treasures oral vocabulary cards grade k

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treasures oral vocabulary cards grade k

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Grade K Oral Vocabulary Cards Macmillan/McGraw-Hill A Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121. Copyright © by Macmillan/McGraw-Hill. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Printed in China 1 2 3 4 5 6 7 8 9 10 DSS 12 11 10 9 8 ISBN 10: 0-02-202031-4 ISBN 13: 978-0-02-202031-6 The Lioness and the Ostrich Chicks The Rabbit and the Coyote Rooster Goes to Tío’s Wedding Games Around the World Brer Turtle Helps Out The Turtle and the Sheep How Partridge Built Canoes The Two Frogs Big, Big Trucks Pizza, Please! Little Juan and the Cooking Pot The Three Wishes Mama Mouse and El Gato The Ugly Duckling Hidden Homes In Our Neighborhood Acrefoot, the Barefoot Mailman The Elves and the Shoemakers How Thunder and Lightning Came to Be Paul Bunyan and the Popcorn Blizzard Animals in Winter The Conceited Apple Branch Let’s Go to a National Park! Anansi and the Melon Insect Hide and Seek When Water Came to Visit Powerful Plant-Eating Dinosaurs The Blind Men and the Elephant Fun Places Mouse Deer Crosses the River Table of Contents D o y o u t h in k a lio n w o u ld b e a g o o d m o t h e r f o r a b a b y o s tr ic h t o h a v e ? W h y o r w h y n o t ? L o n g , lo n g a g o , w h e n a ll c re a t u re s e v e r y w h e r e sp o k e t h e sa m e la n g u a g e , a m o t h e r o s t r ic h h a t c h e d f o u r fi n e c h ic k s . O n e lo v e ly d a y , M o t h e r O s t ric h t o o k h e r c h ic k s f o r a w a lk . Y e s , t h e y w a l k e d , f o r e v e n t h o u g h o s t ric h e s h a v e fea t h e rs , t h e y c a n n o t fl y . “ K lik -k lik , k lik -k lik , s t a y c lo s e to m e , m y c h ic k s ,” s a id M o t h e r O s t rich , “ s o t h a t I m a y p ro t e c t y o u fro m d a n g e r .” “ K lik - klik , k lik -k lik ,” sh o u t e d t h e fo u r c h ic k s a s t h e y ra n a b o u t h u n t in g fo r fo o d in th e t a ll g ra ss . T h e ir s h o u t s w o k e a lo n e ly lio n e s s s le e p in g n e a rb y. “ W h a t a lu c k y o s t ric h t o h a v e fo u r fi n e c h ic k s ,” s ig h e d L io n e s s. “ I w is h t h e y w e re m in e .” T h e L i o n e s s a n d t h e O s t r i c h C h i c k s A M a s a i T a l e © M a c m i l l a n / M c G r a w - H i l l i l l u s t r a t i o n b y J i l l N e w t o n O r a l V o c a b u l a r y p r o t e c t D e fi n e : P r o t e c t m e a n s t o k e e p s a f e . E x a m p l e : A s e a t b e l t w i l l p r o t e c t y o u w h e n r i d i n g i n a c a r . A s k : W h a t r u l e s d o y o u h a v e i n s c h o o l t o p r o t e c t y o u f r o m g e t t i n g h u r t ? E L L C o m p a r e a n d C o n t r a s t P o i n t t o a n d n a m e t h e l i o n e s s . P o i n t t o a n d i d e n t i f y t h e o s t r i c h m o t h e r a n d c h i c k s . A s k : W h i c h a r e b i r d s : o s t r i c h e s o r l i o n s ? A r e t h e c h i c k s b a b y l i o n s o r b a b y o s t r i c h e s ? G u i d e c h i l d r e n t o d e s c r i b e t h e t w o a n i m a l s . A d d i t i o n a l V o c a b u l a r y R e r e a d t h e s e l e c t i o n . I n t r o d u c e t h e u n d e r l i n e d w o r d s u s i n g t h e v o c a b u l a r y r o u t i n e o n H o w t o U s e t h e O r a l V o c a b u l a r y C a r d s . 1 N KC R D OV_F L _U 1 W 1_R D 0 9 .i ndd 1 NKCRDOV_F L_U1W1_RD0 9.indd 1 1/1 2 / 0 7 3 : 4 3 :54 PM O r a l V o c a b u l a r y E L L C o m p o s e S e n t e n c e s H e l p c h i l d r e n n a m e i n s e c t s t h e y h a v e s e e n a n d t e l l w h e r e t h e y h a v e s e e n t h e m . P r o v i d e s e n t e n c e f r a m e s , s u c h a s : I s a w a ( n ) _ _ _ _ _ _ . ( g r a s s h o p p e r , b u t t e r fl y , l a d y b u g , fl y ) I t w a s _ _ _ _ _ _ . ( o n a s t i c k , o n a l e a f , i n t h e g r a s s , i n a p u d d l e , i n t h e s a n d ) In se c t H id e an d S e e k W h a t i n s e c t s h a v e y o u s e e n o u t d o o r s ? H a v e y o u e v e r l o o k e d a t t h e m v e r y c l o s e l y ? W h a t d i d y o u s e e ? I n s e c t s a r e a l l a r o u n d u s . B u t t h o u g h i n s e c t s a r e e v e r y w h e r e , t h e y c a n b e h a r d t o fi n d . W h y ? B e c a u s e s o m e i n s e c t s a r e g o o d a t h i d i n g . T h e s h a p e s o f t h e i r b o d i e s a n d t h e i r c o l o r s c a n h e l p t h e m b l e n d i n w i t h t h e i r s u r r o u n d i n g s . Y o u h a v e t o l o o k v e r y , v e r y c l o s e l y t o s e e t h e m . H a v e y o u e v e r p r i c k e d y o u r fi n g e r o n a r o s e t h o r n ? O u c h ! I t m i g h t n o t h a v e b e e n a t h o r n a t a l l . I t m i g h t h a v e b e e n a n i n s e c t ! A t h o r n b u g h a s a s h a p e t h a t m a k e s i t l o o k j u s t l i k e a t h o r n . T h o r n s a r e n ’ t t a s t y , s o m o s t h u n g r y c r e a t u r e s w i l l g o r i g h t p a s t t h o r n b u g s . L o o k a t t h e s t e m i n t h e p h o t o . C a n y o u s e e t h e t h o r n b u g ? H o w d o e s i t l o o k l i k e t h e r e a l t h o r n s ? H e r e ’ s a n i n t e r e s t i n g f a c t a b o u t t h o r n b u g s . W h e n y o u n g t h o r n b u g s o n a s t e m s e n s e d a n g e r , t h e y s h a k e t o g e t h e r . T h e i r m o t h e r f e e l s t h e s t e m m o v e a n d c o m e s t o h e l p . i n s e c t s D e fi n e : I n s e c t s a r e s m a l l a n i m a l s w i t h s i x l e g s a n d b o d i e s t h a t h a v e t h r e e p a r t s . E x a m p l e : B e e t l e s , fi r e fl i e s , a n d a n t s a r e i n s e c t s . A s k : W h a t f a c t s d o y o u k n o w a b o u t i n s e c t s ? © M a c m i l l a n / M c G r a w - H i l l p h o t o © K O N R A D W O T H E / M i n d e n P i c t u r e s i n t e r e s t i n g D e fi n e : W h e n s o m e t h i n g i s i n t e r e s t i n g , y o u w a n t t o p a y a t t e n t i o n t o i t . E x a m p l e : T h e b o o k w a s s o i n t e r e s t i n g t h a t I r e a d i t t w i c e . A s k : W h a t i s s o m e t h i n g i n t e r e s t i n g y o u l e a r n e d t o d a y ? A d d i t i o n a l V o c a b u l a r y R e r e a d t h e s e l e c t i o n . I n t r o d u c e t h e u n d e r l i n e d w o r d s u s i n g t h e v o c a b u l a r y r o u t i n e o n H o w t o U s e t h e O r a l V o c a b u l a r y C a r d s . 1 N K C R D O V _ FL _ U 9 W 1 _ R D 0 9 . i n d d 1 2 / 1 2 / 0 7 1 0 : 0 9 :3 8 A M 2/12 /07 10:09: 38 AM How to Use the Oral Vocabulary Cards Key Features of the Oral Vocabulary Cards • The Oral Vocabulary Cards feature folk tales from around the world and high-interest nonfiction. There is one set of four cards for each selection/per week. • Every card has a full-color illustration or photo on the front. The images can be shown while reading the text aloud. They can be used to reinforce the Wonderful Words and additional words. These words build children’s oral vocabularies beyond their reading vocabularies. A minimum of eight words are included in each selection. • A Wonderful Words section provides a routine for introducing new vocabulary. Introduce highlighted words using the following routine: Define: offers a student-friendly definition Example: uses the word in a context children will relate to Ask: offers a question that requires children to apply the word in their own sentences as they reply • Additional Vocabulary Words are provided for more vocabulary opportunities. Introduce the underlined vocabulary using the Define/Example/Ask routine. • English Learner (EL) strategies help unlock the meanings of words through engaging activities for all children. • A Retelling feature helps children use the illustrations and photographs to retell the events and facts. Using the Oral Vocabulary Cards While You Read • Use the focus questions before the selection to start a discussion with children before reading. Evaluate children’s prior knowledge of the concepts introduced in the story and use the discussion to build children’s background. • Read the selection aloud, engaging children by pointing out key elements of the illustrations or photos that help make the text comprehensible. As you encounter a highlighted word, stop and use the Define/Example/Ask routine to teach the word and provide time for discussion. • As an alternative, first read the selection straight through and then go back to use the Define/Example/ Ask routine to teach the Wonderful Words. Using the Oral Vocabulary Cards Guided Rereading On a subsequent reading, use the same Define/Example/ Ask routine to teach the underlined additional vocabulary words. Use the EL strategies if you have not already done so. Use language frames and sentence starters so children have a context in which to supply vocabulary words. Encourage them to echo the sentences when the frames are complete. Retelling Do a Modeled Retelling of the selection by holding up each card and talking about what you see as you ask children questions found in the Retell box. For example, for “The Turtle and the Sheep,” a Haitian tale, retell the story as follows: Card 1: One day Tortu, the turtle, gave Marcel, the sheep, money for food. Marcel told Tortu that he would help him some day. He told Tortu to sing a special song and he would come. Card 2: Later Yvette, Tortu’s friend, came to dinner and brought some friends. She brought so many friends that Tortu wondered if there would be enough food for all the guests. Card 3: Tortu added so many vegetables that the pot became too heavy. It tipped over and fell on Tortu. He was trapped! Fortunately, he remembered the song Marcel had taught him and sang it. Suddenly, Marcel arrived with his sheep friends. Card 4: Marcel lifted up the pot and freed Tortu. He saved Tortu’s life! Marcel and his friends stayed to eat dinner with Tortu! Now they were all friends. Developing Conversations The Oral Vocabulary Cards are linked to the weekly and unit themes. They are designed to develop children’s listening and speaking skills. As you share the stories with children, use the following strategies to engage children in independent and group responses. • Motivate discussion by asking children about their experiences. Use the focus questions at the beginning of each selection. Discuss unfamiliar concepts by relating to children’s personal experiences. Use examples from your own life to make concepts clear. • Pause long enough to allow children to think and respond. • Ask children, one by one, to retell the events of the story in a group situation. Encourage each child to tell one event or fact in chronological order. • Practice fluency with the patterned parts and repetitive stanzas. • Have children role-play parts of the story by becoming characters. Have a narrator tell the story while children use the characters’ words at the appropriate time. Allow groups of children to become one character so that children at a beginning language level can participate. • Provide a simple synopsis of the story and invite children to add the details they remember. Intensive Vocabulary Instruction For children needing additional vocabulary development, follow the Intensive Vocabulary 5-Day Plan below. Spend 15-20 minutes a day providing targeted vocabulary instruction and practice using the Oral Vocabulary Cards. Intensive Vocabulary 5-Day Plan Day 1: Review the previous week’s words. Then administer the Oral Vocabulary Pretest in the Teacher’s Resource Book. If time allows, read the selection aloud for enjoyment and prompt children to offer personal responses. Day 2: Read the selection and teach the highlighted words using the Define/Example/Ask routines provided. Day 3: Reread the selection and teach the underlined words using the Define/Example/Ask routine. Day 4: Revisit the selection, review the vocabulary words, and guide children in a retelling. Day 5: Administer the Oral Vocabulary Posttest in the Teacher’s Resource Book. Allow time for children to independently retell the selection. Prompt them to use the new vocabulary taught by providing sentence frames or sentence starters. Periodic Review Once a set of words has been taught, continue to review the words throughout the upcoming weeks. Children will need several weeks of continuous review to master many of these words. To provide ample review: • Review the previous week’s words at the beginning of each new week. • Incorporate the new words into classroom discussions. Rephrase children’s responses, when appropriate, to use new words. Ask children to repeat. • Use the new words in transition activities. For example, ask children to name a time they were exhausted as they line up for recess, one by one. • At the end of the each unit, revisit all the Oral Vocabulary Card stories for that unit. State a targeted vocabulary word, and ask children to use it in a sentence that tells about a story or something they learned in that unit. • Send home the list of vocabulary words taught and sentence starters for families to engage their children in discussions using the words. Academic Language Many children struggle in school due to their limited knowledge and use of academic language. Academic words include those harder Tier 2 words that appear in much of children’s reading materials as well as the language of instruction. Tier 1 Words: Everyday words (cat, apple, table) Tier 2 Words: Academic words (exhausted, analyze, majority) Tier 3 Words: Content specific words (lava, Louisiana Purchase, viceroy) The words chosen for instruction on the Oral Vocabulary Cards were carefully sequenced and selected by consulting three sources: (1) the Living Word Vocabulary list, (2) Avril Coxhead’s list of High-Incidence Academic Words, and (3) Andrew Biemiller’s Words Worth Teaching list. [...]... Define: A friend is someone you like and who likes you, too comes from an old word for “scratch.” Before there was chalk, kids Example: On the weekend, I like to play with my friends scratched hopscotch patterns in dirt with a stick Ask: What do friends like to do together? In Spanish-speaking countries such as Puerto Rico and Chile, hopscotch is called Rayuela In French-speaking Haiti, it’s called Marelles... loser!” Intensive Vocabulary Support Reread the selection Introduce the underlined words using the vocabulary routine on How to Use the Oral Vocabulary Cards 1 English Learners UNIVERSAL ACCESS Activate Background Knowledge Point to and identify the rabbit and the coyote Ask: How do coyotes move? How do rabbits move? Which animals are bigger: rabbits or coyotes? Which do you think are faster? Oral Vo c a... occasion Then off he went, walking down the road, feeling very proud and fine On the way, Rooster noticed two plump kernels of corn lying in the mud Rooster knew that if he ate the corn, his beak would get muddy, and then he would not look his best But the corn kernels looked so tasty, he gobbled them anyway “Now my beak is all muddy! What shall I do?” crowed Rooster Rooster asked Grass for help “Sweet... Oral Vo c a b u l a r y Mother Ostrich asked Gazelle for help “Oh graceful Gazelle, Lioness took my chicks for her own! Please help me get them back.” Gazelle replied, “Lions roar Ostriches do not The chicks are yours I will talk to Lioness.” Next Mother Ostrich went to Giraffe and said, “Oh gentle Giraffe, please help me Lioness took my chicks for her own!” resemble Define:... Vocabulary Support Reread the selection Introduce the underlined words using the vocabulary routine on How to Use the Oral Vocabulary Cards 1 Relate to Personal Experience Ask: What game do you like to play alone? What is your favorite game to play with a partner? If you know any clapping games, show how to play them Oral Vo c a b u l a r y String games are played in almost every country in the world... but he kept going He spotted a stick by the side Ask: What activities are you eager to do in school? of the road “Strong Stick,” said Rooster, “won’t you tap the dog that won’t bite the cow that won’t eat the grass that won’t wipe my beak so that I may go to Tío’s wedding?” English Learners UNIVERSAL ACCESS ©Macmillan/McGraw-Hill illustration by Roge Girard Stick replied, “No, I won’t.” Discuss Ask: Who... Tío’s Wedding 3 English Learners UNIVERSAL ACCESS Make Predictions Point to and identify Sol and have children repeat after you Then ask: Do you think Rooster will ask Sol for help? What do you think Sol will say? Oral Vo c a b u l a r y “Hello, mi amigo!” Rooster said “Warm Sol, won’t you dry up the water that won’t put out the fire that won’t burn the stick that won’t tap the dog that won’t bite the cow... resemble someone, you look or act like him or her Example: The two sisters resemble each other because they both have red hair Ask: How do you resemble people in your family? Giraffe replied, “Lions have four legs Ostriches only have two The chicks are yours I will talk to Lioness.” Then Mother Ostrich went to Mongoose and said, “Oh fearless Mongoose, please help me Lioness took my chicks for her own!” Mongoose... beak so that I may go to Tío’s wedding?” ©Macmillan/McGraw-Hill illustration by Roge Girard Grass replied, “No, I won’t.” Intensive Vocabulary Support Reread the selection Introduce the underlined words using the vocabulary routine on How to Use the Oral Vocabulary Cards 1 English Learners UNIVERSAL ACCESS Identify Story Elements Point to and identify Rooster Explain that roosters are male chickens... Aunt Teresa and Cousin Marco Ask: Which of your relatives do you visit? Tío’s wedding?” Water replied, “No, I won’t.” Rooster did not know who else to ask He could not have all his relatives see him at the wedding with a muddy beak He lifted his head to crow in despair That is when he saw his good friend Sol, the sun, high up in the sky Every morning Rooster sang to wake up Sol so ©Macmillan/McGraw-Hill . Lioness taking her chicks away, she ran after them shouting, “Klik-klik, klik-klik, don’t eat my chicks! Give me back my chicks!” “Tuk-ten, tuk-ten, these are my children,” said Lioness. “Tuk-ten,. called to the chicks, “Klik-klik, klik-klik, stay close to me, my chicks.” Hearing the familiar call, the chicks went to Lioness. She quickly gathered the chicks together to take them to her den day, Mother Ostrich took her chicks for a walk. Yes, they walked, for even though ostriches have feathers, they cannot fl y. “Klik-klik, klik-klik, stay close to me, my chicks,” said Mother Ostrich,

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