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CHASE YOUNG VOCABULARY: TEACH IT OR SUFFER THE CONSEQUENCES.

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Presentation on theme: "CHASE YOUNG VOCABULARY: TEACH IT OR SUFFER THE CONSEQUENCES."— Presentation transcript:

1 CHASE YOUNG VOCABULARY: TEACH IT OR SUFFER THE CONSEQUENCES

2 COMMON CORE Vocabulary Acquisition and Use CCSS.ELA-Literacy.L.1.4 Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. CCSS.ELA-Literacy.L.1.4 CCSS.ELA-Literacy.L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase. CCSS.ELA-Literacy.L.1.4a CCSS.ELA-Literacy.L.1.4b Use frequently occurring affixes as a clue to the meaning of a word. CCSS.ELA-Literacy.L.1.4b CCSS.ELA-Literacy.L.1.4c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). CCSS.ELA-Literacy.L.1.4c CCSS.ELA-Literacy.L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. CCSS.ELA-Literacy.L.1.5 CCSS.ELA-Literacy.L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. CCSS.ELA-Literacy.L.1.5a CCSS.ELA-Literacy.L.1.5b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). CCSS.ELA-Literacy.L.1.5b CCSS.ELA-Literacy.L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). CCSS.ELA-Literacy.L.1.5c CCSS.ELA-Literacy.L.1.5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. CCSS.ELA-Literacy.L.1.5d CCSS.ELA-Literacy.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). CCSS.ELA-Literacy.L.1.6

3 UNDERSTANDING VOCABULARY Brought to you by the concept attainment strategy Lesson

4 DESCRIBE THIS PICTURE WITH 1 WORD

5 STUDENT SUMMARY

6 MAKING AND WRITING WORDS Choose a “Magic Word” Type it into wordsmith.org/anagram Create a word ladder thingie Integrates spelling, phonics, and vocabulary And the kids dig it Lesson

7 MAKING AND WRITING WORDS WITH ROOTS Choose a common root word Identify affixes Lesson Choose a common Latin/Greek root Identify affixes Lesson Rasinski, T. V., Padak, N., Newton, R., & Newton, E. (2008). Greek and Latin Roots: Key to Building Vocabulary. Huntington Beach, CA: Shell Educational Publishing.

8 BUILDING VOCABULARY THROUGH READ ALOUDS Choose a book Read it! Identify vocabulary (TIER 2) Lesson – Inferring Word Meanings Miller, D. (2002). Reading With Meaning: Teaching Comprehension in the Primary Grades. Stenhouse Publishers.

9 STUDENT SUMMARY

10 SEMANTIC WEB

11 CONCEPT MAP

12 WORD RIDDLES I begin with the letter f. I have two syllables. I am a synonym for end. Finish I begin with the letter b. I have six letters. I am an antonym for sweet. Bitter I begin with the letter a. I have five letters. I am an antonym for before. After I begin with the letter d. I have one vowel. I am an antonym for up. Down

13 THANK YOU


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