ENSURING ACCESS YOUR ULTIMATE GOAL TODAY is that students will read with increasing awareness of the new vocabulary words they are encountering and that they will collect new words they learn, as well as their definitions.
z It is critically important to build students’ English vocab- ulary and world knowledge. Research has repeatedly shown that students with knowledge of a topic compre- hend better, and the knowledge they already have helps them develop new knowledge. If you can’t personally be an enthusiastic tutor on a topic, nor provide students with another adult who knows and loves their research topic, videos are one of the best ways to support stu- dents’ knowledge. Do all you can to make it likely that the knowledge gained from a video actually sticks. Ask a pair to watch and rewatch a video then to teach it to other stu- dents, perhaps showing and discussing excerpts from it. z All your students will need to develop word banks and do all the research-based practices to actually learn new vocabulary. This includes seeing words repeatedly in different contexts, using them often, acting words out, building webs between words, sketching the meanings
of words. Support all this with every learner, and teach families to support this sort of work as well. z If students cannot determine the meaning of a word, encourage them to use resources to figure out the defi- nition. Students could check the glossary in the back of that text, or another text on the same topic, look up the word in a dictionary, or even search the meaning of the word online. If searching a word online, it is often helpful for students to add “kid-friendly definition of ____” to their search. z Some students may benefit from a small copy of the words on your Vocabulary Word Wall. You could print out mini versions of the vocabulary cards, and invite students to begin by sorting through the cards, thinking, “Which of these words applies to my topic?” That could give stu- dents a starter set of vocabulary words to build off of.
Day at a Glance: Read Aloud, Word Study, and Vocabulary Let’s Gather: Read-Aloud and Close Reading 15–20 min.
Close Reading using a Complex Passage from Plants in Different Habitats You’ll lead students in a close reading of pages 28–29 of Plants in Different Habitats . During this session, students will engage in fluency practice, and they’ll ask and answer text-dependent questions. At the end, students will write summaries that include details from the text to support their responses. Spell Words with Consonant -le You’ll demonstrate how to spell words with consonant -le syllables, emphasizing the ending placement of the syllable type. Then, you’ll dictate a series of sentences while students spell a series of words with consonant -le that appear in the sentences. Add New Words to a Content Collection You’ll first coach students to add related words they’ve learned to the class’s Vocabulary Word Wall. Then, you’ll invite students to keep adding to their personal word collections they started during Reading Workshop.
Word Study 15 min.
Vocabulary 5 min.
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Session 6 • Word Consciousness: Develop a Content Word Collection
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