Robust Vocabulary Lesson Planning Sheet
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Robust Vocabulary Lesson: Armadillo Rodeo
Written and Illustrated by Jan Brett; AR B.L. 3.4
Robust Vocabulary Lesson created by: Faith Dellera, 1st grade Teacher,
Numa Elementary School, Fallon, NV March 2014
As always, make adaptations to the words selected to meet the needs of your diverse students.
|Tier 2 Words Selected: |
|*distracted (adj.) |
|*curious (adj.) |
|*amble (verb) |
|*twitch |
|*douse |
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|Other Tier 2 Words Considered: |
|*wandering |
|*commotion |
|*trundled |
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|Tier 3 Words: |
|*armadillo |
|*rodeo |
|*arena |
|Planning for instruction/ Resources needed- |
|A copy of the book: Armadillo Rodeo by Jan Brett |
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|Vocabulary word strips (Day 3) |
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|Day 1- Read aloud Armadillo Rodeo by Jan Brett. During reading, briefly clarify the following words as needed to aid in comprehension: _ |
|commotion-a lot of disruptive noise, |
|armadillo - a small animal that has a shell made of hard material, and lives in parts of North and South America. |
|rodeo- a type of entertainment in which cowboys ride wild horses, catch cattle with ropes and ride in races. |
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|arena-a building with a large flat central area surrounded by seats where sports or entertainments take place. |
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|Day 2- Introduce Tier 2 Vocabulary Words using the following steps: |
|Say the word and show the written word on a card or listed on the board. |
|Tell the students the word in the context of the story. “In the story…” |
|Provide a student-friendly definition |
|Talk about the word in an additional context beyond the one used in the story. |
|Give students opportunities to interact with the word. (Partners discuss, hand gestures, act out, etc. as appropriate) |
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|*distracted- Show students the page from the book and re-read the following sentences: One, two, three-Bo! Don’t go gettin’ distracted on |
|me. But Bo already was. He was looking at a lizard. |
|Distracted means having a hard time paying attention. |
|For example, My puppy distracts my son when he is trying to do his homework. |
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|Opportunity for practice |
|I am going to read you five sentences. If the sentence shows an example of distraction, then look away as if you were distracted. If the |
|sentence does not show an example of distraction, don’t say or do anything. . |
|John is working on his math homework quietly in his room. |
|Brenda is building her science project carefully with her Mom’s help. |
|Eric is doing his homework while he plays video games. |
|Juan is texting his brother while the teacher is giving his class directions. |
|Kristin is talking on her phone while driving her car. |
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|*curious- Show students the page from the book and re-read the following sentences: Curious as always, Bo followed the lizard down to Can |
|Creek just as Harmony Jean came sliding down the bank from the Curly H….. |
|Curious means wanting to know about something. |
|For example: The mysterious music at the beginning of the movie increased my curiosity. |
|Opportunity for practice; |
|I will give you some examples of curious. If the examples would make you curious put one finger to your chin and say “curious”. If it is not|
|an example of something that would make you curious say “not curious”. |
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|A wrapped present |
|a secret |
|An ordinary day |
|Two people whispering in a corner |
|uninterested or don’t care |
|A new student walks into the classroom |
|A TV show you have seen before |
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|*amble- Show students the page from the book and re-read the following sentences: His friend was nibbling on something green, so Bo ambled |
|over and took a big bite. Amble means to walk slowly in a relaxed way. |
|For example, the cowboy ambled slowly over to his horse. |
|What do you think it would look like to amble? Choose five volunteer; give three of them a card with the word amble written on it, one with |
|the word skip, and one with the word hop. Have each of your volunteers take a turn acting out the word on the card. For each demonstration, |
|ask the class to say “amble” if the volunteer demonstrates ambling or to remain quiet if the movement does not demonstrate ambling. |
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|*douse- Show students the page from the book and re-read the following sentences: It was a red-hot, bright green jalapeno pepper. His mouth |
|on fire, Bo ran out and doused his head in lemonade to stop the burn. Doused means to stop a fire from burning by pouring water on it. |
|For example, the fireman doused the fire. |
|Opportunity for practice; |
|I will give some examples of douse. If the example shows something being doused, say douse and cover your head. If the example does not |
|relate to douse, don’t say anything. |
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|Pouring a lot of sauce all over your spaghetti |
|A piece of dry toast |
|A sudden heavy rain |
|A sprinkler gently watering the flowers |
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|*twitch- Show students the page from the book and re-read the following sentences: In the story Back at the creek, his mama twitched an ear. |
|“Is that hollerin’ one of my boys?” she asked. “Armadillos! One, two, three-Oh no, Bo!” Twitch means a small sudden movement. For example, |
|If a part of someone’s body twitches it makes a small sudden movement. He twitched his eyebrows. |
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|Opportunity for practice; |
|I will demonstrate some movements. If you notice a twitch, say “twitch,” and twitch a part of your face. If not, do not say anything. |
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|Teacher will demonstrate the following: |
|Sleeping peacefully (not moving) |
|Hearing a distracting noise that makes you jerk |
|Hitting your knee cap to make it move |
|Sitting still in your chair |
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|Day 3-Practice with words: |
|Students should have an opportunity to write and discuss the words with classmates. |
|The most important thing is for students to discuss and use the words in context. |
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|In groups have students match the vocabulary words with their definitions. Allow students to discuss the words and their definitions before |
|matching them. If time allows have them draw a picture or pictures to match the words and their definitions. Share. |
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|Day 4- Vocabulary Log: |
|Depending on your classroom procedures or skill level of your students, provide an opportunity for students to record the Tier 2 words. |
|These logs can be pages in which a student writes the vocabulary word, write a student friendly definition, draw a picture of the word, and in|
|1st grade some can try and write a sentence using the word. |
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|Day 5-Informal Assessment of Tier 2 Words |
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|Show pictures (attached) or ones you find to use for each one of the tier two vocabulary words. Mark the pictures with the letters A, B, C, |
|D, E,F , one letter for each of the vocabulary words used. |
|Using the Armadillo Rodeo Vocabulary Assessment form have students match the picture (by letter only) to the correct vocabulary word. |
|*For advanced grades or students have them write a paragraph |
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|Other options for instruction: |
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|Jan Brett’s website () has many academic lessons to use with this book. |
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Day 3:
having a hard time paying attention
wanting to know about something
to walk slowly in a relaxed way
a small sudden movement
to cover with water or other liquid
distracted
curious
amble
twitch
douse
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