Striving Readers Comprehensive Literacy



200025190500Robust Vocabulary Lesson for Two Bad Ants, by Chris Van AllsburgAuthorship Credit: Kristin Campbell Grades 3-5 As always, make adaptations to the words selected to meet the needs of your diverse students. Tier 2 Words Selected: swiftly eagerremarkable delicateunawareOther words that were considered: discovery, tilted, grateful, departed, and vanished.Planning for instruction/ Resources needed- A copy of Two Bad Ants by Chris Van AllsburgDay 1- Read aloud and discuss Two Bad Ants. During the reading define scout if necessary, and briefly define deemed (to judge) to aid students in comprehension. This book lends itself to a discussion about point of view. 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 definitionTalk about the word in an additional context beyond the one used in the story.Give students opportunities to interact with the word.swiftly –In the story, the news of the scout’s return spread swiftly from ant to ant. If something is done swiftly, it is done very quickly or fast. The ants were quick to share the news. Think for a moment about something you do swiftly. Discuss with your shoulder partner when you’ve swiftly completed a task.Opportunity for practice: I will give examples of things that are done swiftly, and things that take a long time (the opposite of swiftly). If I say something that happens swiftly, say “swiftly” if it takes a long time say nothing.Running a raceWriting a reportPutting out a fireGrowing tallerResponding to an emergencyBlowing wind during a stormremarkable –In the story, the sparkling crystal the scout found was a remarkable discovery. Remarkable means amazing. If I say something is remarkable, it means I am amazed by it. Opportunity for practice: I will give you some examples. If the example is about something remarkable, say, “That’s remarkable!” If it is something boring say “That’s not remarkable.”The hands on a clock – “that’s not remarkable”A dog and a cat who are best friends – “that’s remarkable”A lion as a pet – “that’s remarkable”A 12-year old doctor – “that’s remarkable”A book on a shelf – “that’s not remarkable”eager –In the story, the ants were eager to gather more crystals for the queen. To be eager is to be excited. If you are eager, you can’t wait for something. Opportunity for practice: I will list some events. If you would be eager to attend say “eager.” If you would not be eager to attend, say nothing.A birthday partyDinner when you missed lunchA doctor’s appointmentA new movie at the theaterThe first (or last) day of schoolTaking a test(Discussion should allow students to defend their use of eager or not; some students may be excited about something while other students are not)delicate –In the story, the strong wind was bending the ants’ delicate antennae. Delicate means something that can be easily damaged or broken. Ants’ antennae are easily damaged. If a person has something delicate, he is careful not to break or damage it.Opportunity for practice: I will list some items. If the item is delicate, easily damaged or broken, say “delicate.” If it is not, say nothing.A vaseA glassA tireA necklaceA shoeunaware –In the story, the ants were unaware of the changes in the home during the day. They did not notice. Unaware means did not notice. Opportunity for practice: I will give some examples. If the person I am describing is unaware, or not noticing, say “unaware.” If the person is paying attention, say “aware” (the opposite of unaware).A student who is not looking while the teacher is giving directions.A person does not look before crossing the street a car is driving down.A friend looking at you when you tell her something.A person walking through a crowd looking at the ground. Day 3- Place students in partnerships or groups of 4 (depending on class size). The most important thing is for the students to have a chance to discuss and use the words in context.List 3 things you can do “swiftly.”Share with your group something you think is remarkable. Describe a time when you’ve been eager.Think of 2 delicate things and discuss with your partner or group what makes them delicate.When might a student…a teacher…or a parent be unaware? Talk with a partner about what it looks like and sounds like.Day 4- Vocabulary Log. Depending on your classroom procedures or the skill level of your students, provide an opportunity for students to record the Tier 2 words in a Vocabulary Log. The log can include the word, a student friendly definition, the word used meaningfully in a sentence (any of these can be provided by the teacher as needed). Day 5- AssessmentWhat might happen if a person did not finish a race “swiftly?” Explain your reasoning.Write a sentence about something remarkable. Use the word remarkable in your sentence. Write about a time you were eager. Explain how you should handle something delicate.What might happen if you are unaware at school?As an alternative assessment – students could match vocabulary words to an example.Next steps/ Reflection: Consider using this book launch a writing activity in which students consider taking a perspective or point of view. ................
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