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
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