Building academic language
- Provide definitions (on board or projected) of all Tier 2 words.
- Explain that students will now rotate around the room to the brainstorming sheets and add their comments and/or examples for each word and read about what other students have written. (Note: This can be done informally, with students choosing which words to approach and in what order, or more formally, with students divided into groups and rotating systematically from word to word.)
- Separate students into groups with a completed brainstorming sheet and have them answer questions aloud about the word. For instance, "What does the word mean?"
- Have students use sentence frames for support in their oral discussion.
- Allow students to create and share aloud their own sentences with the new vocabulary words. For example:
- My favorite character of ____Was ____Because ____.
- Distribute the Sum It Up: Vocabulary worksheet, read the directions to the students, and ask a volunteer to repeat the instructions back to you.
- Think aloud to model analyzing the sentence. Ask, "Which word fits best here? How do we know?" Have students explain the clues.
- Allow students to work on the second sentence in pairs.
- Choose volunteers to share their answers and ask students to correct their answers as necessary.
- Have students work independently or in pairs to complete the next three sentences.
- Distribute the Sum it Up: Grandpa’s Boat worksheet, read the directions to the students, and ask a volunteer to repeat the instructions back to you.
- Read the passage aloud to the class.
- Have students work with partners to reread the passage and discuss possible answers.
- Provide sentence stems for students, using Tier 2 words where possible, to share with partners as they work. For example:
- The setting of this story is ____. I know this because ____.