To introduce this week's vocabulary words, I will first have the students guess at their meanings using the word parts and prior knowledge. I feel like students have more motivation to find the real definition if they have thought about it and attempted to figure it out. I am not expecting them to make a guess for every definition, but I will ask them to try.
Next, I will have the students find the true definition. In my case, I have a vocabulary sheet with all of the definitions on it, so I will have students find the definitions on this paper.
The next step is for the students to generate an example of each vocabulary word. One of our words is invincible, so an example might be superman or steel.
Finally, the students will draw a visual to help them remember this word.
This is the first phase of CODE which is called Connect. The students are trying to make connections to the words through their guesses, examples, and pictures.
Acquiring new and rigorous vocabulary is a really crucial part of CCS. In order to be able to read more complex text, students must increase and improve their vocabulary.
Today, I am going to skip the "O" in CODE and go straight to the "D" which stands for deep processing. I did this because we had spent so much time on connecting to the words in the first section that I thought the students would be pretty comfortable with them. (In hindsight, I really should have done an organizational activity of some kind, because this section was really, really hard for the kids. Most students eventually worked through it, but it would have been easier if they had spent time doing something like a word sort or graphic organizer first. I realized that the CODE is sequential for a reason. )
In order for my students to really understand their vocabulary words in a deeper way, I paired some of the words together and asked them to find similarities.
How is nomad like era?
The students would use their definition charts to explain that the people living in the paleolithic era are known as nomads.
This is a difficult activity, so I am planning on having the students partner up. As they work, I will be walking around and helping them and guiding them if necessary.
Here are some examples of my student work.
The final component of this lesson involves using the words to write. This is kind of a combination of the "D" (deep processing) and the "E" (exercising). The deep processing comes in because the students must know how to use the word and use it in a unique situation. I also consider this activity exercise for the brain because story writing is (a little) fun. I encouraged the students to write funny and creative stories, so most of them did actually enjoy it.
In this activity, I asked the students to take the remaining 5 vocabulary words and use them correctly in a story. This is also a challenging activity since the students have to know the meaning, part of speech, and the correct way to use it in a sentence.
I am going to have the students work with a partner again on this activity for support. I feel that once a student can use a word correctly, it is their's, so I really like to push my kids to use the words in conversation and in writing.