ExpandinG vocabulary Essential Strategies for Vocabulary Development K-1 www.frogstreet.com/classroom-solutions [email protected] 800.884.3764 expanding vocabulary Frog Street’s Expanding Vocabulary highlights 20 essential teaching strategies that support two major literacy goals: • Improve comprehension • Develop a rich, robust vocabulary 20 Essential Teaching Strategies Each of the 20 strategies is explained and modeled using materials provided in the program. Children will learn how to explore word relationships and nuances in word meaning, determine meanings of unknown words and so much more. After learning these powerful strategies, you can apply them in all classroom lessons across the curriculum. •Turn to a Partner •Decontextualize •Parenthetical Phrases •Example and Non-example •Shades of Meaning Continuum •Pick Three and Read-Aloud Time •Gestures and Physical Movement •Songs and Music •Visual Images •Multimedia •Attribute Questions •Name that Category •Morphology Detectives •Using a Glossary •Multiple Meaning Words •Context Clues •Word Sorts •Generate a Situation •Finish the Sentence •Word Charts STRATEGY 1 Turn to a Partner ✔What It Is When students are listening to a lesson, they are using receptive language skills. We want students to move from receptive language to expressive language. One quick way to do this is to use the “Turn to a Partner” strategy and have students say what they are learning for a brief moment or two to another student. ✔How It Works This strategy allows students to move from expressive language to definitional language, where students talk about the meanings of words. This demonstrates vocabulary usage at the expressive level. You can apply this strategy to any text by asking students to turn to a partner to repeat a word, define a word, describe an illustration, or verbalize their understanding of story concepts. When students turn to a partner, they are able to express their thoughts and ideas. It allows them to verbalize their thinking, which is critical for younger learners as they process new information. SAMPLE strategy PAGEs ✔Try It Out MATERIALS ●● The Three Little Pigs • Los tres cerditos Developmental Storybook look back at the teacher when they complete way to turn to the assigned a partner: not task. Then hav look the partne not turn Note: This developmental storybook offers three levels of storytelling text. For the purpose bac e the volunteers r in the eye, get k to the mo off task by talk of this sample lesson, we will use the highest level of text (III) butand you can the same teacher as soon as they notapply accept ing about a diff del the wrong complete the able when the erent topic, and task. This clar strategies to any level of text. y use this tasks with ifies for student s what is acc ents sev lem erent ing daily instruc enting the “Turn to a Partne r” strategy. tion. STRATEGY 2 2. After reading page 4, say: Turn to your partner and give examples of belongings you would put in your Depertenencias contextu backpack. • Miren a sus parejas y denles ejemplos de queali podrían en sus mochilas. Afte partners. Acknow ledge strategy. Give stud eral opportuniti when partners eptable r several practice can 1. Place the book tent-style on a tabletop so a small group of children pictures on one side are correctly imp es to practice sesssee ions,the use diff this strategy dur while you read the text on the other side. ze 3. After reading page 6, point out to children that there are different meanings for the word straw. Say: Turn 4. 5. 6. 7. Whfor atthis to a partner and talk about some meanings you✔ know word. • Miren a sus parejas y hablen sobre It Is To decontextu algunos de los significados que saben de esa palabra. alize a word me ans to put it in a less on tell or boo Before reading page 14, say: Turn to your partner and what happening this picture. • Miren arsus anothe k, isdisc context. When uss its meinanin g with children ety of other con you encounter parejas y digan lo que está sucediendo en estavari figura. and then use tha an texts. t same word thro unfamiliar word in ughout your day After reading page 16, say: Turn to a partner ✔ andHo sayw theItword precisely. • Miren a sus parejas y digan la Works in a palabra precisamente. Words are lear ned within the context of a less reptell After reading page 26, say: Turn to a partnerof and thisand story is etitifion on or mu a ltip boo le k. encounters with The National Res throughout si real or make-believe. • Miren a sus parejas y pregúntenles el day words in a vari earch Panel stre the , offers this typ ety of rich con sses the value e of repetition cuento es real o es de fantasía. texts. Repeating . ✔Try It Out a new word After reading page 38, say: Turn to a partner and tell the meaning MATERIALS of the word annoyed. The Enormous Turn 8. At the end of the story, say: Take turns with your partner and retellip • El nabo enorme Dev elop ●● men Expanding Vocabulary is aligned to English Language Arts Common Core Standards. tal Storybook the story of The Three Little Pigs. • Túrnense con sus parejas para volver a contar el cuento de Los tres cerditos.1. In this stor y, Gramps and his family stru enormous turn ggle and strain ip from the gro ✔Extend and Apply to pull the und. They bec Discuss the om e exhin aus of this As with any new procedure, it is important to model how to me stayanin on gtask. Have two volunteers stand front ted • agotados. wor d dur ing the read -alo Loo ud lesson. of the group. Have them model the way they2.turn tok one another, look their partner in the eye, and then for opportuniti es to dec ont For example: extualize this wor d (put it in ano ther context) dur 10 ing the day. ●● Wh en students line up after recess, tell them they ask8:18 the FSPK4441 Expand Voc.indd 10 4/1/15 AMm to loo look exhausted k at one ano • agotados. Exp assumption: you lain the clues tha ther and then see students per t sup looking very tire spiring, trying to catch their bre port your d. ath, and ●● Late r in the day, whe n the group is problems, onc working hard, e again decont imm erse d in solv extu with students that they are me alize the word exhausted • ago ing math nta tados. Discuss given so much of their brain ene lly exhausted • agotados bec ause to rest. rgy to solve the problem that the they’ve ir brains need ✔Exte nd and Apply Choose words regularly from the context of decontextualiz your e. Model using the words in sev read-aloud lessons to to practice usin eral contexts. The g the words in a variety of con n invite childre extensive opp students activate texts. When you ortu n niti es a deeper proces for students to provide rich and pra sing ctic and e new words in Do not confuse a more complex different context this strategy with level of underst s, anding. using context clues. That “Co ntext Clues” stra tegy is discuss ed on page 33. FSPK4441 Expan d Voc.indd 11 11 4/1/15 8:18 AM Program Resources Frog Street Pre-K Strategies for n Intentional Instructio Frog Street Pre-K Strategies for n Intentional Instructio Read-Aloud Time Introduce and Build Vocabulary This kit includes all the resources you will need to learn, practice, extend and apply 20 strategies to expand vocabulary and improve reading comprehension. • Developmental Storybooks • Wordless Storybooks • Photo Activity Cards • Photo Pockets with Pocket Photos and Pocket Words • Tabletop Pocket Chart and Vocabulary Cards • Compound Word Cards • Sequence Cards The teacher offers intentional instruction by using specific questions and prompts to enhance children’s development of oral language and comprehension. When Definition New vocabulary includes unfamiliar words that children for will need to understand comprehension. ● ● When Definition or prior to reading, singing, teaching a lesson during and after the lesson to provide sustained rehearsal ● Read-Aloud Time Before Reading cover, at a book or story folder Encourage children to look is about. and predict what the story describe what they see, and the author (writes the words) Discuss the roles of the or photographer (takes illustrator (draws the pictures) ● • tell children that porridge Explain the word. For example, with children to say the word avena is hot cereal. Encourage a neighbor. to say the word again to you. Then, ask children ● photographs). Use the Word in Context in which word in the same context Give an example of the The three it in the story or lesson. children will encounter • Los tres osos estaban comiendo bears were eating porridge. ● ● avena. Children’s Relate the Word to Experiences ● their personal experiences. Have children speak about sobre la you eaten? • Cuéntennos What types of porridge have of Cream of Wheat? Cream avena que han comido. Oatmeal? children morena, canela o miel? Have Rice? • ¿Le pusieron azúcar have eaten. tell about a porridge they front cover, and back cover. Point out the book’s spine, or two key vocabulary words. Introduce and discuss one don’t need clarification so they Choose words that might n. (For more ideas, see obstruct children’s comprehensio Strategy Card H.) Introduce and Build Vocabulary and create a personal connection. Activate prior knowledge Prior Knowledge Strategy (For more ideas, see Activate Card P.) During Reading ● ● pausing and reflecting when Ask questions by briefly appropriate. to the story using sights, Create mental images related physical sensations. sounds, smells, tastes, and ISBN9781601283849 Strategy ISBN9781601283849 Strategy © 2010 Frog Street Press, FSPK4443 Strategy Cards_no Lessons include four parts resource samples Strate gies Strate gies Word Introduce the New Cards © 2010 Frog Street Press, 12/12/13 1:15 PM FSPK4443 Strategy Cards_no Cards Inc. Inc. letter.indd 1 12/12/13 1:15 PM letter.indd 9 4228 Photo Activity Cards ISBN 978160128 AM 3/15/13 8:08 © 2010 Frog Street FSPK3040 Photo Press, Inc. Act.indb 145 © 2010 Frog Street FSPK3040 Photo Press, Inc. Act.indb 119 ISBN 978160128 4228 Photo Activity Cards 3/15/13 8:06 AM Developmental Storybooks FSPK1007 www.frogstreet.com Developmental Storybook SAFETY INFORMATION Conforms to CPSIA Phthalates & Lead content passes ASTM F96303 flammability & Mechanical Physical Hazards Code # 222-20120315-0007400 retold by Jill Norris translated by Emilia Rivas illustrated by Amy Noble FSPK1007_Hen-Turnip CVR.indd 2 3/12/12 6:59 AM I Little Red Hen was walking down the road the goose, the cat, and the pig. She looked with her friends: down and saw a few grains of wheat. II One day Little Red Hen strolled along with her three friends—Goose, Cat, and Pig. She pecked her the road searching for tasty treats. Suddenly way down a golden treasure— she spied grains of wheat. III A breeze ruffled the grass as Little Red Hen pecked her way down the road with her three friends— the goose, the cat, the pig. She was enjoying and a lazy, sunny afternoon paused a moment, stroll. She looked down, and discovered a millipede She stooped to nibble . a single kernel of corn a small pile of wheat and spotted that had spilled out of a farmer’s sack. I La gallinita roja iba por el camino con sus amigos: el ganso, el gato y el cerdo. Miró hacia abajo y vio unos granos de trigo. Developmental Storybooks are spiral-bound flipbooks that you can set on a table tent-style so students can view an illustration on one side while you read the text on the other side. The text for each story is presented in three levels in both English and Spanish. Level I is the simplest version with the most straightforward and easy-to-understand language. Level II has added vocabulary and descriptions. Level III uses figurative language as well as robust, challenging vocabulary. • The Three Billy Goats Gruff • Los tres chivos • The Three Little Pigs • Los Tres cerditos • The Enormous Turnip • El nabo enorme • Little Red Hen • La gallinita roja II Un día, la gallinita roja paseaba con sus tres amigos: Ganso, Gato y Cerdo. Iba algún bocadillo sabroso. picoteando el camino, buscando De repente, vio un unos granos de trigo. tesoro dorado: III Una brisa alborotó el pasto cuando la gallinita roja avanzó picoteando por el camino con sus tres amigos: el ganso, y el cerdo. Disfrutab el gato a de una caminata en la tarde perezosa y soleada. Se detuvo por un momento, miró descubrió un milpiés. hacia Se agachó para mordisqu abajo y solitario de maíz y ear un grano vio un montoncito de trigo que se había caído del saco de un agricultor 4 Tabletop Pocket Chart and Vocabulary Cards The tabletop pocket chart is perfect for displaying the vocabulary cards provided in this kit. The 109 vocabulary cards are two-sided: English on one side and Spanish on the other. The word cards support student understanding with visual images. expanding vocabulary Each of the 20 strategies is explained and modeled using materials provided in the program. Children will learn how to explore word relationships and nuances in word meanings, determine meanings of unknown words, and so much more. After learning these powerful strategies, you can apply them in all classroom lessons across the curriculum. INCLUDES FSPK4440 Expanding Vocabulary $299.99 · Teacher Guide (48 pages) · Wordless Storybooks (2) · Photo Pockets (8) · Vocabulary Cards (109) · Pocket Photos and Word Cards (20) · Photo Activity Cards (138) · Tabletop Pocket Chart · Compound Word Card (1) · Teaching Strategy Cards (5) · Sequence Card Sets (3) · Developmental Storybooks (2) · Patterns CD-ROM EXH????
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