Grade 3
Teacher’s Manual
sample lesson
Unit 2: Visualizing Narrative Nonfiction
and Fiction, Week 1
Have You Seen Bugs?
by Joanne Oppenheim, , illustrated by Ron Broda
This informational text is all about bugs. Rhyming verses and paper sculptures describe
insects and how they eat, behave, and help plants grow.
Grade 3
TEACHER’S MANUAL
SAMPLE LESSON
Thinking and Talking About Words
© 2008 Developmental Studies Center
Week 3
Overview
Have You Seen Bugs?
by Joanne Oppenheim,
illustrated by Ron Broda
(Scholastic, 1999)
Words Taught
Word-learning Strategies
speck
t 6TJOHDPOUFYUUPEFUFSNJOFXPSENFBOJOHT
bound
t 3FDPHOJ[JOHTZOPOZNT
speedy
t 3FDPHOJ[JOHBOUPOZNTSFWJFX
bare
seldom
wondrous
Words Reviewed: bound, frantic, rap, speck, wondrous
DO AHEAD
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°>€iÑ`Þŋ›€ÑӈiÑMaking Meaning ’iÈÈ ›µ³Ñ9 ÞÑ勒’ÑÅi>`ÑӈiÑ°>€iÑ>’ Þ`ÑÓ ÑӈiÑ
ÈÓÞ`i›ÓÈÑÓ Ñ‹›ÓÅ `ÞViÑӈiÑå Å`ÈÑseldomÑ>›`Ñwondrousµ
UÑ*ŋ ÅÑÓ Ñ>çÑÕ]ÑåŋÓiÑV ›ÓiæÓÑÈi›Ói›ViÈÑwÅ –ÑHave You Seen Bugs? ›ÑӈiÑL >Å`Ñ
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Å>`iÑ/ˆÅiiÑ Ñ 45
Week 3 Day 1
Day 1
Introduce Speck, Bound, and Speedy
Materials
t
t
t
t
Have You Seen Bugs?
Chart paper
Words Taught
speck (p. 2)
A speck is “a very small piece or spot of something.”
A marker
Charted sentences
(see Step 1 on page 47)
bound (p. 10)
Bound means “move forward quickly with leaps or jumps.”
speedy
Speedy means “fast.”
About Using Context Clues to Determine Word Meanings
In this week, we formally introduce the students to using context clues
to determine word meanings, an important word-learning strategy
they can use in their independent reading. In this lesson, the students
learn that they can sometimes figure out the meaning of a word by
reading the sentence that includes the word, or the sentence before or
after, and looking for clues. In subsequent lessons, the students review
and practice the strategy. It is important to point out that we have
the students practice the strategy only when the text of a read-aloud
provides explicit clues to a word’s meaning. If you wish to use other texts
to provide the students with more practice in using context clues, we
suggest that you look for words that are clearly defined or explained by
the context so that the students will not have to guess at the meanings.
About Recognizing Synonyms
In this lesson, the students are introduced to synonyms, or words that mean
the same thing or almost the same thing. Connecting a new word to a known
word that is a synonym helps the students remember the new word. Synonyms
also provide the students with words that can replace overused words in
their writing, making the writing more interesting. This week we suggest you
start a synonym chart and add to it during the year as the students learn new
synonyms (see “More Strategy Practice” on page 52). For more information about
SFDPHOJ[JOHTZOPOZNTBOEPUIFSXPSEMFBSOJOHTUSBUFHJFTTFFQBHFTYJJoYJJJ
46Ñ Ñ >‘‹›€Ñi>›‹›€®Ñ6 V>Lޒ>Åç
Week 3 Day 1
INTRODUCE AND PRACTICE
USING SPECK
Introduce Speck and Using Context Clues to Figure
Out Word Meanings
Write these sentences from page 10 of Have You Seen Bugs? on
the board or a sheet of chart paper and underline the words specks
and bound:
`)RRW@GRRW@SEQQK?JJ?QQNCAIQMDQ?LBUGBCUGLECB@SEQ
@GEECPRF?LWMSPF?LBa
`(?TCWMSQCCL@SEQ?LBFMURFCWKMTC,MLEJCEECB@SEQ
HSKNGLEUGRF?@MSLBQFMPRJCEECB@SEQPSLLGLEMLRFCEPMSLBa
Have the students move to the rug with partners sitting together,
facing you. Show the cover of Have You Seen Bugs? and explain that
this week’s words are from the book, which they heard earlier.
4IPXQBHFToBOESFNJOEUIFTUVEFOUTUIBUUIJTQBSUPGUIFCPPL
describes how bugs look. Read the first sentence on page 2 aloud,
FNQIBTJ[JOHUIFXPSEspecks: “Itty-bitty bugs small as specks of
sand, wide-winged bugs bigger than your hand.”
Tell the students that the first word they will learn today is speck.
Direct the students’ attention to the first charted sentence and
explain that as you reread the sentence that includes the word
specks, you want them to think about what speck might mean.
Read the charted sentence aloud twice, slowly and clearly. Then
point to the word specks and ask:
Q
Based on what you just heard, what do you think the word speck
might mean? What is a speck?
Teacher Note
If the students do not
immediately determine the
Have one or two volunteers share their thinking with the class.
meaning of speck from the
context, give them the definition,
PROMPTS: Prompt the students to begin, “Speck might mean…” or
“A speck might be….”
rather than have them guess.
Explain that a speck is “a very small piece or spot of something.”
Å>`iÑ/ˆÅiiÑ Ñ 47
Week 3 Day 1
Teacher Note
You may want to underline the
words that are context clues.
Explain that you can sometimes figure out the meaning of an
unfamiliar word by rereading the sentence that contains it, or the
sentence before or after, and looking for clues. Point out that in the
phrase “Itty-bitty bugs small as specks of sand,” the words itty-bitty
and small are clues that help us figure out that specks must be very
small pieces of sand.
Have the students say the word speck, and then write the word on a
sheet of chart paper.
Discuss Times We Have Seen Specks of Something
Give a few examples of times you have seen or might see specks of
something. (You might say, “Sometimes I have to clean my glasses
because I see specks, or tiny pieces, of dirt or dust on the lenses. I
was painting a table once and a little bit of paint dripped from my
brush. There were specks, or very small spots, of paint on the floor
under the table. The other day I cut my finger and got a speck of
blood on my blouse.”)
6TFi5IJOL1BJS4IBSFwUPEJTDVTT
Teacher Note
Q
Listen as partners talk. Support
When have you seen or might you see a speck of something?
[pause] Turn to your partner.
struggling students by asking
questions such as, “Have you
Remind the students to use the word speck as they share their ideas.
ever found a speck of something
on your clothes? On your
hands?” and “Have you ever
seen a speck of something on
a classroom table? On your
bedroom floor? On the ground?”
PROMPTS: Prompt them to begin, “I saw a speck [of dirt] when…”
or “I might see a speck [of paint] when….”
After partners have had a chance to talk, have a few volunteers
share their thinking with the class.
Ask:
Q
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What’s the word we’re learning that means “a very small piece or
spot of something”?
Week 3 Day 1
INTRODUCE AND PRACTICE
USING BOUND
Introduce Bound and Practice Using Context Clues
Show page 10 and review that this part of the book describes
how bugs move. Read the first two sentences on page 10 aloud,
FNQIBTJ[JOHUIFXPSEbound: “Have you seen bugs and how they
move? Long-legged bugs jumping with a bound, short-legged bugs
running on the ground.”
Tell the students that the second word they will learn today is
bound. Direct their attention to the second set of sentences and
explain that as you read these sentences, you want them to think
about what bound might mean.
Reread the sentences aloud twice, slowly and clearly. Then point to
the word bound and ask:
Q
Based on what you just heard, what do you think the word bound
might mean?
Have one or two volunteers share their thinking with the class.
PROMPT: Prompt the students to begin, “Bound might mean….”
Explain that bound means “move forward quickly with leaps or jumps.”
Point out that in the sentence “Long-legged bugs jumping with a
bound,…” the words long-legged and jumping are clues that help us
figure out that a bound must mean a big leap or jump. Explain that
bugs such as grasshoppers move forward by bounding, or taking long
leaps or jumps. Rabbits and kangaroos are other animals that bound.
Teacher Note
You may want to underline the
words that are context clues.
Have the students say the word bound, and then add the word to
the chart.
Å>`iÑ/ˆÅiiÑ Ñ 49
Week 3 Day 1
Discuss Times We Have Bounded
Explain that sometimes when people want to move quickly they
bound, and give examples of times you have bounded or seen
people bound. (You might say, “Recently I saw a man bounding
down the street to catch the bus. He was running quickly and taking
big leaps. My son likes to bound down the sidewalk after it rains,
running fast and leaping over the puddles. Sometimes when I’m in a
hurry I bound up the stairs, taking the stair steps two at a time.”)
6TFi5IJOL1BJS4IBSFwUPEJTDVTT
Q
When have you bounded or seen someone bound? Why were you
or the person you saw bounding? [pause] Turn to your partner.
Have the students use the word bound as they share their ideas.
PROMPT: Prompt them to begin, “I bounded when….”
When most pairs have finished talking, have a few volunteers share
their thinking with the class. Remind the students to use the word
bound as they share their thinking.
Point to the word bound on the chart and ask:
Q
What’s the word we’re learning that means “move forward quickly
with leaps and jumps”?
INTRODUCE AND PRACTICE
USING SPEEDY
Introduce and Define Speedy and Discuss Synonyms
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ways. Then reread the last sentence on page 10: “Some are fast: they
dart and leap; some are slow: they crawl and creep.”
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Week 3 Day 1
Tell the students that the last word they will learn today is another
word for fast and that the word is speedy. Point out that some bugs
are speedy, or fast, and others are not. Explain that speedy and fast
are synonyms and that synonyms are “words that mean the same
thing or almost the same thing.”
Teacher Note
You may want to point out
that speedy is related to the
word speed, which means
“quickness or fast movement.”
Discuss as a class:
Q
What other words are synonyms for, or mean the same thing as,
speedy and fast?
Have volunteers share their thinking.
PROMPT: “[Quick] is a synonym for speedy and fast.”
If necessary, tell the students that other synonyms for speedy and
fast are quick, rapid, and swift.
Have the students say the word speedy, and then write the word on
the chart.
Discuss Speedy
Remind the students that some bugs are speedy.
Ask:
Q
What other animals are speedy? Turn to your partner.
Teacher Note
If the students struggle to name
Have the students use the word speedy as they share their ideas.
speedy animals, provide a few
examples (rabbits, jaguars,
PROMPT: “A [jaguar] is speedy.”
cheetahs, horses, squirrels,
eagles, mosquitoes). Then ask the
Have a few volunteers share their thinking with the class.
question again.
Point out that people can be speedy. Ask and discuss as a class:
Q
Who do you know who is a speedy runner?
Have a few volunteers share their thinking with the class.
Å>`iÑ/ˆÅiiÑ Ñ 51
Week 3 Day 1
PROMPT: “[Jenna] is a speedy runner?”
Point to the word speedy on the chart and ask:
Q
What’s the word we’re learning that is a synonym of fast?
Explain that tomorrow the students will talk more about the words
they learned today.
M O R E S T R AT E G Y P R A C T I C E
Start a Synonym Chart
Help the students explore synonyms further by starting
a synonym chart. Prepare a sheet of chart paper entitled
“Synonyms.” Review that synonyms are “words that mean the
same thing or almost the same thing.”
Write the word speedy on the chart and review and list
synonyms of speedy (fast, quick, rapid, and swift). Next write the
word terrifying on the chart and review that terrifying means
“very frightening.” Explain that terrifying and frightening are
synonyms and ask the students to name other synonyms for
terrifying and frightening. Add the synonyms to the chart (for
example, scary, spooky, and horrifying).
Explain that when the students write stories, they can use the
synonyms they are learning. For example, instead of using the
words scary or fast in a story, they can use the words terrifying
and speedy. Explain that using a synonym helps them avoid
using the same word over and over again and makes their
writing more interesting.
During the next few weeks, encourage the students to share
other synonyms they think of with the class and add them to the
chart. As synonyms are introduced in vocabulary lessons, add
them to the chart, as well.
52Ñ Ñ >‘‹›€Ñi>›‹›€®Ñ6 V>Lޒ>Åç
Week 3 Day 2
Day 2
Review Speck, Bound, and Speedy
Words Reviewed
speck
A speck is “a very small piece or spot of something.”
Materials
t
Word chart from Day 1
bound
Bound means “move forward quickly with leaps or jumps.”
speedy
Speedy means “fast.”
REVIEW THE WORDS
Briefly Review the Words
Have the students move to the rug with partners sitting together,
facing you. Point to the word chart and remind the students that
they learned these words from Have You Seen Bugs? Explain that
today they will talk more about the words.
Point to each word, pronounce it, have the students pronounce
it, and review its meaning. You might give the meaning or ask the
students to tell you what they know about the word.
6TFi5IJOL1BJS4IBSFwUPEJTDVTT
Q
Which of this week’s words do you think is especially interesting or
fun? Why? [pause] Turn to your partner.
Teacher Note
If the students struggle to answer
the question, discuss a couple of
the words you find interesting or
fun. (You might say, “I think speedy
is fun to say, and it’s a good word
to use to describe something or
someone who is moving really
Remind the students to use the vocabulary word as they share
their thinking.
fast. I think bound is a fun word,
too, because it reminds me of
happy children running, leaping,
and laughing.”)
Å>`iÑ/ˆÅiiÑ Ñ 53
Week 3 Day 2
PROMPT: Prompt the students to begin, “I think the word [bound] is
especially interesting because….”
After partners have had a chance to talk, have a few volunteers
share their thinking with the class.
PRACTICE USING THE WORDS
Imagine That!
Ask the students to close their eyes and imagine this situation:
t
You are very tired and decide to take a nap. You are almost asleep
when the phone rings across the room.
6TFi5IJOL1BJS4IBSFwUPEJTDVTT
Q
Will you bound across the room to answer the phone? Why?
[pause] Open your eyes and turn to your partner.
Remind the students to use the word bound as they talk.
PROMPT: Prompt the students to begin, “I [will/will not] bound
across the room because….”
When most pairs have finished talking, have a few volunteers share
their thinking with the class.
Have the students imagine and discuss the following situations the
same way:
t
Q
You have been playing tag on the playground. As you line up to
come back into the classroom, you notice a speck of dirt on your
new shirt.
Will the speck of dirt on your new shirt upset you? Why? [pause]
Open your eyes and turn to your partner.
PROMPT: Prompt the students to begin, “The speck of dirt [will/will
not] upset me because….”
54Ñ Ñ >‘‹›€Ñi>›‹›€®Ñ6 V>Lޒ>Åç
Week 3 Day 2
t
Q
You are riding your bike. Suddenly a big dog bounds out of the
bushes and runs toward you.
Will you try to make a speedy escape from the dog on your bike?
Why? [pause] Open your eyes and turn to your partner.
PROMPT: Prompt the students to begin, “I [will/will not] try to make
a speedy escape because….”
Tell the students that tomorrow they will learn three more words
from Have You Seen Bugs?
Å>`iÑ/ˆÅiiÑ Ñ 55
Week 3 Day 3
Day 3
Introduce Bare, Seldom,
and Wondrous
Materials
t
t
t
t
Have You Seen Bugs?
Word chart from Day 1
Words Taught
bare (p. 26)
Bare means “empty.” It also means “naked, or not covered by clothing.”
A marker
Charted sentences
(see Step 1 below)
seldom (p. 28)
Seldom means “not often, or rarely.”
wondrous (p. 28)
Wondrous NFBOTiBNB[JOHPSSFNBSLBCMFw4PNFUIJOHXPOESPVTmMMT
ZPVXJUIXPOEFSPSBNB[FNFOU
INTRODUCE AND PRACTICE
USING BARE
Introduce Bare and Review Using Context Clues
Write these sentences from page 26 of Have You Seen Bugs? on the
board or a sheet of chart paper and underline the word bare:
`)DGRUCPCLcRDMP@SEQMPAF?PBQUMSJB@C@?PC9MSAMSJBLcR
F?TC?L?NNJC?LMP?LECMP?NC?Pa
Gather the students on the rug with partners sitting together, facing
you. Direct their attention to the word chart and review that earlier
they learned three words from Have You Seen Bugs? Explain that
today they will learn three more words from the book.
4IPXQBHFToBOESFWJFXUIBUJOUIJTQBSUPGUIFCPPLUIFZ
MFBSOFEIPXCVHTXPSL3FBEQBHFBMPVEFNQIBTJ[JOHUIF
word bare.
56Ñ Ñ >‘‹›€Ñi>›‹›€®Ñ6 V>Lޒ>Åç
Week 3 Day 3
Explain that the first word the students will learn today is bare.
Remind the students that earlier they learned that sometimes you
can figure out the meaning of a word by reading the sentence that
contains it, or the sentence before or after, and looking for clues.
Direct their attention to the charted sentences and explain that as
you reread the sentences that include the word bare, you want them
to think about what bare might mean.
Read the charted sentences aloud twice, slowly and clearly. Point to
the word bare and ask:
Q
Based on what you heard, what do you think the word bare means?
What clues in the sentences helped you figure out the meaning?
PROMPT: Prompt the students to begin, “I think bare means
[‘empty.’] The clue that helped me figure out the meaning is….”
Have one or two volunteers share their thinking with the class.
If necessary, explain that bare means “empty.” Explain that the
sentence “You couldn’t have an apple, an orange or a pear” tells us
that without bugs, orchards would be bare, or empty of fruit.
Tell the students that bare has another meaning besides empty.
Explain that bare also means “naked, or not covered by clothing.”
Explain that if your hands, feet, head, or other parts of your body are
bare, they are not covered by clothing.
Have the students say the word bare, and add the word bare to
the chart.
Play “Bare or Not Bare?”
Tell the students that partners will play “Bare or Not Bare?” Explain
that you will describe something that is either bare or not bare.
When you say “turn to your partner,” partners will discuss whether
the thing you described is bare or not bare and why.
Å>`iÑ/ˆÅiiÑ Ñ 57
Week 3 Day 3
Begin with:
t
A man wearing a baseball cap
Ask:
Q
Is the man’s head bare or not bare? Why? Turn to your partner.
Remind the students to use the word bare as they share their thinking.
PROMPT: Prompt them to begin, “The man’s head [is/is not]
bare because….”
Have one or two volunteers share their thinking with the class.
In the same way, discuss:
t
Q
t
Q
A classroom full of tables, chairs, and bookcases
Is the classroom bare or not bare? Why? Turn to your partner.
A table without anything on it
Is the table bare or not bare? Why? Turn to your partner.
Point to the word bare on the chart and ask:
Q
What’s the word we’re learning that means “empty, or not covered
with clothing”?
Teacher Note
You did not read page 28 during
the Making Meaning lesson. After
INTRODUCE AND PRACTICE
USING SELDOM
reading it aloud today, you may
want to discuss it briefly before
introducing the vocabulary
words. You might ask the students
what they learned about bugs
from this part of the book, or have
UIFNWJTVBMJ[FBTZPVSFBEUIF
page again and ask volunteers
to share their mind picture.
58Ñ Ñ >‘‹›€Ñi>›‹›€®Ñ6 V>Lޒ>Åç
Introduce and Define Seldom
4IPXQBHFToBOEFYQMBJOUIBUUIJTQBSUPGUIFCPPLUFMMTNPSF
about how bugs work. Ask the students to listen carefully. Then read
QBHFToBMPVEUXJDFTMPXMZBOEDMFBSMZFNQIBTJ[JOHUIFXPSET
seldom and wondrous.
Week 3 Day 3
Tell the students that the next word they will learn is seldom and
that seldom means “not often, or rarely.” Explain that seldom and
often are antonyms, or words with opposite meanings. Review that
bugs are always busy burrowing or weaving or building nests, and
they work day and night. They are seldom, or not often, at rest.
Teacher Note
You might remind the students
that earlier they discussed the
antonyms likely and unlikely
and finished and unfinished.
Have the students say the word seldom, and then write the word on
the chart.
If you started an antonym
chart, add seldom and often to
it at the end of the lesson.
Discuss Things We Seldom Do
Explain that if you seldom do something, you do not do it often,
and give some examples of things you seldom do. (You might say,
“I seldom go to the movies on a school night because I would be
too tired the next day. I seldom eat peas because I don’t like them. I
seldom see my grandmother because she lives far away.”)
6TFi5IJOL1BJS4IBSFwUPEJTDVTT
Q
What is something you seldom do? Why? [pause] Turn to
your partner.
Have the students use the word seldom as they share their ideas.
PROMPT: Have the students begin, “I seldom [go to my
grandparents’ house] because….”
After partners have had a chance to talk, have a few volunteers
share their thinking with the class.
Point to the word seldom on the chart and ask:
Q
What’s the word we’re learning that means “not often, or rarely”?
Å>`iÑ/ˆÅiiÑ Ñ 59
Week 3 Day 3
INTRODUCE AND PRACTICE
USING WONDROUS
Introduce and Define Wondrous
4IPXQBHFToBHBJOBOESFWJFXUIBUTQJEFSTXPSLCZiTQJOOJOH
wondrous webs.” Explain that wondrous is the last word the students
will learn today.
Teacher Note
You may want to explain
that wondrous, amazing, and
remarkable are synonyms. If you
Tell the students that wondrous means “BNB[JOHPSSFNBSLBCMFw
Explain that something wondrous fills you with wonder or
BNB[FNFOU Point to the picture of the spider’s web and ask and
discuss as a class:
started a synonym chart, you
might want to add the words to it
Q
What is wondrous, or amazing, about this web?
at the end of the lesson.
Have a few volunteers share their thinking with the class.
PROMPTS: Have the students begin, “What is wondrous about the
spider web is…” or “The spider web is wondrous because….”
If necessary, point out that the web is wondrous because it is so
CFBVUJGVMBOEUIFEFTJHOPSQBUUFSOPGUIFXFCJTBNB[JOH&YQMBJO
that it fills you with wonder to think that a spider can make such a
remarkable thing.
Ask the students to say the word wondrous, and add the word to
the chart.
Discuss Wondrous Things
Give a couple of examples of things you think are wondrous. (You
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BSDIFTBDSPTTUIFTLZBOEUIFCFBVUJGVMDPMPSTBSFBNB[JOHUPP*
think traveling to outer space is wondrous. It is remarkable to me
that humans have figured out how to do that.”)
60Ñ Ñ >‘‹›€Ñi>›‹›€®Ñ6 V>Lޒ>Åç
Week 3 Day 3
6TFi5IJOL1BJS4IBSFwUPEJTDVTT
Q
What is something you think is wondrous? Why? [pause] Turn to
your partner.
Teacher Note
Support struggling students
by asking questions such as,
Remind the students to use the word wondrous as they share
their ideas.
“When have you seen something
XPOESPVTPSBNB[JOHIBQQFOBU
home or at school?” “When have
PROMPT: Prompt them to begin, “I think [a circus acrobat] is
wondrous because….”
you seen something wondrous
Have a few volunteers share their thinking with the class.
something wondrous?”
on TV or at the movies?” and
“When have you read about
Point to the word wondrous on the chart and ask:
Q
What’s the word we’re learning that means “amazing or
remarkable”?
Explain that tomorrow the students will talk more about the words
they learned today.
Å>`iÑ/ˆÅiiÑ Ñ 61
Week 3 Day 4
Day 4
Review Bare, Seldom, and Wondrous
Words Reviewed
Materials
t
Word chart from Day 3
bare
Bare means “empty.” It also means “naked, or not covered by clothing.”
seldom
Seldom means “not often, or rarely.”
wondrous
Wondrous NFBOTiBNB[JOHPSSFNBSLBCMFw4PNFUIJOHXPOESPVTmMMT
ZPVXJUIXPOEFSPSBNB[FNFOU
REVIEW THE WORDS
Review the Words in Pairs and as a Class
Have the students move to the rug with partners sitting together,
facing you. Direct their attention to the word chart and explain that
today they will think more about the words they learned yesterday.
Point to each word, pronounce it, and have the students pronounce
it. Then point to the word bare again and ask:
Teacher Note
Q
What do you know about the word bare? Turn to your partner.
Listen as the students share their
thinking. If they are struggling to
remember the meaning of the
word, tell them.
Give partners a few moments to share what they know about
the word. Then have one or two volunteers share their thinking
with the class.
Have the students discuss what they know about seldom and
wondrous the same way.
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Week 3 Day 4
PRACTICE USING THE WORDS
Play “Which Word Do You Think Of?”
Tell the students that partners are going to play “Which Word Do
You Think Of?” Explain that you will describe something and that
you want partners to tell each other which of the three words the
thing you described makes them think of and why. Explain that the
thing you describe may make them think of more than one of the
words or that partners may not think of the same word. That is okay.
What is important is that they be able to explain their thinking.
Tell the students that before they play the game in pairs they will
practice as a class.
Point to the words on the chart and ask:
Q
Teacher Note
If the students struggle to answer
Which word do you think of when I say “a dog riding a skateboard”?
Why?
the questions, think aloud about
an association you might make.
(You might say, “A dog riding
Give the students a few moments to think about the questions. Then
have two or three volunteers share their thinking with the class. Have
them use the vocabulary word as they explain their thinking.
PROMPT: Prompt the students to begin: “A dog riding a skateboard
makes me think of wondrous because….”
Continue the activity in pairs, using the questions that follow. After
each question, give the students a few moments to think; then
have partners share their ideas. Have a few volunteers share their
thinking with the class.
Q
Q
Q
Which word do you think of when I say “a toy chest without toys”?
Why? [pause] Turn to your partner.
a skateboard makes me think
of seldom because you don’t
often see that. It also makes
me think of wondrous because
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Then ask the question again.
Teacher Note
Here are associations the students
might make. Remember that there
are no right or wrong responses.
What is important is that the
students explain the thinking
behind their associations and
demonstrate an understanding of
the word’s meaning.
Which word do you think of when I say “a rainstorm in the desert”?
Why? [pause] Turn to your partner.
Which word do you think of when I say “a person walking on hot
coals without shoes or socks”? Why? [pause] Turn to your partner.
t
A toy chest without toys:
bare, seldom
t
A rainstorm in the desert:
seldom, wondrous
t
A person walking on hot coals
without shoes or socks: bare,
Explain that tomorrow the students will talk more about some of
the words they have been learning.
seldom, wondrous
Å>`iÑ/ˆÅiiÑ Ñ 63
Week 3 Day 5
Day 5
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Materials
Words Reviewed
t
t
bound
Bound means “move forward quickly with leaps or jumps.”
Pocket chart
Word cards 3, 8, 13, 14, 18
frantic
Frantic means “wildly excited with worry or fear.”
rap
Rap means “tap or hit something sharply (forcefully) and quickly.”
speck
A speck is “a very small piece or spot of something.”
wondrous
WondrousNFBOTiBNB[JOHPSSFNBSLBCMFw4PNFUIJOHXPOESPVTmMMT
ZPVXJUIXPOEFSPSBNB[FNFOU
REVIEW THE WORDS
Briefly Review the Pronunciation and Meaning
of the Words
Have the students move to the rug with partners sitting together,
facing you.
64Ñ Ñ >‘‹›€Ñi>›‹›€®Ñ6 V>Lޒ>Åç
Week 3 Day 5
Direct the students’ attention to the word cards and remind them
that they learned these words earlier. Explain that today they will
think and talk more about the words. Point to each word, pronounce
it, and briefly review its meaning. You might give the word’s meaning
or ask the students to tell you what they know about the word.
What Do You Think About?
Explain that partners will do an activity called “What Do You Think
About?” Point to the words on the chart and explain that you want
the students to notice what they think about, or what picture comes
into their mind, when they hear each of the words.
Tell the students that before they do the activity in pairs, they will
practice as a class. Point to and pronounce the word bound and
explain that bound is the first word the students will think about.
Model the activity by thinking aloud about what comes into your
mind when you hear the word bound. (You might close your eyes
and say, “When I hear the word bound, I think of kangaroos because
they leap and bound. I also think of my friend Abe because he has
long legs and bounds up the stairs at my house two steps at a time.”)
Have the students close their eyes and ask:
Q
What do you think about when you hear the word bound? Why?
Teacher Note
If the students struggle to make
Give the students a few moments to think about the questions.
Then have them open their eyes, and have two or three volunteers
share their thinking with the class. Have the students use the word
bound as they explain their thinking.
associations, support them
by asking questions such as,
“What animal/person do you
picture in your mind when
you hear the word bound?”
PROMPT: Prompt the students to begin, “When I hear the word
bound, I think of [my dog Angel] because….”
“When have you bounded?” and
“Where might you bound?”
Point to and pronounce the word frantic. Explain that the students
will make a mind picture about the word frantic and then share their
mind picture with their partner.
Å>`iÑ/ˆÅiiÑ Ñ 65
Week 3 Day 5
Have the students close their eyes.
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Teacher Note
If the students struggle to make
Q
What do you think about when you hear the word frantic? Why?
[pause] Open your eyes and turn to your partner.
associations, call for attention and
think aloud about what comes
into your mind when you hear
the word frantic. (You might close
Discuss the remaining words the same way. If the students are
struggling with a word, model thinking aloud about associations you
make to the word or ask supporting questions like those in the notes.
your eyes and say, “When I hear
the word frantic, I get a picture
of sharks and swimmers in my
mind because swimmers become
frantic when they see a shark in
the water. I also think about my
cat Halo because I was frantic
when she ran away.”)
If the students continue to
struggle, support them by asking
questions such as, “What place
comes into your mind when you
think about the word frantic?
Where is a place you might be
wildly excited with worry or fear?”
“What person comes into your
mind when you hear the word
frantic?” and “What do you do
when you are feeling frantic?”
66Ñ Ñ >‘‹›€Ñi>›‹›€®Ñ6 V>Lޒ>Åç
Explain that next week the students will learn six new words.