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V
: Abbey Storey

9  : Modeling- Vocabulary



: The method I will be modeling for students is called the Vocabulary Introduction

Chart. This method will be used prior to reading a story aloud to the class. The focus of this

method is to have students expand their knowledge of words they use in their vocabularies, as

well as learn the definitions and uses of new words found in the story text.


 

9
 
: To model this activity I will be choosing words from the

book ’

 
 by Carol Moore. I would announce to the students that I will be reading

this book aloud to them and want them to focus on specific words as I am reading. But, before

reading I want them to tell me what they think they know about these certain words from the

story. I will then pass out the chart, or make accommodations as necessary for students. The

words I will be asking students to fill in the chart with are: blacksmith (main character), shoe (as

in the shoe on the hoof of a horse in this story), steed (as in horse), coiled (hair braid), scales (on

a dragon), commercial (trading), slight (small), ravine, and astride (riding). I will have them fill

out the sheet for each word as I read them aloud one by one. After this is completed, next I will

place the students into 9 groups, one for each of the vocabulary words. I will tell the groups that

they must use a sheet of butcher paper and include a definition of their assigned word that they

look up either in a dictionary or on the internet, a sentence correctly using the words and a visual

representation of the word. I will tell them that they will be sharing this work with the rest of the

class and all of them will learn this information then for each word through the collaboration as a

class. The students will then be given butcher paper and markers and sent to work. I will walk

around checking in on the groups, assuring that they are on task and answering any questions

that may arise. After 15 minutes I will call the groups back to a large group of the whole class
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and have them present in order of words 1-9. These presentations will take no longer than three

minutes each. The students will add to their charts what they did not know as the words are

presented. After presentations I will offer a small amount of discussion time about what they

thought of the activity and brainstorm ideas of why it was beneficial. I will then hang the

butcher paper posters up in the classroom as part of a word wall for the story for them to refer to

in later work.