1. Students Will Determine The Meaning Of Unknown Words

VOCABULARY: Without using the internet, write the definition for the words you know. Then if you have blanks look them up in your textbook. (middle of the book A)

The lesson should first be introduced to the class through the vocabulary. This gives the students the back ground on the words used to describe what the lesson is about, and allows them to use the words in context with what they are doing.

Half way through the book stop and have the students raise their hands to summarize the story events and make predictions.

Strategic readers monitor their thinking and recognize when errors are committed but they also know what strategy to use to correct the error. For example, they may need to reread the text to make sense, use context clues to understand unfamiliar words. No matter what the obstacle is, a fix-up strategy is applied. The K-W-L is a well- known teaching technique to assist in the monitoring strategy. The K-W-L chart provides the teacher and students opportunity to participate in discussions before, during, and after reading. It helps the student to ask and answer questions, identify the main idea and detail, and summarize the text (Santoro, Baker, Fien, Smith, and Chard, 2016 p. 284).

What is it like? What are some examples? This will help the student to create a more personal connection with the words in the text and more than likely they will recall the vocabulary learn in future references. Another idea is by creating a word wall with all of the vocabulary learn. You will add a photograph to the word so they can visualize the word, the definition, and a translation of the word if pessary for the students who might need

In addition to the vocabulary in their readings, students have been expected to learn twenty-five new vocabulary words per week. The focus is not on rote memorization of definitions; students must know synonyms, antonyms, and especially how to use vocabulary words in the context of the entire sentence. They study how to choose the right word for their purpose (diction) and analyze the subtleties of language.

1)This student is a little bit more advised at this level. The student should read everyday but one thing to help the student is to have this student look up a word in a children's dictionary. Once the student finds the word then the student should read the definition.

After reading a grade-level text, Matthew will determine the meaning of up to 5 teacher-selected words by identifying a replacement word that maintains the figurative, connotative or technical meaning for 4 out of 5 words or 80% accuracy in 3 out of 4

The teacher will start a new Vocabulary Strategies anchor chart. The teacher will ask students to think about different vocabulary strategies used in class to find out what the meaning of new words using context clues. After cold calling on students, the desired responses are “read words and phrases before or after the word to find a hint”, “think about the different parts of the word we already know” and “think about what kind of word it is.” 10.Students will share their ideas and the teacher will record them as students state their response. 11.

The words reported by students are embarrassed, disturb, dignified, cautiously, and relieved. I use an activity provided to define these terms additionally. There are sentences listed for every vocabulary word with ways to act out the words. We break these sentences into strips and take turns drawing them out. We usually work in groups so that every student gets an opportunity to participate if they desire.

I tell the students what the meaning of the word is. Also, I teach my students how to figure out word meaning by using context clues to figure out meaning to words they do not know. I teach my students how to use the dictionary and glossary. During center time, my students use a Frayer Model in the Vocabulary

Viewing the “Comprehension” clip, reminded me of my own experience within the classroom. Mr. deLeon introduced vocabulary words such as evidence, decoy, and suspense to help students better comprehend what they’ll read. The teacher also activated the students’ prior knowledge of the words. When a word was hardier to understand, Mr. deLeon gave an anecdote for the word decoy. Teachers use many techniques to introduced vocabulary words in order for them to get a grasp on a text while reading. I read to the children daily, but before I review unfamiliar vocabulary before reading. I ask the class if they’ve ever heard the word before, and if so, if they can help me give definition to the meaning. This doesn’t guarantee students to fully understand

A student will pull a vocabulary word from a pile. The student will then draw an image of the word onto a whiteboard book. The next student will look at the image, then write a vocabulary word that he or she associates with the image. The next student will look at the word and draw an image on the next page. The last student in the group announces the word to the class. The word may morph during the game, but this provides an opportunity for the students to discuss where and why it changed.

vocabulary before reading a story. While reading the story I would ask students to recall both the

I will start the class by showing a YouTube video or two to provide the context of our reading to students. To start off the lesson, I will have a powerpoint projecting the three new vocabulary words, “martyr”, “cadaver” and “demonstration” up on screen and I will make students learn these new words and ask them to jot down the definitions in their notebooks. I will also review the academic language at the beginning to make sure students are fully equipped and ready to dive into the reading seamlessly. After this, I will provide handouts of Persepolis chapter #4 to students and ask them to read the text on their own and understand the characters. Next, I will ask students to form a group a write a description and construct a picture of a specific word, as a part of the formative assessment. I would walk around the class to make sure students are not simply copying what has been taught and are not making major errors. At this point, I will ask specific groups of students to discuss and debrief their interpretation of the definitions they have come up with and share a common response as a group. I will ask each group to share the description as well as the picture with the rest of the class. This way, students will be able to learn and imbibe all the vocabulary words and their meanings. As a teacher, I would want to make sure that students are coming up with responses within the parameters of the