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© Center for the Collaborative ClassroomMaking Meaning® Vocabulary Teaching Guide 1 of 9
Using Printable Word Cards, Prompts, and Activities
CONTENTS
Grades K–1, Daily Routines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Grades K and 1, Weekly Review Activities . . . . . . . . . . . . . . . . . . . . . . 4
Grade 2, Daily Routines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Grades 3–5, Daily Routines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Grades 3–5, Word Learning Strategies and Activities . . . . . . . . . . . . 9
Making Meaning® Vocabulary Teaching Guide 2 of 9© Center for the Collaborative Classroom
Click the PDF icon and then print the corresponding activity. Follow the routines in the Vocabulary Teaching Guide, adapting them in the following ways:
GRADES K–1, DAILY ROUTINES
Word and Picture Cards • Days 1 and 2, Introduce a Word
Print the word and picture cards for each day. Display the picture card while concealing the word card. Follow the lesson as written, revealing the word card when instructed to do so in the Vocabulary Teaching Guide.
explorecompanion
imitatecreature
Making Meaning® Vocabulary Teaching Guide 3 of 9© Center for the Collaborative Classroom
Prompts (Optional at Grade K) • All days
Conceal the prompt(s). After asking a question, reveal the corresponding prompt. Keep subsequent prompts hidden to help the students focus on each question, one at a time.
© Center for the Collaborative Classroom
Prompt 1
Prompt 2
Making Meaning® Vocabulary Teaching Guide Week 1 WA2
The [is/is not] a creature because . . .
The creature I see is a . . .
The [is/is not] a creature because . . .
The creature I see is a . . .
Making Meaning® Vocabulary Teaching Guide 4 of 9© Center for the Collaborative Classroom
GRADES K AND 1 , WEEKLY REVIEW ACTIVITIES
“Pedestrian or Passenger?” and other drag-and-drop words • Day 3, Review the Week’s Words
Follow the routine in the Vocabulary Teaching Guide. Write each name, word, or phrase in the appropriate place, rather than dragging and dropping it.
Who Is a Pedestrian?
Who Is a Passenger?
1. Grant is riding a bus to school.
2. Abigail is walking to the park.
3. Wanda is riding on a train.
4. Jorge is walking in the mall.
Grant
Making Meaning® Vocabulary Teaching Guide 5 of 9© Center for the Collaborative Classroom
“Container or Not a Container?” and other drag-and-drop pictures • Day 3, Review the Week’s Words
Follow the routine in the Vocabulary Teaching Guide. Rather than dragging and dropping each picture to the appropriate column, draw a line from each picture to the words Container or Not a Container.
© Center for the Collaborative ClassroomMaking Meaning® Vocabulary Teaching Guide Week 5 WA6
Container Not a ContainerContainer Not a Container
Making Meaning® Vocabulary Teaching Guide 6 of 9© Center for the Collaborative Classroom
GRADE 2, DAILY ROUTINES
Word Cards • Days 1 and 2, Introduce a Word
Print the word cards for the week. Follow the lesson as written, revealing each word card when instructed to do so in the Vocabulary Teaching Guide.
Prompts • All days
Conceal the prompt(s). After asking a question, reveal the corresponding prompt. Keep subsequent prompts hidden to help the students focus on each question, one at a time.
© Center for the Collaborative Classroom
4
3
2
1
Making Meaning® Vocabulary Teaching Guide Week 1 WA1
contentcompassionate
swirltumble
contentcompassionate
swirltumble
contentcompassionate
swirltumble
contentcompassionate
swirltumble
© Center for the Collaborative Classroom
Prompt 1
Prompt 2
Prompt 3
Making Meaning® Vocabulary Teaching Guide Week 1 WA2
Prompt 1
Prompt 2
Prompt 3
I think the water [is/is not] swirling because . . .
When swirled [his/her] hands, [he/she] . . .
WA2
I tumbled when . . .
I saw someone tumble . . .
Prompt 1
Prompt 2
Prompt 3
I think the water [is/is not] swirling because . . .
When swirled [his/her] hands, [he/she] . . .
WA2
I tumbled when . . .
I saw someone tumble . . .
Prompt 1
Prompt 2
Prompt 3
I think the water [is/is not] swirling because . . .
When swirled [his/her] hands, [he/she] . . .
WA2
I tumbled when . . .
I saw someone tumble . . .
Making Meaning® Vocabulary Teaching Guide 7 of 9© Center for the Collaborative Classroom
GRADES 3–5, DAILY ROUTINES
Word Cards and Prompts • Days 1 and 3, Introduce a Word
Print the word cards and prompts for each day. Conceal the prompt(s). Say the word and have the students repeat it. After asking a question, reveal the corresponding prompt. Keep subsequent prompts hidden to help students focus on each question, one at a time.
• Days 1 and 3, Introduce Two Words
When two related words are introduced, say the first word and have the students repeat it. Conceal the other word and prompts. After asking a question about the word, reveal the corresponding prompt. Then reveal the second word, say it, and have the students repeat it. After asking a question about that word, reveal the corresponding prompt.
© Center for the Collaborative ClassroomMaking Meaning® Vocabulary Teaching Guide Week 1 WA1
WA1
Word card 1Word card 1
PROMPT 1: The turtle [is/is not] whizzing through the grass
because . . .
PROMPT 2: The train [is/is not] whizzing down the tracks
because . . .
1whiz
WA1
Word card 1Word card 1
PROMPT 1: The turtle [is/is not] whizzing through the grass
because . . .
PROMPT 2: The train [is/is not] whizzing down the tracks
because . . .
1whiz
© Center for the Collaborative ClassroomMaking Meaning® Vocabulary Teaching Guide Week 1 WA6
65
PROMPT 1: After school, I’m likely to . . .
PROMPT 2: After school, I’m unlikely to . . .
Word cards 5–6
unlikelylikely
65
PROMPT 1: After school, I’m likely to . . .
PROMPT 2: After school, I’m unlikely to . . .
Word cards 5–6
unlikelylikely
Making Meaning® Vocabulary Teaching Guide 8 of 9© Center for the Collaborative Classroom
• Days 2 and 4, Review the Words
When three or more words are reviewed on the same page, say each word and have the students repeat it. Conceal the prompts.
After asking a question about the words, reveal the corresponding prompt(s).
© Center for the Collaborative ClassroomMaking Meaning® Vocabulary Teaching Guide Week 2 WA4
PROMPT 1: I think the word was especially
fun to talk about because . . .
PROMPT 2: You’re thinking of the word
because . . .
PROMPT 3: is thinking of the word
because . . .
987 debrisvolunteerbustle
© Center for the Collaborative ClassroomMaking Meaning® Vocabulary Teaching Guide Week 2 WA4
PROMPT 1: I think the word was especially
fun to talk about because . . .
PROMPT 2: You’re thinking of the word
because . . .
PROMPT 3: is thinking of the word
because . . .
987 debrisvolunteerbustle
Making Meaning® Vocabulary Teaching Guide 9 of 9© Center for the Collaborative Classroom
GRADES 3–5, WORD LEARNING STRATEGIES AND ACTIVITIES
“What’s the Missing Word?” and other daily or ongoing review activitiesFollow the routine in the Vocabulary Teaching Guide, pointing to the print rather than clicking to change the screen. Use a pen to circle the correct answer or write the answer in the sentence.
© Center for the Collaborative ClassroomMaking Meaning® Vocabulary Teaching Guide Week 2 WA11
1 of 5
SENTENCE 1: On warm sunny days, our cat, Percy,
in the sun and takes naps.
PROMPT: I think is the missing word
because . . .
bustle lounge ruckus squirm unlikely
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