grade - pearson education

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Scaffolded StrategiesHandbook

Grade

Glenview, Illinois • Boston, Massachusetts • Chandler, Arizona • Upper Saddle River, New Jersey

K

Copyright © 2014 Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. The publisher hereby grants permission to reproduce the Graphic Organizer pages, in part or in whole, for classroom use only, the number not to exceed the number of students in each class. Notice of copyright must appear on all copies. For information regarding permissions, write to Rights Management & Contracts, Pearson Education, Inc., One Lake Street, Upper Saddle River, New Jersey 07458.

Pearson and ReadyGEN are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc., or its affiliates.

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iv Scaffolded Strategies Handbook

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UNLOCK THE TEXT • UNIT 1 • MODULE A

Look at the illustrations. Guide students to use information from the title and illustrations to respond to the following questions:

• What is the title of the story?

• Who is the author? Who is the illustrator?

• What is a duckling?

• What do the pictures tell you about the story?

LANgUAgE CONvENTIONALITy AND CLArITy

PrEvIEW vOCABULAry Use the Learn New Words Routine in Part 2 to assess what students know about the following words: island, quacked, cozy, dive, traffic, and proud.

Ask students a self-related question about each word, such as: What would it be like to live on an island? Prompt students to use the term island in their response.

CrITICAL vOCABULAry Preteach critical vocabulary words, such as mallard, ducklings, hatch, molt, and Boston.

Introduce critical vocabulary with age-appropriate terms. Include pictures or video when possible to reinforce and support meaning. You can use the Vocabulary Activities in Part 2.

KNOWLEDgE DEMANDs

ACTIvATE BACKgrOUND KNOWLEDgE Ask students to share what they know about ducks. Record student responses on chart paper. Facilitate student input with guiding questions, such as: What do ducks look like? How do they act? Where do they live? What do they eat? Review students’ responses by pointing and asking students to follow along as you read each word or phrase on the chart.

Before students get started, model an example of a time when you saw a family of ducks: Last spring, I was in the town park, and I heard some loud “quacking” sounds. I looked in the pond and saw a mamma duck and her five ducklings swimming all in a row. Then they waddled out of the water to eat some crackers a lady was tossing to them.

Unlock the TextQUALITATIvE MEAsUrEs

Levels of Meaning

character-driven plot with unified theme of finding a home; building relationships

Structure chronological narrative structure; pictures support the plot; setting changes

Language Conventionality and Clarity

straightforward sentences; humor; nonliteral language

Knowledge Demands

duck behavior; city life; interactions of people and animals

Prepare to ReadLEvELs Of MEANINg

In Make Way for Ducklings, the main storyline tells about Mr. and Mrs. Mallard finding a safe home for their family. On a deeper level, it shows the importance of the relationship between the Mallard family and Officer Michael.

Structure

PrEvIEW Read the title and author/illustrator’s name, sweeping a finger under each word. Point out that the author writes the words in the story and the illustrator makes the pictures. Tell students that in Make Way for Ducklings, the same person wrote the story and made the pictures.

Living together: this is Home

Make Way for Ducklings 54 Kindergarten•Unit1•ModuleA

sTrUggLINg rEADErs

Take a picture walk through the book with students. Talk about the various places the ducks go, and have students name the places that look familiar.

ENgLIsH LANgUAgE LEArNErs

Help students understand the difference between a duck and a duckling. Explain the difference. Then display the book and have students point to the duck and say the word duck. Then have them point to a duckling and say the word duckling.

QUALITATIVE MEASURESLevels of Meaning

(explicit) finding a home(implicit) friendship

Structure Pictures; setting changes


Straightforward sentences; humor; nonliteral meaning

Knowledge Demands

New ideas: how ducks act; city lifeChallenging concepts: how people and animals get along

For each text, the Qualitative Measures of Text Complexity become customized access points for your special student populations.

About This Book

Enrich your instructional repertoire with research- proven scaffolds for English language learners, students with disabilities, struggling readers, and accelerated learners.

Every text in ReadyGen is supported by the targeted strategies you will find for when students:

•Prepare to Read

• Interact with Text

•Express and Extend

Apply all or some of the 3-part plan to broaden accessibility to complex texts and tasks for all students.

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PART 1

Unlock the Text


2 Part 1 • Unit 1

Unit 1

Living Together: This Is Home

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SUPPORTING TEXTA Bed for the Winter

ANCHOR TEXTLife in a Pond

TEXT SET

MODULE B

Anchor Text Life in a Pond ......................................................... 16

Supporting Text A Bed for the Winter ........................................ 22

SUPPORTING TEXTA House for Hermit Crab

ANCHOR TEXTMake Way for Ducklings

TEXT SET

Unlock the Text

MODULE A

Anchor Text Make Way for Ducklings .......................................... 4

Supporting Text A House for Hermit Crab ................................. 10

Living Together: This Is Home 3

www.PearsonSchool.com/NYCReadyGEN

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Unlock the TextQualitative MeaSureS

Levels of Meaning

character-driven plot with unified theme of finding a home; building relationships

Structure chronological narrative structure; pictures support the plot; setting changes


straightforward sentences; humor; nonliteral language

Knowledge Demands

duck behavior; city life; interactions of people and animals

Prepare to ReadlevelS of Meaning

In Make Way for Ducklings, the main storyline tells about Mr. and Mrs. Mallard finding a safe home for their family. On a deeper level, it shows the importance of the relationship between the Mallard family and Officer Michael.

Structure

previeW Read the title and author/illustrator’s name, sweeping a finger under each word. Point out that the author writes the words in the story and the illustrator makes the pictures. Tell students that in Make Way for Ducklings, the same person wrote the story and made the pictures.

living together: this is Home

4 Kindergarten • Unit 1 • Module A

Struggling readerS

Take a picture walk through the book with students. Talk about the various places the ducks go, and have students name the places that look familiar.

engliSH language learnerS

Help students understand the difference between a duck and a duckling. Explain the difference. Then display the book and have students point to the duck and say the word duck. Then have them point to a duckling and say the word duckling.

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Look at the illustrations. Guide students to use information from the title and illustrations to respond to the following questions:

• What is the title of the story?

• Who is the author? Who is the illustrator?

• What is a duckling?

• What do the pictures tell you about the story?


PrEvIEW vOCABULAry Use the Learn New Words Routine in Part 2 to assess what students know about the following words: island, quacked, cozy, dive, traffic, and proud.

Ask students a self-related question about each word, such as: What would it be like to live on an island? Prompt students to use the term island in their response.

CrITICAL vOCABULAry Preteach critical vocabulary words, such as mallard, ducklings, hatch, molt, and Boston.

Introduce critical vocabulary with age-appropriate terms. Include pictures or video when possible to reinforce and support meaning. You can use the Vocabulary Activities in Part 2.

KNOWLEDgE DEMANDs

ACTIvATE BACKgrOUND KNOWLEDgE Ask students to share what they know about ducks. Record student responses on chart paper. Facilitate student input with guiding questions, such as: What do ducks look like? How do they act? Where do they live? What do they eat? Review students’ responses by pointing and asking students to follow along as you read each word or phrase on the chart.

Before students get started, model an example of a time when you saw a family of ducks: Last spring, I was in the town park, and I heard some loud “quacking” sounds. I looked in the pond and saw a mamma duck and her five ducklings swimming all in a row. Then they waddled out of the water to eat some crackers a lady was tossing to them.

Make Way for Ducklings 5


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Repeated readings make it much easier for students to recall important passages and process information. After reading a section and examining the illustration, guide students to recount in their own words what happened.

engliSh language learnerS

Encourage students to ask questions about any illustrations they do not understand. Create picture cards with a simple picture of the unknown object and its name. Ask students to repeat the name of the word. Act out words when possible to support meaning.

Interact with TextlevelS of Meaning

As you read Make Way for Ducklings, periodically stop to assess students’ level of understanding.

Guide students to respond to the following questions: Who have we met in the story? What has happened so far? How do the people and animals act toward each other?

Point out specific examples of text and illustrations that support student responses.

If…students have difficulty recalling the people and animals in the story,

then…revisit the text illustrations. Point to and say each character name aloud. Have students repeat the names after you.

Structure

As students read, assess their understanding of the story’s structure. Point out that the pictures give clues to help readers understand where the story is happening.

If…students have difficulty identifying a particular setting,

then…examine the illustration and point out key details that will help them identify where each part of the story takes place.

For example, point out the illustration on the first page. Ask: Do you think the ducks are flying in the city or the country? What does the illustration show you? What does the text tell you? Point out examples of illustration details and text that support student responses, such as: “There were sure to be foxes in the woods or turtles in the water…”



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STrUggLINg rEADErS

Students may have difficulty understanding why the book is called Make Way for Ducklings. Have students stand in a group. Put your arms out as you move through the group, and say: make way, coming through. Then gather students together and lead them to the understanding that make way means “Move over, I’m coming through!” Ask: How does make way apply to the ducks and ducklings in the story?


While the language of the story is direct and can be understood on a literal level, the author also includes examples of humor and nonliteral language that need supported explanation.

Read the following sentence aloud: “Before you could wink an eyelash Jack, Kack, Lack, Mack, Nack, Ouack, Pack, and Quack fell into line.” Ask students: What does it mean to wink an eyelash? (to wink or blink your eyes) Then ask students to wink or blink. Ask: Is a wink fast or slow? (fast) Explain that the author uses the phrase before you could wink an eyelash as a fun and interesting way to tell readers that the ducklings lined up very fast.

Reread the sentence again. This time, focus on the phrase fell into line. Ask: What does the author mean when he says the ducks fell into line? Did they really fall? Guide students to determine that fell into line is another way of saying they got into line.

Explain that sometimes authors want readers to think something is funny in a story. Revisit the honking cars and quacking ducks page. Ask: Why might a reader think this is funny? (The ducks are quacking for the cars to move. The cars are honking for the ducks to move. Both are very loud; both think they have the right to go.)

KNOwLEDgE DEMANDS

Use the Two-Column Chart from Part 2, with the columns labeled Ducks and People to compare the behavior of ducks and people. Use guided questioning to explore the differences. Ask: How do ducks talk? How do people talk? How do ducks get around? How do people get around? Where do ducks live? Where do people live? How do ducklings act? How do babies act?

If…students have difficulty understanding ducks’ behavior,

then…reread words and phrases from the text and point out details from the illustrations to support and clarify examples on the chart.



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Express and Extend LeveLS of Meaning

eXpreSS Lead a discussion about friendship. Ask students: What makes someone a good friend? (They are nice to you, talk to you, play with you, help you, and share.) How does Officer Michael show he is a good friend to the Mallard family? Provide sentence starters to help students, such as Officer Michael was a good friend because he _______.

Chart student responses. Then point to and read each student response.

If…students have difficulty determining how Officer Michael showed friendship,

then…choose one example and point out Michael’s actions or words in the text or text illustration that support the example.

eXtenD Within a teacher-led small group, provide a scenario where the duck family must decide between two homes. For example: One home is far away from the city and people. It is a big pond with a lot of space to fly and swim. The ducks must work hard to find food, and sometimes hungry turtles and foxes visit the pond. Another home is in the city. It is a small pond without much space, but sometimes people offer food. However, there are cars, boats, bikes, and scooters. If you were the duck family, which home would you choose? Why? Invite students to share their choices, and encourage them to include reasons. Then relate the students’ choices back to the story. Ask: Do you think the ducks’ friendship with Michael had anything to do with the home they chose? Why or why not?

Structure

eXpreSS Have students create an illustration of the ducks living in the park. Remind students to include details that help identify the setting, such as the pond, people, the swan boat, and so on.

If…students have difficulty completing the activity,

then…revisit the text illustrations to point out one or two details students may include in their own illustration.

eXtenD Guide students to carefully examine the text illustrations. Point out smaller details that may not have been previously noticed that students may add to their illustration. For example, students may include a boy on a bike, a couple walking a dog, a man reading on a park bench, a woman pushing a carriage, and so on.

StruggLing reaDerS

If students have difficulty responding to questions, rephrase them using different words, so students can understand what is being asked and provide an effective response.

engLiSh Language LearnerS

Students may need help identifying specific objects in a city or a park. Provide help by pointing to an object in the book and saying: Is this a bench or a pond? Have students repeat the word. Repeat with other objects.


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eXpreSS Talk about Sentences and Words

Read aloud the following sentences from Make Way for Ducklings.

Mr. and Mrs. Mallard were bursting with pride. It was a great responsibility taking care of so many ducklings, and it kept them very busy.

Ask: What does bursting with pride mean? (to be extremely proud of something) What do you know that can burst? (a balloon) Do you think Mr. and Mrs. Mallard really burst open? What word could we use in place of bursting? Have children share their suggestions. Why do you think the author chose to say bursting? (It’s an interesting way to tell how very proud Mr. and Mrs. Mallard were of their baby ducklings.)

Team Talk Have students turn to a partner and say the sentence again using simpler words.

If…students have difficulty determining meaning,

then…think aloud to provide students with additional support by saying: Last week I sang a solo part at my choir rehearsal. Afterwards, the director called my name and told me, in front of everyone, that I did a wonderful job. I was so proud of myself and very excited to hear that. I was bursting with happiness.

EXTEND Read the sentences, “‘Look out!’ squawked Mrs. Mallard, all of a dither. ‘You’ll get run over!’” Guide students in determining that the meaning of the phrase all of a dither is to be very upset or agitated. Use text evidence about what happened and illustrations to support understanding.

KNOwLEDgE DEMANDs

eXpreSS Ask: Why do the Mallards like living in the city? What are some things they don’t like about living in the city? Model pointing out specific examples in the text that support student responses.


then…review the illustrations, pointing out specific examples of city features that would be helpful or harmful for ducks living there (pond, tall buildings, people feeding them, cars, etc.).

EXTEND Ask: As a mother or father duck, what would you tell your ducklings about people to keep them safe? Provide time for students to share the advice they would give their ducklings. Point out examples from the text that support student responses.

ACCELErATED LEArNErs

Ask students to draw a picture of a special place in their neighborhood on the other side of their park illustration. Ask them to share what they like about their special place and what the ducks in the story liked about their home.



1Unit

A House for Hermit Crab, pages 5–32

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978-0-328-79180-40-328-79180-6

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StrUggling readerS

Many words in this story are compound words, such as starfish, seaweed, lanternfish, and nighttime. Explain that some words are made by putting two words together, and the meaning of those two words can help students understand the meaning of the compound word. Have students tell the two words in each compound word, and help them tell its meaning.M

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Help students connect their native language and English by displaying a picture of the ocean. Have students say the word for ocean in their native language. Then say the word ocean in English, and have students repeat it.

Unlock the TextQUalitative MeaSUreS

Levels of Meaning

character-driven plot with unified theme of making a house a home; building relationships

Structure chronological structure over a year-long time frame; pictures support text; setting


dialogue; descriptive language

Knowledge Demands ocean life, particularly hermit crabs; relationships


In A House for Hermit Crab, there are two levels of meaning. One purpose of the text is the main storyline of Hermit Crab making his house a home, and the other is to describe the relationships he develops along the way.

StrUctUre

preview Examine the cover and read the title to students, pointing to each word as you read it. Point out the author’s name. Explain that the author who wrote the story and the illustrator who drew the pictures is the same person. Try to predict what each scene is about. Ask:

• Where does the story takes place? (on the ocean floor)

• What do you notice about Hermit Crab’s home in each picture? (He’s adding more sea animals to his shell home as the story progresses.)

• What is the story about? (How a hermit crab finds a home.)

living together: this is home

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PrEvIEw vOCAbULAry Use the Learn New Words Routine in Part 2 to assess what students know about the following words: plain, snug, decide, decorate, protect, and gloomy. Think aloud to provide further clarification of each word in relation to students’ own experiences. For example: I remember when I moved into my house; my bedroom was very plain. It was all white with no pictures. I decorated it by painting it bright blue, adding pictures of dolphins, and hanging painted butterflies from the ceiling. What are some things that you think are too plain and need to be decorated?

CrITICAL vOCAbULAry Preteach critical vocabulary words, such as hermit crab, sea anemones, starfish, coral, snails, sea urchins, seaweed, and lanternfish. Use the Vocabulary Activities in Part 2 to support meaning.

KNOwLEDgE DEMANDs

ACTIvATE bACKgrOUND KNOwLEDgE Ask students to share what they know about hermit crabs and other animals that live in the ocean. Create a class chart to record student responses. Ask: What is a hermit crab? What other animals live in shells? What are some other things you would find at the bottom of the ocean?

Before students get started, model an example of some things you know that live in the ocean: Last summer I visited an aquarium. I saw crabs, starfish, coral, fish, seaweed, sea urchins, and many other living things that make their homes in the ocean.


Ask students to act out the words wiggling and waggling and swayed as you name the word being acted out.

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Interact with TextLeveLS of Meaning

As you read A House for Hermit Crab, periodically stop to assess students’ level of understanding.

Guide students to respond to the following questions: What has happened so far? Who has Hermit Crab met? How have they helped him? What do you think will happen next?

If…students have difficulty keeping track of the characters Hermit Crab meets,

then…together, have students act out different motions that will help them remember each animal and where it lives.

For example, point out the illustration of the sea anemones. Reread the sentences, “In March, Hermit Crab met some sea anemones. They swayed gently back and forth in the water.” Continue with each animal and its movements using words from the text to support understanding.

Structure

As students read, periodically stop to assess their understanding of the story’s structure. Remind them that the story takes place over a whole year. Point out details from the text and illustrations to support understanding.

If…students have difficulty understanding the concept of a year,

then…show students a calendar and say the months of the year in order as you page through the calendar. Point out that the calendar begins with the month of January and ends with the month of December, just like A House for Hermit Crab.

StruggLing readerS

This story chronicles Hermit Crab’s activities in each month of the year. The names of the months may be unfamiliar or difficult for students. Help them by naming the months and connecting each to a holiday or event in that month. Use a calendar and have students repeat the names of the months after you.


Encourage students to ask questions about any sea creatures that are unfamiliar to them. Make a list on the board of simple creature pictures, and refer to them throughout the reading.



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Ask: How would you borrow something from a friend? What would you say? Record student responses and read them together. To facilitate understanding of the word borrowing demonstrate how to borrow something from a student. Explain the difference between borrowing and giving or keeping.


While the language of the story is direct and can be understood on a literal level, some of the text uses dialogue and descriptive language.

If…students have difficulty understanding dialogue,

then…demonstrate using examples from the text.

Point to and read some lines of dialogue from the story. For example, “‘But it looks so—well, so plain,’ thought Hermit Crab.” “‘How beautiful you are!’ said Hermit Crab.” “‘Would one of you be willing to come live in my house.’” And, “‘I’ll come,’ whispered a small sea anemone.” Explain to students that sometimes Hermit Crab is talking or thinking to himself. And at other times he is talking with other sea creatures.

KNOwLEDgE DEMANDs

Revisit the previously completed chart about ocean life. Then, use the Web Graphic Organizer in Part 2 to brainstorm other sea animals that have shells. Show students pictures of various animals with different kinds of shells, such as clams, crabs, snails, mussels, scallops, and lobsters. Guide students to name the animals and add them to the chart.

If…students have difficulty understanding that hermit crabs live in borrowed shells,

then…revisit the text and reread examples that support the idea of borrowed homes, such as “The following January, Hermit Crab stepped out and the little crab moved in.” Guide students to the understanding that hermit crabs use the shells other creatures have moved out of to make their homes.



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If students have difficulty completing an activity, provide support by reviewing the meaning of challenging words or concepts. Relate the ideas to students’ lives and then connect them back to the text.

engliSh language learnerS

Students may need help understanding that many English words can have similar meanings, such as dark, dim, gloomy, and murky. Ask students if there are such words in their native language and give examples.

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Express and ExtendlevelS of Meaning

expreSS Revisit the illustrations. Ask: How does each creature help Hermit Crab? Create a three-column chart with the headings Decorate, Clean, and Protect. Under the appropriate heading, list each sea creature that helps Hermit Crab.


then…revisit the text to provide additional support for understanding.

Reread specific words and phrases to provide support for the help each animal gives to Hermit Crab.

extend Ask: Why do you think each creature agreed to be part of Hermit Crab’s house? How does Hermit Crab help each creature? Provide opportunities for students to share their responses orally. Encourage them to use examples from the story to support their responses.

Structure

expreSS Assign students to be the following characters: Hermit Crab’s plain shell, sea anemone, starfish, coral, snails, sea urchins, seaweed, lanternfish, and pebbles. Reread the story. Guide students to line up in the order in which each object or sea creature appears in the story.


then…read each page and pause to guide the correct sea creature to get in line.

extend Have students use the words first, second, third, fourth, and so on, to describe the order of the animals.



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ACCELErATED LEArNErs

To challenge accelerated students, ask: If you were Hermit Crab and you could choose only one creature or object to help you, which would you choose? Provide opportunities for students to talk about their choices and tell why they made their decision. Create a chart with the creatures and objects from the story. Have students write their name under the creature they chose. Together, tally the number of choices each creature received.



Display the following sentences from A House for Hermit Crab, and read them aloud.

“It’s so dark here,” thought Hermit Crab.

“How dim it is,” murmured the sea anemone.

“How gloomy it is,” whispered the starfish.

“How murky it is,” complained the coral.

Say: Hermit Crab says it’s dark in the seaweed forest. The sea anemone says it’s dim. The starfish says it’s gloomy. And the coral says it’s murky. How do they all feel about the seaweed forest? What do dim, gloomy, and murky mean? (They all mean “dark.”) Why did the author use all these words to repeat the same thing? (It’s a good way to tell how dark it really is. It gets the point across.)

Team Talk Have students turn to a partner and say each sentence from the book again using a simpler word each time. Say: Tell your partner which you like better, the sentence from the book or your simpler sentence, and why.

If…students need more support with descriptive language,

then…display and read other examples from the text that use descriptive language to tell about the animals and objects.

EXTEND Guide students to use descriptive language to tell about Hermit Crab’s house when he says it is perfect. Ask: Why is it perfect? What do the animals on it look like? How do they act?

KNOwLEDgE DEMANDs

eXpreSS Ask students to recall how the animals in the story help each other. Support student responses with evidence from the text and illustrations. Ask: What would happen if Hermit Crab did not have the sea urchins? the snails?

EXTEND Guide students in determining the physical features or personality traits of each animal or object that helped Hermit Crab make the “perfect” home. Ask: What do sea urchins look like? How do they act? How would this help Hermit Crab? (The sea urchins have sharp, prickly needles and they look fierce so they can protect Hermit Crab.)



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Levels of Meaning explanation of ponds and pond life

Structureinformational facts and details structure with photographs to support text; table of contents; glossary; index


short, simple sentences; some challenging vocabulary

Knowledge Demands

animal behavior; interdependence of plants and animals


In Life in a Pond, the main purpose of the text is to convey information about ponds and pond life and explain how plants and animals depend on ponds to live.

StrUctUre

previeW Display the cover of Life in a Pond. Read the title and author’s name, tracking the print as you read. Say: The title of the book is Life in a Pond. The author, or person who wrote the book, is Carol K. Lindeen.

Take a picture walk with students to preview the photographs. Guide students in determining that the pictures in this book are photographs of real animals and places. Ask: What does that tell us about Life in a Pond? (It will be about real ponds. It is an informational book.) Next, read the table of contents, tracking the print as you read.


StrUggling readerS

Some students may have never seen a pond. To help students gain a better grasp of ponds and pond life, provide additional pictures or a video clip of pond life and the activity that occurs in a pond.

engliSH langUage learnerS

To help students better understand informational headings and what they tell us, frame a heading, read it aloud, and ask students to repeat it. For example, read the heading “Pond Animals” on p. 8. Have students repeat it and tell what they think the section will be about.

16 Kindergarten • Unit 1 • Module B

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Preview the headings on pages 4, 8, 14, and 20 a few of the headings. Ask: What might we learn about as we read this book? (ponds and what lives in ponds)

Language ConventionaLity and CLarity

preview voCabuLary Use the Learn New Words Routine in Part 2 to assess what students know about the following words: forests, farms, cities, insects, float, bloom, fuzzy, shallow. Ask students a question related to their own lives, such as: What happens when a flower blooms? What do you know of that is fuzzy? Encourage students to use the vocabulary word in their response.

CritiCaL voCabuLary Preteach domain-specific vocabulary words, such as pond, gills, water lilies, cattails. Introduce critical vocabulary by revisiting the photos and pointing out the corresponding vocabulary term on each page. Then point to each picture, and ask students to repeat the word after you.

Use the Vocabulary Activities in Part 2 to support understanding.

KnowLedge deMandS

aCtivate baCKground KnowLedge Ask students to share one thing they know about ponds. Record their responses on chart paper. Facilitate student input with guiding questions, such as: What is a pond? Where have you seen a pond? How is a pond different from a lake? How is it different from a river?

To aid understanding of ponds, model an experience you have had with ponds. Example: When I was a child, I often visited my uncle’s farm. There was a big pond in the middle of a field with lots of cattails. I saw ducks and geese, frogs, fish, and lily pads in and on the pond. It was a great place to watch plant and animal life.

UNLOCK THE TEXT • UNIT 1 • MODULE B

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As you read Life in a Pond, periodically stop to assess students’ level of understanding. Guide students to respond to the following questions. Ask: What is a pond? Where are ponds found? What animals live in ponds? What plants live in ponds?

Return to the text and photographs to support student responses.

If…students have difficulty recalling the information in each section,

then…reread each heading aloud and ask: What did we learn in this section? Which words tell you? What does the picture show?

For example, turn to pages 8–9, and read the heading while tracking the print. Say: I see a fish in the picture. So this tells me that fish live in a pond. If I read the words on the page, I find out more about fish—they breathe with gills. Provide sentence frames to aid students in their responses, such as: ___ live in a pond. or Fish ____.

Structure

As the story is read aloud, assess if students understand the selection’s structure. Point out the section headings and the pictures on each spread. Remind students that the headings and pictures both give clues to what the words on the page will tell us.

If…students have difficulty understanding the informational structure,

then…revisit a heading and discuss how it relates to the photograph on the spread.

For example, point out the heading “Pond Plants.” Then have students look at the photographs on pages 15, 17, and 19. Ask: What does this picture show? Let’s read the words again. What do the words and pictures together tell us?

StruggLing readerS

When you ask questions and expect thoughtful answers, provide ample wait time for students to process the question and formulate a response.


Use the Two-Column Chart Graphic Organizer with the headings Animals and Plants to help students keep track of the wildlife discussed in the selection. As you read about each animal or plant, have students suggest in which column to write the name. Have them repeat each name after you write it.



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While most of this text is written in short, simple sentences, there is some challenging vocabulary.

If…students have difficulty understanding a vocabulary word,

then…reread the sentence and explain the word’s meaning. This would be an opportunity to explain the use of a glossary.

For example, read the text on page 4. Students may not understand the term shallow. Explain that shallow means “not deep.” Then turn to the glossary, and explain its purpose. Point out the word shallow. Read the definition and example sentence, tracking the print as you read.

KnowLedge deMandS

If…students have difficulty understanding the behavior or actions of pond animals,

then…have students compare and contrast the actions of two pond animals (such as a duck and a frog). Use the Two-Column Chart Graphic Organizer to record the action words that describe each animal.

For example, reread the text that describes each animal, such as “Frogs kick and swim in the water.” Record the words kick and swim in the Frog column. As an additional aid, act out each action. Say the word, and point to it on the chart.



To further facilitate understanding of action words, use visuals such as vocabulary cards or pictures of people engaging in these actions to help students visualize each word. Then have students act out the words.

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expreSS Have students share one interesting piece of information they learned about ponds from Life in a Pond. They should tell what they learned that they did not know before.

If…students have difficulty stating a piece of information,

then…reread sections of the text and review the illustrations (animals: fish, ducks, frogs; plants: water lilies, cattails, plants at the bottom). Provide a sentence starter such as: I learned that ____.

extenD In small groups, have students think about other animals or plants that might make their homes in a pond (turtles, snakes, beavers, dragonflies, grasses). Have them draw a picture of a pond with this additional wildlife. Have them dictate a caption or sentence for you to write on their pictures.

Structure

expreSS Review and discuss the informational text structure of Life in a Pond. Reread the title of the book and the headings inside. Ask: What is the big idea of this whole book? (There is much life that goes on in a pond.) What are some details or examples of pond life that we read about? (Animals such as fish, ducks, and frogs live in ponds. Plants such as water lilies and cattails live in ponds. They all live together there.)

extenD Guide students to closely examine one photograph in the text. Ask them to point out details using descriptive and action words to describe it. Have students suggest a caption that would tell about the photo, such as “This frog dives for food.”

StruggLing reaDerS

If students have difficulty expressing or articulating their confusion, help them with asking questions by offering sentence frames such as: What does ____mean? I don’t understand ____.


To help students better understand domain-specific vocabulary, have manipulatives, if possible, such as stuffed or toy fish, ducks, frogs, turtles, and real or dried cattails. Say the name of each item as you show it, and let students hold it.



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Display the following sentence from Life in a Pond.

Sunlight shines through shallow pond water.

Ask: What does the word shallow mean? (not very deep from the top to the bottom) What other word in the sentence has the same beginning sound as shallow? (shines) Read the sentence again so that students can listen for the sounds. Ask: Why do you think the author chose to use words that have the same beginning sound? Have children share their suggestions.

teaM taLk Say: Turn to a partner and say the sentence using another word for shallow.

If…students have difficulty with the activity,

then…remind them of other words they can use. Model saying the sentence with other words. Then have students offer a sentence of their own using the word shallow.

eXtend Have students draw an illustration using a new word they learned from reading Life in a Pond. Have them write or dictate the word or a caption for their illustration.

knowLedge deMandS

eXpreSS Discuss and review the various plants and animals that live in a pond. Ask: What might happen to a pond if there is not much rain? (It might dry up.) Then what would happen to the plants and animals in the pond? (They would lose their home and the food and water they need to live.)

If…students have difficulty projecting the result of a dried-up pond,

then…review the photographs in the book, pointing out specific details and how they relate to the wildlife in the picture.

For example, display pages 10–11, and point out the duck looking underwater for food. Ask: What would happen to these ducks if there were no pond? (They would have nowhere to swim. They would not be able to dive for food in the water.)

eXtend Have students create a class book titled Pond Animals. Have them draw individual pictures of pond animals on each page of the book. Help them write the name of each animal on the page.


aCCeLerated LearnerS

Have students think of the parts of a pond animal that help it do the things it does. For example, frogs kick and swim because they have long legs. Ask: What helps ducks look for food underwater? (their beaks)

Life in a Pond 21


1Unit

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9 7 8 0 3 2 8 7 9 1 8 0 4


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Levels of Meaning

one level of meaning; information is factual with a clearly stated purpose

Structure repeated sentence; captions; picture word list


simple sentences; literal language

Knowledge Demands

basic knowledge of meadow animals and habitats


In A Bed for the Winter, the main storyline tells about a little dormouse’s search for its winter home. It also explores how and where a variety of animals make their homes for the winter.

StrUctUre

previeW Read the title and author’s name aloud, tracking the print as you read. Point out that in this book, the pictures are photographs that show real animals. Look at the photographs. Guide students to use information from the title and photographs to respond to questions. Ask:

• What is a dormouse? (A dormouse is like a field mouse.)

• What do the pictures tell you about the story? (A mouse sees where other animals live.)

• What do you think we will learn about?


A Bed for the Winter, pp. 33–54

StrUggling readerS

Support vocabulary development by connecting words with images. Provide additional pictures of animal homes. To reinforce understanding, say the words together as you talk about the pictures.

engliSH langUage learnerS

To support word meaning, act out vocabulary words, such as gather, scurries, squeezed, trembles, huddle, swoops. Then say each word, and have students act it out. Have them demonstrate how scurrying is different from walking and running.

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preview voCabuLary Use the Learn New Words Routine in Part 2 to assess what students know about the following words: gathers, scurries, squeezed, trembles, huddle, underground, swoops, snug. Facilitate understanding with guided questions that relate to students’ lives, such as: When something feels snug, how does it fit? What is another word for snug? (tight, cozy) Encourage students to use the term snug in their response.

CritiCaL voCabuLary Preteach domain-specific vocabulary words, such as dormouse, meadow, nest, stump, toad, den, cave, burrow, tree trunk. Support meaning by pointing to and naming each object in the photographs.

Support understanding with Vocabulary Activities in Part 2.

KnowLedge deMandS

aCtivate baCKground KnowLedge Ask students to share what they or their families do to get ready for winter. Record student responses on chart paper. Facilitate student input with guiding questions, such as: What kinds of clothing do you wear in winter? What kinds of activities do you do in winter? How is winter different from summer? Why might animals need to prepare for winter? Review responses by having students follow along as you read each word or phrase on the chart.


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As you read A Bed for the Winter, check that students understand what they are reading. Guide students to respond to the following questions. Ask: Which animals does the dormouse meet? Where are they making their beds for the winter? What problem does the dormouse have?

As students suggest animals the dormouse meets, reread that part of the text to confirm the response.

If…students have difficulty recalling the animals and their homes in the story,

then…revisit the text and photographs. Write the name of each animal on an index card, and draw a simple picture of its home on another. Display the cards next to each other on a chart or board. Review them as you reread the selection.

Structure

Discuss the story’s structure. Point out that the pictures give us information to help us understand where the animals make their homes. Also point out the small picture and caption on many pages. Point to a picture, and read its caption. Ask students why this feature is helpful. (It shows us a close-up picture of the animal’s home and gives us the word.)

The repetitive sentence is an interesting structural feature of this selection. Students will enjoy recognizing the repetitive sentence throughout the text. Ask: Why do you think the author did this? (It helps us know the dormouse is still looking for just the right bed.)

StruggLing readerS

Repetitious sentences make it much easier for students to process information and predict what will happen in a story. After reading why a particular home is not good for the dormouse, guide students to predict what the dormouse will do.


Encourage students to ask questions about any animal homes they are not familiar with. Provide sentence frames to help them formulate their questions, such as: I don’t understand why ___.What is a ___.



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While the language in this text is clear and literal, students may be unfamiliar with some of the words.

If…students have difficulty with understanding a specific word, such as meadow,

then…have them refer to the Picture Word List and point out key identifying features of the unfamiliar word.

For example, read, “A fluffy-tailed dormouse stops by a meadow.” Have students look at the picture of meadow in the Picture Word List. Point out that as readers can see in the picture, a meadow is a green field filled with grass and flowers.

Use the Learn New Words Routine in Part 2. Other words that may be difficult for students are: stump, cave, and burrow.

KnowLedge deMandS

After reading, revisit the previously completed animal and home index cards. Scramble the cards and, together, match each animal with its home. Read the animal name, and have students find its home. Use guiding questions to explore why each animal home is good for that animal. For example, ask: Why is a nest in a tree not a good home for a dormouse? Where does a queen wasp sleep?

If…students have difficulty discussing animal homes,

then…guide them in comparing and contrasting two different animal homes. For example, ask: How are a bat’s cave and a bear’s den the same? How are they different? Encourage students to use words and phrases from the text and point out details from the photographs to support their responses.


StruggLing readerS

To facilitate discussion for students, guide them in thinking about why the dormouse would not be comfortable in each home. Use sentence frames such as: A squirrel’s nest is not good for the dormouse because ____.



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expreSS Lead a discussion about homes. Say: People live in many kinds of homes. What are some homes that you have seen? Chart student responses. Ask: Why do you think people live in different kinds of homes? Why do animals have different homes for the winter?

If…students have difficulty determining how each animal’s home meets its needs,

then…choose one example and point out specific features of the animal home in the text or photograph that support the animal’s needs.

extenD In small groups, have students take turns revisiting the photographs and telling why each home is right for that animal. Provide a sentence frame such as: The nest is right for the squirrel because ____.

Structure

expreSS Reread A Bed for the Winter, tracking the print as you read. Each time you get to the repetitive phrase then scurries by, have students chime in. Pause slightly when you get to the phrase to give students time to join in.

Ask students to recall why that phrase is included. Explain that it gives us a clue that the dormouse has not yet found the right bed for winter. It reminds us to turn the page and find out who the dormouse will meet next. Allow students to take turns turning the page when it’s time.

extenD Allow students who are able to read the entire sentence with the repetitive phrase to do so. Remind students that the dormouse does something different each time. Sometimes he looks in, sometimes he looks up, and so on. Have students act out the sentence after they read it.

Grade

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bc TM


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ISBN-13:ISBN-10:

978-0-328-79180-40-328-79180-6

9 7 8 0 3 2 8 7 9 1 8 0 4


StruggLing reaDerS

If students struggle to determine why animals choose certain homes, relate the activity back to their lives. Ask: Why do we live in homes with heat, water, and electricity? Then point out the features of each home that make it safe and comfortable for the animals.


Students may need help identifying specific objects within an animal home or setting. Provide the name of each object, and ask students to practice pronouncing the words.



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Read aloud the following sentences from A Bed for the Winter.

The dormouse runs through the meadow. Her heart pounds like a drum.

The word pounds can have different meanings. What does pounds mean in this sentence? (“hits or beats again and again”) What are other meanings for the word pound? (“a measure of weight,” “a place for lost animals”) What word could we use in this sentence instead of pounds? Have children share their suggestions. Ask: Why do you think the author chose to say pounds like a drum? (It helps us hear the sound in our head.)

teaM taLk Say: Turn to a partner, and say the sentence again using another word for pounds.

If…students have difficulty determining meaning,

then…think aloud to provide students with additional support. For example say: I know that when I run in a race, I run my fastest. At the finish line, I can sometimes feel my heart beating. It is almost like a drum. It’s very rhythmical. That helps me understand the phrase pounds like a drum.

eXtend Have students think about and then tell why the dormouse’s heart pounds like a drum. Use text evidence about what happened and photos to support understanding. Have students dramatize the scene.

knowLedge deMandS

eXpreSS Have students refer back to the text and photographs to describe the differences in animal homes. Ask: Which two homes do you think are the most different? Why? Guide students to use text and photo details to support their responses.

eXtend Have students play a game called “Where Do I Live?” Have students take turns choosing a picture from the Picture Word List and using a sentence frame, such as: I live in a ____. Who am I? Guide other students to find the animal that lives there and respond with the correct answer.


aCCeLerated LearnerS

Have students think about animals that migrate, or leave the area instead of staying and making their home for the winter. Have students draw an animal that leaves (for example, duck, goose, or butterfly). Ask them to tell why animals would leave instead of staying. (It’s too cold here; there is nowhere to stay for so long.)



PART 2

Routines and Activities

80 Scaffolded Strategies Handbook


81

www.PearsonSchool.com/NYCReadyGEN

Routines and Activities

Reading Routines

Two-Column Chart with Graphic Organizer ................................. 82

Web with Graphic Organizer ........................................................ 84

Venn Diagram with Graphic Organizer ......................................... 86

Story Map A with Graphic Organizer ............................................ 88

Story Map B with Graphic Organizer ........................................... 90

Cause and Effect with Graphic Organizer .................................... 92

Language Routines: Vocabulary and Conventions

Learn New Words ......................................................................... 94

Vocabulary Activities ............................................................ 96

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Two-Column ChartPurPose

Use this routine with the Two-Column Chart Graphic Organizer. This graphic organizer works well with all types of selections. It can help students explore ideas, story elements, or vocabulary words. Use it to identify and classify characters, settings, and ideas within and across texts.

Procedure

1. Model using the chart. Display the chart and write or draw two topics being studied on the chart, one topic per column. For example, write the words people and places at the top of the chart.

2. Encourage students to give examples based on the topics chosen. Model how to list ideas or examples in the correct columns.

Teaching TiPs

• Students can write in the chart, but they can also draw and list or label.

• Students can use the chart to compare story elements, such as the actions of two characters.

• Use a two-column chart to organize ideas gathered in a class brainstorming session.

• Use a two-column chart to explore two vocabulary words. Write the words at the tops of the columns. Then under each word, students can sketch the word.

exTend

• Students can work with partners, each partner completing one half of the chart.

• Students can compare two characters by drawing pictures to relate to their physical characteristics or actions.

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WebPurPose

Use this routine with the Web Graphic Organizer. This graphic organizer has multiple uses and is appropriate for all levels of learners. Students can explore their prior knowledge as they brainstorm related ideas, recognize concept relationships, and/or organize information. This graphic organizer can help students highlight a central concept and connect it to related words, ideas, or details.

Procedure

1. Display the organizer. Write or draw a central idea or topic in the middle of the web.

2. Ask students for ideas that are related to the central idea. Record those ideas in the circles attached to the middle circle.

3. Point out that the lines show connections. If you wrote, for example, “Things that go” in the middle oval, you might write car, bike, airplane, and van in the outer circles. Those are all types of things that go. Explain to students how those objects all connect to the topic “Things that go.”

Teaching TiPs

• Once you have modeled how to use the organizer with the whole class, have teacher-led small groups work to complete the organizer together

• Provide sentence frames to help students talk about the web: The important idea is _________. Some ideas related to this are __________.

• Use this web to organize and explore information about main ideas and details, character names along with their traits, and vocabulary words and their meanings.

exTend

• Students can use the organizer to record ideas about a topic in content area reading or word study, such as “things plants need to grow.”

• Have students use the web to record background knowledge about a topic. Use the webs to assess gaps in understanding as you plan instruction.

• Enlarge the graphic organizer so that students can draw in the circles. They can label or write sentences about their drawings.


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Venn DiagramPurPose

Use this routine with the Venn Diagram Graphic Organizer. Students use this organizer to record similarities and differences between places, ideas, characters, or other elements of fiction or nonfiction.

Procedure

1. Start by comparing and contrasting something simple, such as setting. Write or draw the subjects you are comparing at the top of the circles of the Venn diagram.

2. Point to where the circles overlap. Let students know that in this section, you’ll write similarities, or how the two things are alike. Ask: How are the two subjects alike? (for example, both are in ponds, both have ducks). Record students’ responses.

3. Point to an individual circle and let students know that, in this section, you’ll write details that describe only what is labeled at the top of the circle. Ask students to list details as you record them.

Teaching TiPs

• It might help students if you ask questions that lead to details to write in the diagram, such as Where is the farm located? Describe the weather.

• Help students with sentence frames: These two things are alike because _____. These two things are different because _____.

• List words that signal comparing and contrasting, such as alike, different, but, and so on. Students can point to those words in the text.

exTend

• Students can create Venn diagrams to compare characters in fictional texts.

• Students can use Venn diagrams to compare topics in informational texts, such as two plants, two animals, or two different cities.


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Story Map APurPose

Use this routine with the Story Map A Graphic Organizer. This organizer works well with any selection with a clear sequence of events. This chart can aid students in recording the sequence of events in a selection.

Procedure

1. Display the organizer. Write the title of the selection on the graphic organizer.

2. Start reading. Pause to ask: What happens first?

3. Record what happens first on the organizer.

4. Focus on events in the middle of the story, pausing for students to identify them. Record them in the chart.

5. As you finish the selection, record important events from the end.

Teaching TiPs

• Make a list of words that tell time order, such as after, later, first, or next. Provide sentence frames to help students use them: First, ___ happened. ___ happened next. After the party, ___ happened.

• Encourage students to use story maps to retell the events to partners.

exTend

After completing this activity with the class, have students use the graphic organizer in pairs or teacher-led small groups with other selections. Have students draw pictures of events in the organizer. They can label or dictate words for the pictures.


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Story Map BPurPose

Use this routine with the Story Map B Graphic Organizer. This organizer works well with any selection with a clear series of events. This chart can help students identify different elements in a story.

Procedure

1. Display the organizer. Write the title of the selection on the organizer.

2. Start reading. Pause to ask: Where does the story take place?

3. Record those details in the settings section.

4. As you read, pause to think aloud and record information about the characters on the organizer.

5. As you read, pause to think aloud and record information about the sequence of events on the organizer.

Teaching TiPs

• Model talking about characters and setting: _______ is a person/animal in this story. This story takes place _______. (in the future, in the past, today)

• Have students draw pictures of events in the organizer. They can label or dictate words for the pictures to describe those events.

exTend

• After completing this activity with the class, have students use the graphic organizer in pairs or teacher-led small groups with other selections.

• Help students think of words to describe characters. Make a list and have students add to it.


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Cause and EffectPurPose

Use this routine with the Cause and Effect Graphic Organizer. This graphic organizer works well with any selection that has clear cause-and-effect relationships. It can help students identify cause-and-effect relationships in either fiction or nonfiction.

Procedure

1. Discuss effect with students. Elicit responses from students that something that happens is an effect. Record or draw an effect on the graphic organizer. (I got out my umbrella.)

2. Then ask students: Why did it happen? Discuss with students that the reason something happens is a cause. Record or draw the cause on the graphic organizer. (It started to rain.)

3. Restate the cause and effect: It started to rain, so I got out my umbrella.

Teaching TiPs

• Remind students to ask themselves What happened? and Why did it happen? to identify effects and causes. It is usually easier to identify the effects first, before the causes.

• List clue words that signal causes and effects, such as because and so. Look over the clue words with students, but remind them that not all causes and effects in selections have clue words.

exTend

• Students can draw, write, or dictate causes and effects in the informational texts. They can record, for example, causes of thunderstorms or of events in history.

• If students need extra assistance, fill in either causes or effects before distributing the organizer.


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Learn New WordsPairs of Words

Preteach

Choose pairs of words that share a relationship. They may have opposite meanings or similar meanings; or two words may rhyme or begin with the some sound. Examples:

OPPOSITES SYNONYMS RHYMES FIRST SOUND

hot, cold big, large he, she dog, duck

up, down rabbit, bunny hot, dot tip, top

Use pictures, actions, or explanations to introduce the words, For example, for cold show a wintry scene or shiver or ask if cold has the same meaning as hot. Clarify word meanings as needed.

teach/Model

Show how to associate related words. For example, pantomime or show that washing hands makes them wet; wiping them makes them dry. Say: What is the opposite of wet? (dry) Or say: The words he and she sound alike at the end. What rhymes with she? (he) Write and display each related word pair, reading them aloud and having students repeat them.

Practice Have students work in pairs to practice the words using a response activity. For words with opposite or similar meanings, have one student say a word and the other student respond with an antonym or synonym. For rhyming words or words that begin alike, have the first student say a word and the other student respond with a rhyming word or word with the same beginning sound. Provide words as needed. As students’ literacy emerges, help them read and write words and use them in short sentences.

assess Monitor students’ use of the related words, and clarify word meanings and pronunciation. Provide multiple exposures to the words. As students encounter the words in stories, other selections, classroom conversations, and writing, ask them about word meanings. Acknowledge correct use of learned words.

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Small Groups of Words

Preteach

Choose a small group of words that fit together. Examples:

red, blue, yellow, green spring, summer, fall, winter

hot, warm, cool, cold sun, rain, cloud, sky

Introduce the words by using them orally in daily activities. For example, use color names in a brief coloring activity. A daily look out the window provides an opportunity to use weather words.

teach/Model

Display or provide copies of a simple graphic organizer such as a word web or a box with spaces for words and students’ drawings. Model how to place words in the graphic organizers, explaining words and their meanings. Keep students involved, asking where a word belongs or, for example, holding up crayons and asking which corresponds to each color name.

pRactice Have students use their copies of the graphic organizers to show the relationships among words. For example, students can begin to copy the word web for colors, writing or dictating the words and coloring the parts appropriately. As their vocabulary and literacy skills develop, students can add new words for colors: black, white, pink, and brown. Ask students to add to the graphic organizers as new words are encountered. For example, use simple drawings for words such as sun and cloud or for groups such as boy, girl, woman, man. For words such as one, two, three, and four, students can add numerals to show meanings and improve their skills.

assess Evaluate students’ understanding of words and how the words are related. Assess when each student is ready to use vocabulary such as cat and dog to extend language—for example, learning kitten and puppy or pet. Recognize steps along the way as students learn to use words orally and then in reading and writing, eventually mastering correct spelling and usage.

teaching tiP

Students learn new words in relation to other words, not separately. Help students gain familiarity with related words—for example, using a known word (such as big) to learn inflected forms of the word (bigger, biggest) or to learn a synonym (large) or antonym (small) or to learn words that can be used with the known word (elephant, building, hill). Encourage students to use words together to learn an unfamiliar word by asking a question such as, Is an ant big or small? Graphic organizers help active learners show relationships and improve their recognition and understanding of words. Display and use a graphic organizer (such as a word web) or provide copies, as often as it can serve students’ vocabulary growth.

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Vocabulary in a FlashWrite the vocabulary words for a selection on cards and include pictures that connect to their meaning. Display each card and read the word aloud. Ask students to indicate if they have heard of the word. If some students have heard of the word, ask them to share when they heard it or explain what they know about it. Once all ideas have been shared, challenge students to use the word in a sentence of their own.

Realia and VisualsFor vocabulary words in a selection that can be easily depicted visually, such as plant and seed, show students physical examples, provide pictures, or pantomime the words’ meanings. Say each word aloud as you do so. Have students repeat after you. Then hold up an object or picture (or perform a pantomime) and challenge students to call out the correct corresponding vocabulary word.

Define and ConquerHave students listen as you say aloud the vocabulary words in a new selection. After saying each word, provide a brief, student-friendly definition, such as the following for seed: “something tiny that is placed in the soil to grow.” Then ask: What is our new word for something tiny that is placed in the soil to grow? Have students say the word aloud as a class. Repeat for each word. Then challenge students by saying the word and asking them to share what they remember about its definition.

Context Clue CaperAfter saying each vocabulary word aloud and repeating its definition, provide a sentence in which it is used correctly in context: The plant needs water to grow. After you have done this for all the words, read another sentence that features one of the vocabulary words: The sunflower is my favorite plant in the garden. Ask students to name the vocabulary word and share something they remember about its meaning.

Interact wIth textUse the Clues!Identify vocabulary words in a selection that are clearly reinforced by text and picture clues. As you read a text aloud, stop at the first such vocabulary word. Say it aloud and provide a student-friendly definition. For example, you might say the following: squinting: “closing your eyes part of the way in order to see when the light is bright.” Point out the text and picture clues that reinforce this meaning, such as a picture of a person squinting and holding up her hand to block out the sun. Then have students repeat the word and meaning after you. When you come to the next applicable vocabulary word, repeat the process, but this time ask students to help you identify any text or picture clues that suggest the word’s meaning.


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Your Turn!Review the meaning of each word as it is used in the selection. Then ask students to connect the word with their own knowledge and experience. So, for the word squinting, ask students to name and describe a time when they found themselves squinting or to imagine and explain an appropriate time in the future when they might need to squint.

Let’s Make Conversation!Review selection vocabulary words and encourage students to use these words when you engage them in conversation about the text. If a student uses a vocabulary word during the discussion, recognize and praise him or her and review the word’s meaning as a group.

Picture DictionaryAssign each student a word from the module that lends itself to a visual representation. On a piece of white paper, have students draw a picture of the word that connects to its meaning. For the word parched, for example, a student might draw a drooping flower in the bright sun. Help each student write his or her word on the other side of the paper. Invite students to present their word and picture to the class. Then combine students’ pictures into a class picture dictionary that can be added to and referenced throughout the unit and year.

SongsAdapt the lyrics of popular songs in order to reinforce the meanings of vocabulary words from the selections. For example, you might adapt the lyrics to “The Wheels on the Bus” to reinforce the meaning of the word temperature:

The heat from the sun makes the temperature rise, temperature rise, temperature rise. The heat from the sun makes the temperature rise, all through the town.

express And extendComplete SentencesSay aloud each of the selection vocabulary words, one at a time. After you read a word, challenge students to be the first to use it in a complete sentence of their own.

Either/OrReview with students the vocabulary words learned in a selection. Then have them answer the following either/or questions: Which word means “a living thing with roots in the soil,” a plant or a seed? Which word means “a little object that is placed in the soil to grow,” a plant or a seed?

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Have students choose their favorite word from a selection or module. Explain that they will write and then decorate their word in order to show what it means. For example, for the word shout, they might write the word in large capital letters and cut and paste from a magazine a picture of a person with his or her mouth wide open, as if calling loudly. Help students, as necessary, to write their word in the center of a piece of paper. Then provide art supplies as well as scissors and magazines. You may choose to play a word-guessing game with students’ pictures and then display them around the room.

Word AssociationsChoose three selection vocabulary words and say them aloud. Review each word’s meaning and give examples. Then challenge students to associate each of the chosen vocabulary words with a presented word or phrase. For example, you might ask: Which word goes with music and listening? (phonograph) Which word goes with hot and cold? (temperature)

Yes/NoPrepare a list of yes/no questions for words in a module. For example, for the words giggle, enormous, and seldom, you might prepare the following yes/no questions: If something sad happened, would you be likely to giggle? Is an elephant enormous? Is blinking something you do seldom? After students answer each question, ask them to explain in their own words why or why not.

True/FalsePrepare a list of true/false questions for words in a module. For example, for the words murmur, swollen, and droop, you might prepare the following true/false statements: True or false: If my finger is swollen, it is smaller than normal. True or false: If you murmur, you speak very loudly. True or false: If something is firm, it is hard and unbendable. Challenge students to answer true or false and explain why.

Extra ExamplesIdentify vocabulary words in the module that are verbs. Say each word (for example, glisten), review its meaning with the class (“to shine or sparkle”), and provide an example (I watched raindrops on a spider web glisten in the sun). Challenge students to name and describe other examples of the word (a newly washed car, a diamond, an ornament, and so on).

PantomimeIdentify words from the module that lend themselves to pantomime, such as crunch, smack, plop, sniff, and droop. Say the words aloud and review their meanings as a group. Then assign partners one of the words and ask them to think of a way they could act out or pantomime the meaning of the word for the rest of the class. Provide assistance and feedback as needed. Invite each pair to come to the front of the class or circle to perform while the rest of the class tries to guess the correct vocabulary word.



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Making ConnectionsIdentify words in the module that go together, such as nouns, verbs, adjectives, or words that describe a topic. Ask students to tell which two of the three words you will say aloud go together. For example: Which two of the following words are weather words: drizzle, alley, floods?

Name That CategoryIdentify words in the module that go together, such as nouns, verbs, adjectives, or words that describe a topic. Ask students to identify what the words have in common or what category they would fit under. For example, you might say aloud the words hailstone, rainbow, and sunbeam. Then ask: These words are all examples of what in nature? (weather events, things you can see outside, and so on)

Same and DifferentIdentify pairs of words from the module that are similar (such as sparkling and glistening) and pairs that are different (rises and sets). Say the two words aloud and ask students to tell if they are similar or different and explain why.

It Takes TwoIdentify words in a module that can be used together to form a logical sentence. Say the two words aloud (for example, pollen and inside) and review their meanings with students. Then ask students to create a sentence that uses both of the words correctly. If necessary, provide a sentence frame: The tiny yellow grains we see __________ (inside) the flowers are called __________ (pollen).

BingoHelp students arrange word/picture cards in a 5 x 5 grid, placing a “free” card in the middle. Explain that you will select definitions from the definition pile and read them aloud. They will place markers on the word/picture cards in their grids that match the definitions. The first student to mark an entire row, column, or diagonal wins the game.

Show Me!Have students physically demonstrate their knowledge of the meaning of words in a module. For example, you might ask: Who can show me what it looks like to shimmy? Who can show me an example of tromping? Who can show me an example of a good sigh?

Name That Word!Explain to students that you will read aloud five words from a selection. Then you will give clues about one of these words, and the first student to guess the correct word will win the game. For example, you might provide the following clues for the word parched: This word is a describing word. This word describes what you are when you are very thirsty.

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Acknowledgments

PhotographsPhoto locators denoted as follows: Top (T), Center (C), Bottom (B), Left (L), Right (R), Background (Bkgd)

2 Jill Battaglia/Shutterstock; 3(TL), 4, 6, 8 Penguin Putnam Books for Young Readers; 3(BL), 16, 18, 20 Capstone Press.

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