166 | UNIT 5 UNIT 5 / BEFORE YOU READ 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, 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. • Classify words Explain to students that it is easier to use new words in sentences and writing when we know which are actions, things, or descriptive words. Draw a chart on the board with the headings: nouns, adjectives, verbs, and adverbs. Remind students that nouns are things, verbs are actions, adjectives describe nouns, and adverbs describe verbs. Call on volunteers to choose a word from the vocabulary and write it in the correct column on the chart. (nouns: competition, reward; verbs: argue, admit, tricks; adjectives: clever; adverbs: proudly, boldly, lightly) • 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 admit and argue. Mariana admits she argues with her brother sometimes. 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 their own personal experiences. Display a model paragraph with the new terms underlined: I found a broken robot at school and fixed it. I did not know the owner, so I gave it to the teacher. He said, “You’re clever. You should enter the robot competition.” I admit I was surprised. My science grades are not good. When I told my mom, she smiled proudly, touched me lightly on the nose, and said “Well?” I boldly answered, “I think I will enter!” argue Sometimes I argue with my sister. Then, we make up. reward I got a reward for writing the best story. lightly I touch the chick lightly so I won’t hurt it. competition My friend did well at the spelling competition. boldly She climbs the ropes boldly. She is not afraid. admit I admit I broke the dishes. proudly My mom smiled proudly when she saw my grades. trick This image tricks your eyes. Do you see two faces or a vase? clever Luca is clever. He always beats his father. Vocabulary in Context The myths you will read include these words. Which words do you already know? Tutorial UNIT 5 166 BEFORE YOU Read
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