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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