UNIT x 126 | UNIT 4 Instructional Routine: Vocabulary p. Txxiii Vocabulary in Context • Preview vocabulary Remind students of the vocabulary strategies they have learned, such as Use Visuals, Word Web, Personalize Vocabulary, and Use Context Clues. Have students preview new vocabulary by pointing out the terms and matching images. Say: Which of these words do you know? Direct volunteers to share responses. • Use illustrations to clarify word meanings Have volunteers read the example sentences and discuss the images to aid comprehension. Ask: How can the sentences and pictures help you understand new words? Use the vocabulary routine to teach any unfamiliar words. • Understand multiple-meaning words Write picks up and demonstration on the board. Say: The phrase picks up can mean different things. One meaning is learns. Another is collect, or gather, things. Repeat the procedure for demonstration as an exhibition or show of how something works (e.g., a science project), and an outward show of feeling, such as affection. Point out that readers need to use visuals and context to determine the correct meaning of the text they are reading. • Identify words as actions or things Write compliment and catch up on the board. Say: These two words can name both actions and ideas. Write: He complimented me. He gave me a compliment. I can’t catch up to her. I don’t want to play catch-up. Have students identify the use of the terms as action or thing and explain their reasons. • Play a vocabulary game Create sets of vocabulary cards for each word by writing the word on one side and drawing a rough sketch on the other. Model choosing two cards and using them in a sentence. Say: I chose pick up and chore. My chore today is to pick up the clothes in my room. Act out the scenario to provide comprehensible input. Then divide students into pairs with mixed proficiency and give each pair a set of cards. Direct pairs to work together to generate new sentences with the words and act out scenarios, if sentences lend themselves to it. EXPLORE AND LEARN DIFFERENTIATED INSTRUCTION Scaffold Consider pairing students with higher levels of proficiency with students who have lower levels of proficiency. The students with higher levels of proficiency can serve as peer tutors who can prompt and reinforce language. Amplify Have students use new terms in written paragraphs about personal experiences. Display a model paragraph with the new terms underlined: I forgot to do my math homework. I had a lot of chores, and I had to run an errand. Then I had to pick up the socks and games in my room. I remembered it on the bus. Then I felt anxious when I went into class. I did not feel confident that I could answer the questions. UNIT 4 / BEFORE YOU READ demonstration We watched while Danila gave us a demonstration about her robot. pick up The bus picks up the older kids at 3:10 p.m. compliment My teacher gave me a compliment on my story. anxious Vic is anxious about the math test. catch up I race my friends, but they can’t catch up to me. pull out When I get home, I pull out my planner to see what homework I have to do. chores I do chores at home on the weekend. errand I ran an errand with my mom. confident I’m confident that I will like my new school. Vocabulary in Context The author of Fresh Finds at the Farmers Market includes these words. Which words do you already know? Tutorial UNIT 4 126 BEFORE YOU Read
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