Storytown 6, Theme 2 Lesson 6 Vocabulary
jest
haywire
Jester hat
Cell phone
N; something that is said or done to be funny; a
joke
My friend said something in jest to try to cheer
me up.
N; something that has gone wildly out of
control
After I took that phone apart and then put it
back together, it just went haywire.
N; having many curves and turns
sinuous
immobile
supple
River picture
Dead remote
control car
lotion
A snake makes sinuous movements back and
forth as it slithers. A meandering river is
sinuous.
Adj; not moving; motionless
The bus full of passengers was immobile
because of a flat tire.
adj; bending or moving easily without breaking
or cracking
The dancer was so supple that his difficult
movements appeared effortless.
N; to join two things together into one
fused
intonation
Glue bottle
Red silly
microphone
After a broken bone has fused back together,
the cast can be removed.
adj; the rise and fall of any sound or the voice
in speaking
Tammy was so scared that when she spoke, the
intonation of her voice was high and squeaky.
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Order of Operations
MOTIVATION - Introduce the concrete objects.
BASIC LISTENING, Day 1 – NEEDS: all vocab props
1. Show students the items and speak each vocab word. Continually repeat the vocab words to
the students as you go through the process.
2. Match the item to the vocab word
3. Listen and Throw (on smartboard) – T reads word; first kid to hit the word w/ bean bag gets
pt
BASIC SPEAKING, Day 2 – NEEDS: Smartboard
1. Orally name the pictures – Have students say the names of all LDM pictures on the board.
2. Play Word Match on smartboard (kids match words with pictures)
3. Point and shout – Teacher points to pictures; team that shouts the word first gets the point.
LISTENING COMPREHENSION, Day 2, 3 – NEEDS: Smartboard
1. Roll the die – Students sit in teams. Teacher reads definition, team with highest/lowest
number gets to name the word that matches. Teams earn points for correct words.
2. Listen and Touch (relay with smartboard) – T reads different definitions to each team. When
they touch it, the next person comes and hears their definition.
3. Listen and Throw (on smartboard) – T reads def; first kid to hit the word w/ bean bag gets
point
CREATIVE SPEAKING, Day 3, 3.5 – NEEDS: library cards for writing words
1. High-roller- pg 143- Students are in teams. Each team rolls one die. The team with the high
number says a sentence with the word in it.
2. Word Pairs (or singles!) - Student pairs choose 1+ cards with words written on them to say a
sentence about the word. If they use the word correctly in the sentence, that student earns a
point.
3. Ring Toss – Students must each throw ring toward stick 10 times. Every time they miss, they
must use one of the words in a sentence.
BASIC READING & WRITING, Day 3.5 – NEEDS: 3-4 copies of words & pictures
BRI - Sight Recognition
1. Students match sight words to pictures (again)
2. Missing word – class closes eyes while one word is removed from board. Team (?) to first
identify missing word earns a point.
3. Read Storytown vocab introduction story (at start of lesson) and let students say the vocab
word when we get to it.
4. Running Story - Tell a story using some LDM words. When you are about to use a word, point
to it instead, and students should say the word.
BRII - Decoding/Encoding and Basic Writing
1. Each student should cut words into syllables, put them back together in teams (boys vs. girls)
2. Cloze Words WSs (overhead or smartboard – kids copy onto slate)
3. Group Spell/Writing Relay – Divide class into two groups. Give each team a word (different
words? Similar length?), and say go. Each student runs to the board and can only write one
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letter. The team that correctly spells their word first wins
4. Word Bridges – Students are given first & last letter of each word, and must fill in the middle
READING COMPREHENSION, Day 4, 5 – NEEDS: Worksheets
1. Cloze Fun - Students get a sheet of cloze sentences. They must write in the correct LDM
word for each sentence.
2. Matching definitions WS – Students get a WS in which they must match the correct LDM
word to its definition.
3. Storytown Extra Support WS or Practice Book WS
4. CrossWord Puzzle WS – T: let them write down the words they can choose from!
4. T/F Sentences WS - Students get a WS in which they must mark whether each sentence
containing an LDM word is true or false. (Variation: use sentence strips)
CREATIVE WRITING, Day 5
1. Sentence relays – In teams, students race to create a sentence for each LDM word.
2. Create your own cloze sentences - Students write a sentence for each LDM word, but leave
the with word missing. Students then switch their paper with another and that person attempts
to fill in the blanks.
3. Word Sort – Using cut-out words, student teams sort them into groups/categories, and then
explain how they decided to sort them.
4. Create flashcards – students create individual flashcards to keep, with words, definitions and
pictures
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