrate and associate with two of the vocabulary words. 3 2. Use a Venn diagram to compare a caterpillar and a butterfly- can be done in groups or whole class 3. Develop Vocabulary lesson on Page 153 in teacher’s guide Day 1. Word Parts Map using unscrewed and disrespect (example of Word Parts Map below; can also be found 4 in ELI binder) 2. Develop Vocabulary lesson on Page 157 in teacher’s guide 3. In small groups make a list of additional words that start with the “un” or “dis” prefix and talk about how the prefix changes the word meaning. DAY 5: EXTEND AND REVIEW THE LEARNING: A MENU Day 5 After students have learned, practiced, and applied the vocabulary words, they can extend the learning. This is also an opportunity to connect this week’s vocabulary to previous week’s vocabulary. Choose an activity you believe is most beneficial for your students at this time. Memory or Matching or “find your partner”, “dance to a partner” : vocab. word on one card, match with definition on another card Meaningful sentences: use student-generated meaningful sentences from earlier. Take out the vocabulary word and students select the vocabulary word that matches with that sentence. Word Wizards; students bring in or say examples that they’ve found or used the vocabulary word DAY 5: EXTEND AND REVIEW THE LEARNING: A MENU How can these be alike: teacher picks 2 words and students must say how they’re alike. Words can be from different weeks. For example: how are rural and glacier alike? 20 questions: student picks a vocabulary word. Students ask yes or no questions and student answers while class tries to guess what the vocabulary word is. Vo-back-ulary: Students have a vocabulary word taped to their back. Kids walk around and use these to guess the word: Name synonyms and antonyms Give definitions Give meaningful sentences YOUR TURN Use the lesson planning template and graphic organizers to plan next week’s vocabulary lessons for your reading or intervention group. EXIT SLIP Please reflect on tonight’s learning targets as you answer the questions on the exit slip. I can explain why comprehension instruction is important. I can name specific comprehension strategies. I can create QAR questions. I can explain why vocabulary instruction is important. I can choose specific vocabulary strategies. I can plan a week’s worth of vocabulary lessons using the strategies from tonight’s work.
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