Vocabulary and Reading Go Hand In Hand

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Objective

SWBAT show vocabulary understanding through dictionary illustrations. SWBAT answer text dependent questions.

Big Idea

Tell me what you know!

Prepare the Learner

15 minutes

Dictionaries-Vocabulary Building

 

Students will be doing their own illustrations of the vocabulary words from Look Out Kindergarten, Here I Come!  

 

I have my dictionary on the document camera and students are sitting at their desks with theirs.  We start by putting our names on the front covers and reading the title together.  

 

I say: Boys and girls, put your finger on the title like I have mine on my title.  I am modeling on the document camera.  Touch the first word in the title and say  "My." (students repeat) Now touch the second word and say "dictionary."  (students repeat)  

 

We turn to the first page and put our fingers on the word.  I ask: Does anyone recognize that word?  I allow wait time and if students do not know, I say: Touch the word and say "Counting."

 

I ask: What could we draw to show 'counting?'  I take student suggestions and refer back to the book for illustration ideas, if necessary.  I model drawing on the document camera as students draw an illustration in their dictionaries.

 

I follow this same format for each of the words.  Why are the words there for students?  Why the typed words?

Interact with Text/Concept

30 minutes

Look Out Kindergarten, Here I Come! by Nancy Carlson

3rd Read- last half of story

Because my students are second language learners and speak almost no English at the beginning of the year, reading an entire text for deeper meaning can be overwhelming to them.  For this reason, I often break reads up into manageable chunks so that my students can gain understanding without shutting down.

 

I ask: Who can come up and point to the title of the story on the cover?  I prompt: Remember, the title is the NAME of the book.   

 

I point to the author’s name and ask: Does anyone remember what the author's job is?  If students do not recall, I prompt:  The author is the person who writes the words.  The words in this book are under the pictures. 

 

As I read, I model how we track words when reading.  I point out early on how we return sweep at the end of the line.  I say:  Boys and girls, when we get to the end of a line in a book we go around and down to continue reading if we see more words.  Everybody say “around and down.” (students repeat)

I read the story and stop at the following stopping points to check for understanding:

 

page 19:  Henry is finally at school.  It sounds like he might be getting worried about getting lost.  What does his mom remind him to do if he needs help? 

page 20:  How is Henry feeling now?  How do you know?  

 

page 25:  How does Henry feel now at the end of the story?  How do you know?  How have his feelings about school changed from the beginning to the middle to the end of the story?

Extend Understanding

15 minutes

Story Sequencing

 

I project this sequencing website onto the SmartBoard.  We practice sequencing one or two of the stories to make sure students understand how it works. 

 

For each of the stories, we discuss why the sequence makes sense.  I ask: Why must ___ come before ___?  Why must __ come after ___?  

 

I love this site and game because the stories are engaging and manageable for young readers.  The stories highlight beginning, middle and end, which is what we are stressing at this time of the school year.  

Here is a video that shows how the site works: