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)

I provided small steps to find the meaning of the unfamiliar words to help the students apply guessing strategies in contexts.

The essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure

Ask students about things, places or events that connect to these terms in some way. Have students give a few examples. Write their examples on the board, so students can begin to see how the CD word map will develop.

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.

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

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

which vocabulary words they are less familiar with. I will use this as a vocabulary review game. I

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.

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.

There is a vocabulary session each day in my classroom. I have a mini lesson on vocabulary words right after phonics. I teach the students the vocabulary words through meaning, movement, examples and non- examples. I use the Close Reading activity and read a passage more than once. I allow the students to tell me any words they are not familiar with in a text we are reading.

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.

On a sheet of paper students will write down the word spoken by the instructor, spell it correctly, and give the correct definition for that word. Say each word out loud and students will write the correct information on their sheet of paper.

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