Kick -it -Up with Reading Comprehension Fun!
1 Hook / Attention-Getter
To set the stage for learning, begin the class with a quick Jeopardy game. Pre-load the game with your content vocabulary, or use similar tool, such as Kahoot.
I use review questions from previous lessons to engage students, check for misunderstandings, and practice.
Toward the end of the question/vocabulary line-up, I make sure to add a couple of new words/concepts to encourage students to wonder and discover.
2 Direct Instruction
While students are finishing the Jeopardy game, I place "Discovery Cards" around the room. (Usually one per desk). These are cards I created for this lesson. Students move about the room in pairs, working to discover the answers to each "Discovery" card. This activity asks students to identify synonyms of antonyms of previous vocabulary from a Literature unit. I add 3-4 cards with new words, encouraging student collaboration to discover the word meanings.
Students return to their seats to share within pod groups, discussing the new words, and what connection they may have with the current Literature piece.
3 Guided Instruction
Using iPads, students open their Schoology accounts and go to the designated course. Students located the graphic organizer PDF, and open it in Notability.
Typing or using a stylus, students follow directions as we work on the first item together as a whole class. Students find an appropriate word to write in the blank, creating an appropriate sentence. Students check each other's work. If the pad group cannot come to a consensus, we ask the entire class. Teach guidance comes into play as necessary, until students are able to read in context.
4 Independent Practice
Using iPads, students open the Book Creator app, and locate the book for the current Literature unit. A new page will be created for each Tier 2 or Tier 3 word they discovered today. One each page, students create a visual display of the word and its meaning. Using a word cloud arrangement, students work in pairs to consider additional words that might connect with the vocabulary terms for this lesson.
After the iBook task is complete, students use "World's Worst Pet- Vocabulary" to practice Tier 2 and Tier 3 words in context.
Key Standards Supported
|L.6: Vocabulary Acquisition and Use|
|L.6.4||Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.|
|L.6.4.A||Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.|
|L.6.4.B||Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).|
|L.6.4.C||Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.|
|L.6.4.D||Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).|
|L.6.5||Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.|
|L.6.5.A||Interpret figures of speech (e.g., personification) in context.|
|L.6.5.B||Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.|
|L.6.5.C||Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).|
|L.6.6||Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.|