SHOW Me the Word

Print Lesson


SWBAT recognize and define important vocabulary witnin the story to construct meaning.

Big Idea

School isn't always what we expect it to be!

Prepare the Learner

15 minutes

Introduce Vocabulary

I say: Boys and girls, today we are going to reread Annabelle Swift, Kindergartner and focus on some words that we hear in the story that are new to us.  Part of reading is learning new words and that is what we are going to do today!


I have a piece of chart paper.  I write the words one at a time.  


After I write each word I prompt: Let's see if we can sound out this word.  What does letter 'c' say? ?c?  The 'oa' work together to make 'o' say his name /o/.  We will talk more about when two vowels go walking later. (Because it is the beginning of the year, I don't overwhelm the kids with long vowel sound spellings.  We work through them together at this point, and I release that responsibility later in the year to the kids after they have more skills)   What does letter 't' say? /t/


I continue: Let's blend those sounds together to read the word.  Ready?  C-OA-T  WHat's the word?  (coat)


I follow the same process for each of the words: chart, stretch the sounds, blend.







Interact with text/concept

30 minutes

3rd Read-Annabelle Swift, Kindergartner-Vocabulary in context


I say: Today we are going to reread  Annabelle Swift, Kindergartner.  We are going to stop when we get to our new words and talk about how we see their meaning in our Annabelle story.

Let’s read the story. Make sure to listen for today’s vocabulary words and to think about how they are used in the story. If you hear a vocabulary word while I am reading, raise your hand.


As we get to each word, I stop on the page and we discuss the word, the context and the picture and how they all work together to help us with that word.  If appropriate, I prompt the students to show me the word through pantomime.


I say: Let me read the sentence with our word ____ again.  I reread the sentence with the vocabulary word in it again as the students listen.  

I ask: How is that word used?  What is happening in the story?  I use specific context in my questions like: What did Lucy coat? 

I prompt for picture support: Let's look at the picture and see if we can SEE the word in the picture.  Do you see how she COATED her lips with red lipstick?  Look at those red lips!  Show me how you would COAT your lips with red lipstick.  We pretend to put lipstick on our lips.  

I connect: Usually when we hear 'coat,' we think of a jacket.  Now we know another meaning for the word 'coat.'  That is a multi-meaning word!  

page 4 coat  (Lucy coated her lips)

page 6 infinity (there isn't really a picture for infinity, I doe this as a step aside)

page 9  glared  (Annabelle glared at the bush)

page 9  recognize (she recognized her name)

page 12  practice  (they practice counting numbers)




Extend Understanding

20 minutes

 Apply the Learning

I sayLet’s think about our vocabulary words. The word ______________ means ____________. Does anyone remember how this word was used in the text?

I call on students to answer the question and then refer to the text to show how the word was used in context.  If they cannot remember, I prompt them with the pantomime action we used for that word.  I repeat this process for each vocabulary word.


 I say: Now let’s practice what we’ve learned.


I say: Coat means to cover something with a thin layer. What's the word? (coat)

I give examples:  After the woman baked a cake, she coated it with frosting. When you apply nail polish, you coat your fingernails.

I prompt:  I'm going to name some liquids. If you think you might use these liquids to cover your artwork, say coat. Otherwise, don't say anything. Just sit quietly. Ready?

  • paint
  • colored paper
  • Milk
  • Soap
  • Ketchup




I say:  Glare means to stare in an angry way. What's the word?  (glare)

I give examples:  She glared at the person who interrupted her. If someone is rude to you, you might glare at him.

I prompt:  I'm going to name some people. If you think these people would stare angrily at each other, say glare. Otherwise, don't say anything. Just sit quietly. Ready?

  • Hockey players from opposite teams
  • Dance partners
  • People who have gotten into a traffic accident
  • A dog and a cat who don’t like each other
  • Kids playing blocks together




I say:  Infinity is a word for something that never ends. What's the word?  (infinity)

I give examples:  Outer space seems to be an infinity. When you try to count until the end, you find out that numbers get higher and higher. This is an infinity.

I prompt:  I'm going to say some things. If you think these things go on forever, say infinity. Otherwise, don't say anything. Just sit quietly. Ready?

  • The number of jelly beans in a package
  • The number of stars in the sky
  • Miles in space
  • Children in your school
  • Crayons in a box




I say: Practice means to do something over and over again to get very good at it.  What's the word?  (practice)

I give examples:  A person who wants to be a good piano player must practice a lot. If you are trying to make the soccer team, you should practice every day.

I prompt:  I'm going to name some things we do. If you think we need to practice these things to get good at them, say practice. Otherwise, don't say anything. Just sit quietly. Ready?

  • Sleeping
  • Spelling
  • Reading
  • Eating
  • Baseball




I say: Recognize means to remember that you’ve seen or heard something before. What's the word?  (recognize)

I give examples:  You will recognize someone that you met yesterday. The child didn't recognize his grandma since he hadn't seen her in five years.

I prompt:  I'm going to list some people. If you would remember these people, say recognize. Otherwise, don't say anything. Just sit quietly. Ready?

  • The doctor your mama used to see when she was a little girl
  • Your best friend's dad
  • The man who was your waiter once five years ago
  • Your teacher
  • Someone your dad knows but you’ve never met




Release Responsibility/Check for understanding

I direct: I am going to say a word.  After I say the word, I want you to SHOW me that word just like we practiced.  Let's try it with a word we know.  If I said 'happy,'   what would you show me? (students all smile)  Excellent.  Listen for my word.  You don't say the word, remember, you SHOW me the word.  Ready?

I say each word and check student's motions to see if they understand what the words mean.   I then show them the vocabulary cards as another frame of reference.