Carolyn Beaty Vocabulary March 3-7 Purpose: The purpose of this lesson is to help students gain a better understanding

of ten vocabulary words that will appear multiple times throughout the week. These are words that are used in everyday conversations, and students will need to know these words to be a successful adult in society. By the end of the week, all students should have a basic to proficient understanding of the highlighted vocabulary words for this week. Standards: Iowa Core > Literacy > Grade 3 > Language > Vocabulary Acquisition and Use > Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Iowa Core > Literacy > Grade 3 > Language > Vocabulary Acquisition and Use > Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. Objectives: Third grade students will be able to rate their own knowledge of three vocabulary words and compare their knowledge of these words form the beginning of the week and the end of the week with 90% accuracy. Third grade students will able to participate in whole group discussion on the ten vocabulary words for the week with 100% accuracy. Third grade students will be able to monitor their own learning throughout the week on vocabulary with 80% accuracy. Third grade students will be able to define the three main vocabulary words by the end of the week with 80% accuracy. Students will be able to use the three main vocabulary words correctly in a sentence with 70% accuracy. Students will be able to apply their knowledge of the ten vocabulary words and use this to understand whole group read alouds and their small group literacy group books with 80% accuracy. Materials: Rockys Road Home No Place Like Home Perri the Possum Two Bad Ants Student Journeys books Teacher Journeys curriculum guide 10 Vocabulary cards Spiral notebooks Highlighted vocabulary words Procedure: Monday 3/3:

1. Have students rate themselves on a scale of one to four, one being they have never heard the word before and four being they could give you the definition like a dictionary, the three highlighted vocabulary words for the week. a. Puzzling b. Violently c. Unaware 2. Have students come to the carpet and go over the ten focus vocabulary words for the week. a. Scout b. Narrow c. Surrounded d. Underground e. Puzzling f. Glassy g. Violently h. Liquid i. Soggy j. Unaware 3. Use the vocabulary cards to talk about each vocabulary word. Read the front of the card, have students repeat the words to make sure they know the pronunciation, and do at least one suggested activity on the back of the card with students to help them become familiar with the meaning of the words. 4. Read aloud Grans Basement (page T14), which uses all ten vocabulary words. 5. Ask the Listening Comprehension questions (page T15) a. How is the setting important to the storys plot? i. The cousins wanted to find out what was in Grans cellar. b. How can you clarify that the events that the kids were imagining did not happen in real life? i. I can reread the paragraph and notice that the author uses the words imaginations, pictured, imagined, and thoughts. c. How can you clarify who the man in the mustache and the lady in the lace dress are? i. It was an old wedding photograph and they were the childrens greatgrandparents. It says this in the text. You can always go back and reread. 6. At small group literacy time, go over each vocabulary word again with students and locate them in their small group books. Have students bring their spiral notebooks to the reading table and make sure they filled out their vocabulary page for the week and that they rated themselves for each word. Tuesday 3/4: 1. Have students come to the carpet with their journeys books. Turn to pages 170 and 171. 2. Repeat vocabulary words aloud to make sure everyone is pronouncing them correctly. 3. Ask target vocabulary guided practice questions (page T24): a. What would you take with you if you were going to live underground? b. What do you find puzzling about ants or other insects? c. How would you feel if you had to crawl through a narrow passage? Why? d. Would it be easy or difficult to be surrounded by ants all day? Why? e. Have you ever seen the wind blow violently? What happened? f. If you were sent to scout for food in the woods, what might you find? g. What do soggy socks and mittens feel like? h. If you had a liquid meal, what might you eat?

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i. What could you see if you looked through the glassy walls of an ant farm? j. If you were unaware that ants were nearby, what might happen to your picnic food? Read background section aloud. (page T25) This passage includes all ten target vocabulary words for the week. Review comprehension page (page T 26) a. Be thinking about this as we listen to our story. Look at the side bar (page T 28) on student book page 174. a. We have reviewed the vocabulary that you should be looking for in this story. b. We have also talked about story structure, so I want you to be thinking about the characters, the setting, and the plot of the story as we read. c. You could also work on the target strategy of monitoring or clarifying when you are reading. If something doesnt make sense to you as you are reading, use strategies that can help you understand. d. This is a fantasy story. Who remembers what fantasy is? (do think aloud on Page T 28) e. Set the purpose for the story (page T29) i. Read aloud the title and the author. Two Bad Ants by Chris Van Allsburg. ii. What are the ants doing on pages 174 and 175? iii. This story describes the adventure of two ants that leave the group and go off on their own, iv. Do read aloud on page T29. Listen to the story on CD. Stop and discuss at stop and thinks. This includes vocabulary discussion. a. Page 179/ T31 b. Page 185/ T34 c. Page 190/ T37 At small group, begin building background for the story. Use target vocabulary words when asking questions. For example: a. Do you think Rocky was unaware that the garbage truck was coming? b. Leona is encased in an aquarium filled with liquid. Is there another type of aquarium?

Wednesday 3/5: 1. In small groups, check to see how students are progressing in their spirals for their vocabulary page. Students should have a definition for each of the three highlighted words for the week as well as use it in a sentence that makes sense. Students should be on track to completing this by Friday. 2. Have students read their stories independently. Ask a few students to whisper read out loud to listen for accuracy and fluency. Take a running record on at least one student per reading group. 3. Go over the vocabulary words in the story. When asking comprehension questions, tie in the vocabulary words. Thursday 3/6: 1. Vocabulary strategies (Page T54) base words and the prefix NON. 2. in small Non means not. 3. Nonstop, nonfat, nonviolent, nonsense, nonproductive. 4. What are some other words that you know that begin with the prefix non? What does that word mean?

5. Project a worksheet for students to compete in the ELMO. Write base word, prefix, and meaning. a. Nonfiction b. Nonproductive c. Nonverbal d. Nondairy e. Nonrenewable 6. Have students write their answers down in their spirals. 7. In small group literacy groups, continue to work on vocabulary. Check students spirals and make sure that they are on track to complete their vocabulary page by Friday. 8. Talk about resources that students can use to help them with their vocabulary words (dictionary, vocabulary cards, etc). 9. Continue to talk about story and target skill for the week. Friday 3/7: 1. Hand out exit slips. These exit slips assess students knowledge on the three highlighted vocabulary words for the week. Students need to fill in blanks for sentences including the vocabulary words and make them make sense to the reader. 2. Collect students spiral notebook as they are taking their common formative assessment tests. Look at their vocabulary page for the week. a. Did they rate themselves at the beginning of the week and at the end of the week? b. Did they write down a correct definition of the words? c. Did they write a sentence using each vocabulary word that makes sense? Assessment: Assessment will be done both formally and informally throughout the week. I will informally assess my students knowledge of the vocabulary during class discussion, how they answer the vocabulary questions, and how they use this knowledge while reading their small group books. I will formally assess my students knowledge of the three highlighted vocabulary words by looking at their spiral page as well as their exit slips. Students get a grade for their exit slips so parents will know how their child is doing in vocabulary as well.