VOCABULARY EXTENSIONS Build Vocabulary to Discuss Plants Bend I: Working with Content Words 1. Start a Collection of Content Words about Plants 2. Practice Using New Words: “Which One?” and “Idea Completion” 3. Add New Words to a Content Collection 4. Use New Words to Play “When Would…?” And “Which One?” 5. Sort Content Words into Categories, and Generate Related Vocabulary 6. Add New Words to A Content Collection 7. Assess Readers’ Control of New Words Bend II: Growing Our Content Word Collection 1. Add New Words to a Content Word Collection 2. Practice Using New Words: “When Would...?” and “Mash Up” 3. Make Words Using Prefixes and Suffixes 4. Make More Words Using Prefixes and Suffixes: “Wordstorm” 5. Sort Words Based on Meaning 6. Add New Words to Content Word Collections 7. Self-Assess Vocabulary Learning Bend III: Using New Words to Speak and Write
UNIT 2
RELATED READING UNIT OF STUDY Grade 3 Unit 2: Reading Nonfiction Text Sets: Plants and Their Adaptations
1. Sketch and Label Notes with Precise Vocabulary 2. Use New Vocabulary to Answer Questions and Teach 3. Learn and Use Strong Verbs to Discuss Content 4. Write With Precise Vocabulary 5. Use Precise Words in Context: “Words All Day” 6. Sort Content Words Into Categories, and Generate Related Vocabulary 7. Assess Students’ Learning: Vocabulary Recognition Task
Welcome to the Unit When third graders study plants, they explore the traits and characteristics of plant life from seed to sprout. Across the unit, you’ll support students in understanding key terminology related to plants and plant life while reinforcing the power of suffixes that shape how words function in writing and speech. Through explicit vocabulary instruction, students will engage in repeated exposure to words using interactive activities like word sorts and games like “Which One?” This unit is designed to help students describe plant life in detail, culminating in a focus on precise verbs that capture how plants survive and thrive. To deepen understanding, students will brainstorm related words and participate in activities that highlight the versatility and power of language. A key emphasis will be on developing word clusters. Renowned literacy researcher Dr. Elfrieda Hiebert advocates for teaching words in clusters to enhance student comprehension and retention. This approach moves vocabulary instruction beyond rote memorization, encouraging students to recognize connections between words and expand their understanding. In the second bend of the unit, students will revisit the impact of common suffixes, using word matrices to explore transfor- mations in words like defense and pollinate . These explorations will empower students to play with language, using words in varied contexts and broadening their vocabulary in meaningful ways. Across all vocabulary instruction, prioritize practical usage. Provide frequent opportunities for students to use new words in both speech and writing across various contexts. Every time they actively engage with a word, they move one step closer to mastering it and expanding their oral lexicon. In addition to the Vocabulary Extensions, students will receive additional support with vocabulary across other parts of the curriculum. Read-aloud sessions will teach additional vocabulary and also provide opportunities to review the vocabulary words introduced in these sessions. The teeny-tiny texts you’ll use in small groups provide students with additional opportunities for students to see these words in context. Vocabulary and Morphemes Introduced Across Unit 2 Bend I vegetation
Focus Standards z Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content , choosing flexibly from a range of strategies. CCSS.ELA-LITERACY.L.3.4 z Determine the meaning of the new word when formed when a known affix is added to a known word (e.g. agreeable/ disagreeable, comfortable/uncomfortable, care/careless, heat/preheat) . CCSS.ELA-LITERACY.L.3.4.B z Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g. After dinner that night we went looking for them). CCSS.ELA-LITERACY.L.3.6 GETTING READY: z Find a space for a Vocabulary Word Wall where you’ll add all the vocabulary words you teach across the unit. Decide whether you’ll leave the vocabulary words from Unit 1 displayed, or whether you’ll take those words down and save them to revisit during Unit 3. z Print the vocabulary cards from the online resources. z Prepare to display photographs across the unit, as needed to illustrate key vocabulary terms and support vocabulary games. z Make copies of the Vocabulary Recognition Task, to use as a post-assessment in Bend III Session 7.
tend soil disperse scatter
seedling species roots
Bend II
Remind students about: adaptation, nutrient Teach students: disguise, compete, defense
Suffix reminders: -s, -ed, -ing, -ive, -ate, -tion Prefix: self-
Bend III
thrive rely suit
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GRADE 3 • Unit 2 • Vocabulary Extensions
WELCOME TO THE UNIT
Bend I: Working with Content Words
Session 2: Practice Using New Words: “Which One?” and “Idea Completion” RALLY/TRY IT #1 Play “Which One?” Show students a picture, and invite them to discuss which word best fits the picture and to try to convince their partners. “Yesterday you learned some words that will help us talk about trees. Let’s play some games to practice using these words. First we’ll play ‘Which One?’ I’ll show a picture–you’ll decide which of our words fits that picture best, and convince your partner. There could be several different answers so make sure you tell your partner why you picked your word!”
Session 1: Start a Collection of Content Words about Plants RALLY/TRY IT #1 Begin a class content word collection. Introduce words one at a time, asking students to repeat the pronunciation and indicate familiarity with the word. “Readers, in this unit we’re going to learn a lot about trees and plants–and, most impor- tantly, we’ll learn how to learn a lot from books on any topic! One of the things that is almost always true in nonfiction is that you’ll learn lots and lots of fascinating words, words that help you sound more expert when you talk about the topic. Let’s start a collection of words that will help us sound more expert about plants.” Read each word and have students repeat the pronunciation. Ask students to give a thumbs up if they’ve heard the word and know what it means, thumbs down if they’ve never heard it, and thumbs to the side if they have heard the word but aren’t sure exactly what it means. vegetation seedling species roots TRY IT #2 Define each word and show the vocabulary card. Then, channel partners to create sentences using the words. “I’ll give you a quick definition of each word–get ready, because then you’ll turn to your partner and say some sentences with these words!” Show the corresponding vocabulary card as you define each word. “ Vegetation means all the plants and trees that grow in a certain area. So the vegetation here at our school includes all the trees and grass on the playground and all those little bushes by the school door. “ Species is a group, or kind, of living things, so out of all that vegetation around our school, there are a number of different species . The oak tree is one species , the grass is another species , the pine tree over there is another species . “You know what seeds are–plants and trees usually grow from them. But seedlings are what we call little tiny plants that have just grown from seeds. “And all plants have roots even though we don’t always see them–they hold the plant in the ground and they’re like tubes that carry water and food up to the plant.” “Turn to your partner, and say some sentences using these words. Think about all the plants and trees you’ve seen and might talk about! Go.” “Let’s be on the lookout for these words coming up in our books and in our lives. I’ll start a Vocabulary Word Wall with these words, and as we learn more, we’ll collect lots of other expert words to add.”
Student answers might include, for the first picture, “I think species fits best because that looks like all one kind of tree” .” For the second picture, students might say, “I think vegetation fits best because I think that shows all the plants in that area.”
TRY IT #2 Play “Idea Completion.” Say the start of a sentence, using one of the new words, and invite partners to finish the sentence. “Now let’s play another game: ‘Idea Completion.’ I’ll say an idea using one of our words and you’ll finish it off with your partner. Think of what could make sense to end the sentence.” z Roots are important to plants because… z A seedling might get hurt if… z Vegetation is good to have in a town because… z Here’s a challenge! The vegetation in our area contains a lot of different species like…
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GRADE 3 • Unit 2 • VOCABULARY EXTENSIONS
Bend I • Working with Content Words
Session 3: Add New Words to a Content Collection RALLY/TRY IT #1 Introduce new words one at a time, asking students to repeat the pronunciation. Add each word to the collection. “Readers, in the past few days, we’ve learned more about trees! You’re becoming real experts, so it’s a great time to add a few words to our chart we’ve come across in our reading.” Display the vocabulary cards as you introduce each word. “This word is tend . Jadav was tending to the bamboo plants he was trying to grow - he took special care of them to make sure they grew. You can tend a plant, or an animal - and the grown-ups around you, even me, are all trying to tend to you! “ Soil is a word I bet you know but you might call it a simpler word…yes, dirt! You especially see soil being used when we’re talking about planting things. “Remember this word? Disperse. We talked about that during read aloud. Disperse means to spread all around. “And here’s another word that is very similar: scatter ! Jadav was dispersing, or scattering , seeds on his island to help regrow the forest. Turn and tell your partner about something else, not seeds, that sometimes gets dispersed, or scattered .” TRY IT #2 Channel partners to create sentences about the read-aloud book using these words. “Let’s practice using these words. Partner 1, say a sentence about our read-aloud book using one of these words. Partner 2, listen to see if the way they use the word makes sense. Then swap roles!”
Session 4: Use New Words to Play “When Would…?” And “Which One?” RALLY/TRY IT #1 Play “When Would…?” Pose a scenario, and channel partners to discuss when, exactly, some- thing might happen. “Let’s play a round of ‘When Would…?’ I’ll give you one scenario at a time. Get ready to tell your partner your answers!”
z Tell about a time when you tended something. z When in school would something be scattered ? z What might go into the soil that would harm plants?
TRY IT #2 Play “Which One?” Show students a picture, and invite them to discuss which word best fits the picture. Then ask kids to spend 2 minutes starting a personal word collection. “Now let’s try a game we’ve played before– ‘Which One?’ I’ll show some images, and you’ll tell your partner which of our words best fits the image, and why you think so! The new challenge is that this time, you can use any of our plant words to answer, so take a look at our collection before you start. Get ready!”
“Great job, Readers! Let’s take 2 more minutes with our words today. We have our class word collection, but it would also be helpful for each of you to also have a personal collec- tion, so you’re looking out for useful and interesting plant words as you read. Right now, can you go to a page of your notebook and jot down a few of our class words that you think are the most important for your reading? Then, as you read today and every day, you can add to your own collection.”
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GRADE 3 • Unit 2 • VOCABULARY EXTENSIONS
Bend I • Working with Content Words
Session 5: Sort Content Words into Categories, and Generate Related Vocabulary RALLY/TRY IT #1 Distribute baggies of words, and channel groups to sort the words in different ways, discuss- ing what the words in each group have in common. “Word Experts! Today let’s practice using our new words with a word sort! Each group has a baggie with the plant words we’ve been collecting. Your job now is to sort these words into piles. You can decide on which words fit together with which other words– but if you’re not sure, you could start with ‘words that have to do with one plant’ and ‘words that have to do with a lot of plants.’ Make sure you’re talking about why you think certain words go in the group!”
Session 6: Add New Words to A Content Collection RALLY/TRY IT #1
Channel students to share additional words that could be added to the class word collection. “Readers, take a look at our plant word collection! In just a few days, we have learned so many words that will help us be even more expert about trees and plants. Some of the words are already on this chart, but there are other words you know that we could add. Adding new, related words is important because our brains work like Velcro to stick bits together – and the more connections we can make, the more new learning sticks. “So, looking at this chart, what are some words you already know that we should add? I’m thinking that I know another word that goes with adaptation – change ! I might add that here. Whisper to your partner: are there other words we should add that would help us talk more about plants?” Jot words students suggest on sticky notes.
This word sort includes words that have been introduced during the Vocabulary Extensions, as well as words introduced during read-aloud.
TRY IT #2 Invite students to add additional, related words to their sorts.
“I bet as you were sorting, you were thinking of other words that are not in your baggies that would fit into those groups, right? We’ve learned so much about the topic! There are some sticky notes in each baggie, too. Use those to add some extra words to your piles. What else goes into your groups?”
TRY IT #2 Ask research groups to add to their content word collections for the topics they are research- ing during Reading Workshop. “You also started growing some collections about your own topics. Right now, can you look at your collections of words about the topics you’ve been researching during reading workshop, and start the same work we just did together? Get with your research group and add to your collections for a few minutes.”
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GRADE 3 • Unit 2 • VOCABULARY EXTENSIONS
Bend I • Working with Content Words
Bend II: Growing Our Content Word Collection Session 1: Add New Words to a Content Word Collection RALLY/TRY IT #1 Set students up to remind each other of two vocabulary words they’ve encountered already during the unit. “Today I want to remind you of some big, important words you’ve learned and teach you a few new ones! First, look at these first two words: adaptation , and nutrient . We’ve learned a lot about these words already! Partner 1, turn and remind Partner 2 what adaptation means, then Partner 2 will remind Partner 1 what nutrient means. Make sure you tell your partner everything you think would help them recall the word!” TRY IT #2 Introduce two new words and then channel partners to create sentences about the read-aloud topic using these words. “Now let’s add two new words to our collection. The first word is disguise . You might wear a disguise on Halloween, or if you were trying to sneak around and not let anyone know who you were. But a plant might disguise itself by looking like a different kind of plant. This is a lot like another of our words in our collection, camouflage ! I’ll add the vocabulary card for disguise near camouflage . “ Compete means to try to win. Plants sometimes have to compete to get enough food or sunlight because other plants could get in their way. Can you think of a time that a person might compete ? “Yes, athletes compete all the time! They try to win games. “Turn to your partner and let’s spend 2 minutes making up sentences about plants using these words. I’ll add both words to our Vocabulary Word Wall. Go!”
Session 7: Assess Readers’ Control of New Words RALLY/TRY IT #1 Ask partners to try using their new word knowledge to answer questions applying those words in various contexts. “Readers, we’re at the end of our bend and it’s a great place to pause and think about what we’ve learned– which words and ideas we know really well, and which ones might feel a little shaky. One way to do this is to try answering some questions that use these new words in all kinds of different contexts. Let’s try a few with your partner first.” z Which is the better description for the word vegetation ? Why? A forest with lots of trees, bushes, flowers, and other plants…or an empty field with a big, beautiful tree growing in the middle of it. z Describe what is alike and what is different about the words root and soil . z When a tree was planted, the town put a fence around it with a sign reading “Just a seedling ! Be careful!” What do you think the city was worried would happen? Why? Listen for students’ reasoning. Do you hear thinking that reflects an accurate usage of the words? TRY IT #2 Invite readers to try a few similar assessment questions on their own. Post these questions, and invite students to respond to them in writing. z Which is the better description for the word tend ? Why? A person plants a seed and then leaves…or a person plants a seed and then goes back every day to water it. z List 2–3 things that a person could scatter . z Describe why someone might describe your family as your roots . Look for (and ask for) explanations that show a student’s understanding of a word. For instance, if a student says a person could scatter books, you might think that’s a misunder- standing (or just a big mess!) – unless the student says he is remembering a time in your class when you had books spread all over the tables to sort into baskets. Then, scatter is a very appropriate word choice!”
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GRADE 3 • Unit 2 • VOCABULARY EXTENSIONS
Bend II • Growing Our Content Word Collection
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