Name: Nicole Krumwiede
Name: Nicole Krumwiede
Choice Strategy: Robust Vocabulary
Word learners: Impaired, Impoverished and Spontaneous
Grade level: I have selected the Robust Vocabulary framework discussed in the book, Bringing Words to Life by Beck, McKeown, and Kucan. It can be used at any grade level and for all word learners. I have utilized this framework to develop a one week plan for second grade students. The text I selected will also be utilized in a reading mini-lesson on foreshadowing and a writing lesson on why authors use ellipses. I wanted to choose a text that could serve multiple purposes and would allow students to have several encounters with the text.
Explanation of Activity:
After choosing the book Dog Breath by Dav Pilkey I pre-selected five tier 2 words from the text. The words were: amused, breathtaking, scent, rancid and restrain. The words and definitions are posted on a chart to be displayed throughout the week. Then I read aloud the book and introduced the 5 words to the students. As students heard the story they needed to listen for the vocabulary words. I modeled what this would look like for students by pretending to be a student. When students heard one of the 5 words they would raise their hand and I would stop and give them the student friendly explanation of the word. I repeated this process after each word. On day two I re-read the text and reviewed the definitions. On consecutive days I chose one of the following activities to do orally in order to allow students the opportunity to interact with the words.
Definition of the words selected:
Amused- describes when someone or something is funny to you
Breathtaking- describes when something or someone is exciting or surprising
Avoid- describes when someone tries to stay away from something
Rancid- describes when something smells or tastes bad because it is no longer fresh
Restrain- describes when you keep yourself or someone from doing something
Student-friendly explanations:
Amused- in the book, Mr. and Mrs. Tosis were not amused. They did not think it was funny.
Breathtaking- in the book, the top of the mountain was breathtaking. It was very exciting.
Avoid- in the story, even skunks avoid Halley Tosis. They tried to stay away from her.
Rancid- in the book, Halley Tosis had rancid breath. Her breath smelled bad.
Restrain- in the book, Halley’s breath restrained the robbers. It held them back.
Day 2: Word Associations-Choose a few words and ask students the following questions:
Rancid, avoid, restrain, breathtaking
Which word describes what rotting garbage smells like? Why?
Which word goes with hiding from your parents when you think you’re in trouble? Why?
Which word goes with a beautiful sunset? Why?
Which word goes with trying to keep your cat out of the neighbor’s yard?
Day 3: Have You Ever?-Ask students the following prompts:
Tell me about a time when you have smelled something rancid? Start your sentence with I smelled something rancid when…
Show me how your face would look if you were… amused, smelled something rancid, saw something breathtaking?
Tell me about a time when you avoided going to bed? Start your sentence with I avoided going to bed when I….
Day 4: Idea Completion-Ask students to complete this sentence.
My room smelled rancid because…
I had to restrain myself from running down the hall because…
I could tell the person was amused because…
I avoided the drinking fountain because…
The view was breathtaking because…
Why Statements-Ask students the following questions.
Why might you restrain your dog?
Why might you avoid practicing your spelling words?
Why might the circus be amusing?
How do you know when someone thinks something is breathtaking?
How could you tell if something went rancid?
Assessment Sentences-Use these the last day explicitly working with these words. After this day put the words up on the word wall to refer to throughout the year.
If the sentence works say yes, if not say no.
I had to restrain myself from hitting my sister? (no)
The Christmas tree was breathtaking? (yes)
I avoided opening my birthday presents? (no)
The milk that was left in my lunch box overnight smelled rancid? (yes)
The magic show amused me? (yes)
Each week a different text is selected along with different tier 2 words. These processes allow students to be exposed to and directly taught vocabulary and participate in meaningful discussions.
Results:
By the end of the week students were able to easily use the words in a variety of contexts and have a clear understanding of how the words can be transferred to other situations. Because the text was humorous it motivated the impaired and impoverished word learners to engage with the text. The daily activities were excellent informal daily assessments that helped me determine which students were not retaining the vocabulary. Using a text that students were familiar with allowed the focus of the activity to be on the vocabulary rather than the plot of the story.
References:
Pilkey, Dav. (2004). Dog Breath. New York: Blue Sky Press
Beck, I.L., McKeown, M.G., Kucan, L. (2013). Bringing Words to Life: Robust Vocabulary Instruction. New York: Guilford Press
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