What Does a Word Look Like?

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Objective

SWBAT answer text dependent questions with guidance from the teacher. SWBAT illustrate vocabulary from the story.

Big Idea

What can kindergartners do at school? I can learn!

Prepare the Learner

15 minutes

Vocabulary

Because my students are second language learners, I introduce vocabulary that might impede meaning before we read the story.   For each word I show the word and a picture of that word. When we get to these words in the read today, I stop and we revisit their meaning and how they are used in the context of the story.  (wiggled, squirmed)


I ask: What does this illustration show us about the word's meaning?


We  pantomime the words and they ‘show’ me the word.  This ‘total physical response’ (TPR) is a common strategy used with second language learners.  I  use pantomime to help kids 'see' what the word means.   

 

I prompt: Show me 'wiggled and squirmed.'  We move left to right.

Interact with text/concept

45 minutes

3rd Read-Boomer Goes to School

 

We reread the text again.  For this read I pose the following questions to encourage text to self connections and text dependent questions to the students:

 

 Do you have a dog?


 If you were able to take your dog to school would you?

 

Boomer loved to play games.  What kinds of games does your dog like to play?

 

What do you think Boomer enjoyed most about his day at school?

 

pages 3-4   How did Boomer react to the bus ride to school? 


page 9   Boomer was excited to be in the classroom, what did he do first?


page 15  Why did Boomer bark whenever the children sat quietly in a circle?

 
page 15   The book says Boomer was very confused, why do you think Boomer was confused? 

Extend Understanding

30 minutes

Dictionaries-Vocabulary Building

 

Students will be doing their own illustrations of the vocabulary words from Boomer Goes to School.

 

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 page 9 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 "wiggled."

 

I ask: What could we draw to show 'wiggled?'  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 the same format for 'squirmed.'  Despite the fact that  the words are so similar, we try to think of two different pictures to draw to show each word.