I write each of the following words on vocabulary cards them: jumped, pulled, whispered
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 'jumped.' We jump.
I prompt: Show me ''pulled.' We pretend to pull something with our hands.
I prompt: Show me 'whispered.' We pretend to whisper by cupping our hands over our mouths.
While some may see this as teaching vocabulary in isolation, it really is not. We discuss the words through context and the dictionary illustrations also challenge the kids to provide context. This allows me to check for understanding. We further examine these words in the context of the story through the reading.
2nd Read-Text Dependent Questions
I reread Annabelle with students. At the following stopping points, ask the students the following questions.
I always make sure we refer back to the text to ‘prove it’ when we say the answer. At this point in the year, it is usually very teacher directed, but there are students who can actually recite the words that tell the answer!
page 1 Why is Lucy able to teach Annabelle "all the fancy stuff” about Kindergarten? (because she's older and in third grade)
page 7 Where did Annabelle first keep her name tag ? (pocket)
pages 16-17 Who was Annabelle's friend on the first day of school? (a chubby boy)
page 21 How much milk money did Annabelle count? ($1.08)
page 22 Why do you think Annabelle clear her throat loudly as she passed the third grade? (tired to get her sister's attention)
page 25 How many cartons of milk did she carry back to her classroom? (18)
Because we are in the beginning of the year and my students have limited experience with books and comprehension questions, I use mostly literal level questions. However, I do ask two inferential questions (page 1, page 22) that we discuss a little more than the others.
Text Dependency in Common Core
Because Common Core stresses text dependency, we bounce back to the text often to either gain information or confirm understanding. This is something kids will be asked to do throughout the grade levels, so starting in kindergarten is crucial!
Practice with text dependent questions if very important because when students are assessed on the standards, the answers to questions need to come from the text. Students will often answer based on their experiences or opinions or what they 'think.' Because of this, we practice bouncing back to the text throughout the year.
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 16 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 "jumped."
I ask: What could we draw to show 'jumped?' 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 from Boomer (pp. 16-21).