Academic vocabulary modeled lesson hurricanes pp
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Academic vocabulary modeled lesson hurricanes pp

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  • Pronounce the word – terrible -- kids repeat the word with you several timesStudents fill in the statement using the term: When something smells bad, we might say that it smells ____ (terrible). When we watch a very bad movie, we might say that the movie was ______ (terrible). When our parents make us eat broccoli, some of us might say that it tastes _______ (terrible). When a storm is very strong and destroys trees and homes, we say that the storm was ______ (terrible).
  • Pronounce the word – whirling -- kids repeat the word with you several timesExplain the meaning: Whirling means to turn around, spin or rotate very fast/rapidly. For example, a tornado is a whirling funnel cloud. The wind is whirling through the trees, making all of the leaves fall to the ground. When a child spins around very fast on a merry-go-round, it is called whirling. Students fill in the statement using the term: When something turns or spins very quickly, we say that it is ____ (whirling). When a child spins around on a merry-go-round, it is _____(whirling). When wind swirls around quickly, it is _____(whirling). A tornado went _____(whirling) through the farm field.Students act out the term: Stand up and turn around quickly. Your body is whirling. Turn your hands around each other quickly. Your hands are whirling. Ask a question using the word and have students share their responses: What is something that makes a whirling movement? Turn and tell a partner or share out loud.
  • Pronounce the word – surround-- kids repeat the word with you several timesExplain the meaning: Surround means to enclose on all sides or to form a circle around something. For example, you can surround yourself with a group of friends. A fence can surround a house. The walls of the classroom surround the students. Students fill in the statement using the term: When you put your hands around a ball, your fingers ____ (surround) it. Pretend that you have a ball in your hand, show me how your hands would surround it. A fence _____(surrounds) my yard. The walls in the classroom, _____(surround) the 3rd graders. Students act out the term: Lets stand up and surround the desks in the room. (Make a circle or square of students)Ask a question using the word and have students share their responses: I can use wooden blocks to surround a/an…
  • Pronounce the word – damage -- kids repeat the word with you several timesExplain the meaning: Damage means to injure or harm something. For example, if you damage your pants playing outside, you might have a rip or tear. Ripping pages can damage a library book. If a storm damages a building, it might crumble or fall down. Students fill in the statement using the term: The storm did a lot of _____ (damage) to the trees. A building that is in a fire, it is ____ (damaged). The earthquake caused a lot of ______(damage) to the building.Students act out the term: Pretend to damage a piece of paper. Pretend to damage a tower of blocks. Ask a question using the word and have students share their responses: What is one way that a storm can damage a city? Turn and tell a partner or share out loud.
  • http://video.nationalgeographic.com/video/kids/forces-of-nature-kids/hurricanes-101-kids/Click on photo for link to video.
  • Students act out the term: Make a face that shows me what you would look like if we smelled something terrible, like rotten food. Kids make a face. Show me how you would look if you hurt your arm and it felt terrible.
  • Have students think of something that is ___________(terrible). Share with a partner. Select a few partners to share with the class.
  • Read Article Aloud while on the document camera. Ask a fluent reading prompt for active listening: What evidence does the author provide to support her claim that hurricanes are the world’s mightiest storms?Students re-read the article, highlighting the vocabulary terms Have them underline any other words that they don’t know.List these words on chart paper.
  • Select one term for the concept wheel – terribleBrainstorm what kids know about the word and its meaning (chart on paper)Write the word in the first quadrant – terribleThink of three more key ideas about the word to add to the graphic organizer (examples) Add any non-examples on the outsideAdd a sentence using the word correctly in the last section
  • Kids write one thing they learned today.Additional Resources: http://www.weatherwizkids.com/

Transcript

  • 1. Jennifer Evans Assistant Director ELA St. Clair County RESA Evans.jennifer@sccresa.org http://www.protopage.com/evans.jennifer#Untitled/Home
  • 2.  Engage students in a read aloud where students identify the vocabulary words as they are read.
  • 3. Select one term for the concept wheel – terrible Brainstorm what kids know about the word and its meaning. Write the word in the first quadrant. Think of three more key ideas about the word to add to the graphic organizer
  • 4. Something new that I learned today is…