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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