Reading - 2(E) - Word meaning - Dictionary/Glossary

Reading/ Vocabulary Development Students understand new vocabulary and use it when reading and writing
K	1	2	3	4	5
5(D) use a picture dictionary to find words	6(E) alphabetize a series of words to the first or second letter and use a dictionary to find words	5(E) alphabetize a series of words and use a dictionary or a glossary to find words	4(E) alphabetize a series of words to the third letter and use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words	2(E) use a dictionary or a glossary to determine the meaning, syllabication, and pronunciation of unknown words	2(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciation, alternate word choices and parts of speech
Use a dictionary  to determine the _______ of unknown words                                                         Meaning                                                      Syllabication                                                     Pronunciation Use a glossary  to determine the _______ of unknown words                                                       Meaning                                                   Syllabication                                                   Pronunciation

Activities:

• Share a short text that includes a multiple meaning word, use dictionary/glossary beneath the document camera to show that it has more than one definition. 
• Consistantly use dictionary as you discover words with multiple meanings in your everyday reading (wholegroup or guided reading groups)
• Brainstorm other words that have more than one meaning.  You could keep track of them on an anchor chart or wordstorm chart
• The following Target Reading stories include a mulitple meaning word: 
• Use a thinking map (tree map) to illlustrate  a word with multiple meanings

Anchor Activities:

Spelling City-syllabication game

Possible Test Questions:

Reading - 2(B) - Context Clues

Reading/ Vocabulary Development Students understand new vocabulary and use it when reading and writing
K	1	2	3	4	5
	6(c) determine what words mean from how they are used in a sentence, either heard or read	5(B) use context to determine the relevant meaning of unfamiliar words or multiple meaning words	4(B) use context to determine relative meaning of unfamiliar words or distinguish among multiple meaning words and homographs	2(B) use the context of the sentence (e.g. in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words	2(B) use context (in-sentence restatement) to deteremine or clarify the meaning of any unfamiliar or multiple meaning words
Use the context of a sentence to determine the meaning of unfamiliar words Use the context of a sentence to determine the meaning of multiple meaning words (e.g. in-sentence example or definition)

Activities: 

• Interactive Read Aloud by Linda Hoyt  page 155 using Miss Alaineus
• CTK: Book 4--Lessons 10,11,12 
•       Lesson 10:  Infer the Meaning of Unfamiliar Words
•       Lesson 11:  Infer With Text Clues
•       Lesson 12:  Tackle the Meaning of Language
• In-sentence examaple or definition tutorials - this shows sentence indicators that show a direct definition  http://www.manatee.k12.fl.us/sites/elementary/samoset/ccdirect.htm 
• Mad Libs-First time see how silly the story is without knowing the context.  Then try it again using the context from sentence. You can choose an appropriate word based on the clues from the text.   http://www.eduplace.com/tales/
• Target the Reading - You can use these short stories to address unfamiliar words.  The first time you read each story, discuss unknown words and focus on using the text to determine meaning
• If you ultimately need a dictionary, the Yahoo Kids Dictionary is a good one

Anchor Activities:

• Is it Friday Yet?  Learning Centers That Work  (Amina has this book)
•     Word Faces--page10 

• Online games or activities
•  http://www.manatee.k12.fl.us/sites/elementary/samoset/ccdirect.htm is a direct definition context clues tutorial
• http://www.bbc.co.uk/skillswise/words/spelling/recognising/homophones/index.shtml homophones
• http://www.quia.com/cb/96929.html homographs
• more to come :)

Possible Test Questions:

Reading - 2(A) - Latin Greek Roots

Reading/ Vocabulary Development Students understand new vocabulary and use it when reading and writing
K	1	2	3	4	5
		5(A) use prefixes and suffixes to determine the meanings of words	4(A) Identify the meaning of common prefixes (e.g. In-, dis-) and suffixes (e.g. –full, -less), and know how they change the meaning of roots	2(A) Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes
Determine the meaning of grade level academic words derived from Latin roots Determine the meaning of grade level academic words derived from Greek  roots Determine the meaning of grade level academic words derived from other linguistic roots And  affixes

Activities:


Found this foldable on line -  The teachers seems to have made a growing bulletin board with these.  In the center of the foldable  is the root.  On the outside of each flap, the student writes a word that can be made using the root.  Beneath the flap is the definition of the new word.



 

Below is a chart that includes the latin and greek roots highlighted by Timothy Rasinski.  This may serve as a jumping off spot or words study.

Essential Latin & Greek Derivations Worth Teaching – Tim Rasinski
Prefixes
Ante - before	Centi – hundred	Micro – small	Pre – before	Tele – distant
Anti - against	Co – with, together	Mid – middle	Re – again	Tri – three
Auto – self	Extra – more, beyond	Mono – one	Semi/hemi – half	Ultra – beyond
Bi – two	Mega - large	Multi - many	Super - over	Uni - one
Other Word Parts
Aero – air	Dem – people	Mand – order	Photo – light	Struct – build
Aud – hear	Gram – write	Max – greatest	Polis – city	Terra – land
Biblio – book	Graph - write	Pod – foot	Port – carry	Therm – heat
Bio – life	Hydr – water	Phob – fear	Psych – mind	Volv – roll
Chron - time	Lab - work	Phon - sound	Scop - see	Vor - eat

Figure 19 (F) - Making Connections

Figure  19(F)
K	1	2	3	4	5
make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence	make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence	make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence	Make connections (ex thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence	Make connections (ex thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence	Make connections (ex thematic links, author analysis) between multiple texts of various genres and provide textual evidence
make connections between literary and informational text with similar ideas provide textual evidence of those connections

Activities : 
RATT (linda hoyt) : activate and apply prior knowledge page 1, making connections page 13
CTK : book  2  Activate & Connect - lesson 5 "Merge Your Thinking w/ New Learning", lesson 6 "Connect the New to the Known"




Anchor Activities :



Possible Test Questions :