The Suitcase Sleuths in Mexico. The Magical Maya Mystery
Sample Vocabulary Activities for Teachers and Parents |
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| by Rebecca Vyduna, 3rd grade bilingual teacher |
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Vocabulary Activity for Chapter One
Level: 3rd-5th grade | |
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| WORDS |
unison, intercontinental, colleagues, pomp, peninsula, candidates,
solemnly, encouragingly |
| Materials |
overhead projector or poster board, transparency, notebook paper |
| Time |
20-40 minutes |
| Objectives |
Students will become familiar with new vocabulary words for chapter one
before reading.
Students will use pre-reading strategies to enhance their
comprehension.
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Standards
(www.ncte.org)
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NL-ENG.K-12.2: Students read a wide range of literature from many periods
in many genres to build an understanding of the many dimensions
(e.g., philosophical, ethical, aesthetic) of human experience.
NL-ENG.K-12.3 Students apply a wide range of strategies
to comprehend, interpret, evaluate, and appreciate texts.
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| Anticipatory Set |
| "Splash of Secrets" |
| 1. |
In advance, write new words on an overhead transparency in fun and interesting fonts. Cut each word into its own piece and "splash" onto the overhead by displaying them
on diagonals as though they were thrown onto the projector. |
| 2. |
Explain to students that the words are "secret" because they will be in Chapter One and might give away something about what will happen. Shhh! |
| 3. |
Allow a few minutes for students to observe and read the words. |
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| Input |
One by one, go through each word on the list. Before defining the word
out loud, ask students to share what they feel it might
mean. Encourage students to guess based on prior knowledge
of similar words. ESL students may be able to compare
the new words to a similar-sounding word in their native
language.
Refer to these definitions for support and clarity:
unison – when people act or speak something
at exactly the same time
intercontinental – involving more than one content
colleagues – people you work with
pomp – to do something in a showy way or make a
big deal
peninsula – a portion of landed nearly surrounded
by water
candidates – someone who is nominated or applies
for a certain position
solemnly – seriously or thoughtfully
encouragingly – giving hope or promise
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| Modeling |
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| 1. |
After all words have been discussed, ask students to record them on a sheet of notebook paper. |
| 2. |
Invite students to think about all of the words together and make a prediction about what might happen in chapter one. |
| 3. |
On the chalkboard, whiteboard, or overhead model for students writing out some prediction in sentences and using the new vocabulary words.
For example, "Josie is a candidate for some sort of intercontinental job and finds out that she doesn't speak the same language as her colleagues." |
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| Check for Understanding |
After sentences are written, review them with students and ask questions
about the new words and their meaning in the prediction
sentences. |
| Guided Practice |
Ask student to write 3-5 sentences on their paper. They should follow
the same model, incorporating the vocabulary words as
best they can. Assure students that there are no wrong
answers. If students have difficulty starting, invite
them to do a quick chat with a neighbor about the new
words before beginning. Circulate as they write and help
them as needed. |
| Closure |
After allowing time to work, invite students to share some of their predictions. |
| Independent Practice |
After reading Chapter One, ask students to go back and evaluate or rewrite
their predictions. |
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Vocabulary Activity for Chapter Two
Level: 3rd-5th grade |
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| WORDS |
beehive, sternly, bothersome, profit |
| Materials |
Blank index cards, preprinted sorting flashcards |
| Time |
20-40 minutes |
| Objectives |
Students will become familiar with new vocabulary words for
chapter two before reading.
Students will use pre-reading strategies to enhance their comprehension.
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Standards
(www.ncte.org)
|
NL-ENG.K-12.2: Students read a wide range of literature from
many periods in many genres to build an understanding of the
many dimensions (e.g., philosophical, ethical, aesthetic) of
human experience.
NL-ENG.K-12.3 Students apply a wide range of strategies to comprehend,
interpret, evaluate, and appreciate texts.
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| Anticipatory Set |
| "Sort It Somehow" |
| 1. |
In advance, copy and cut flashcards so that you have enough sets for half of your class. |
| 2. |
Split students into partner pairs. |
| 3. |
Give each pair a set of the flashcards. |
| 4. |
Ask them to sort the words in any way that makes sense to them. Encourage them to talk with their partner. |
| 5. |
5. Circulate as they work and ask questions or provide hints to guide them. |
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| Input |
Invite students to share how they sorted their words and why.
After hearing a few examples, go through each of the four
new words. Before defining the word out loud, ask students
to share what they feel it might mean, using the other cards
that they sorted into that group. Encourage students to guess
based on prior knowledge of similar words. ESL students may
be able to compare the new words to a similar-sounding word
in their native language.
Refer to these definitions for support and clarity:
beehive – a hair style shaped like a beehive on the
top of the head.
sternly – seriously or forbidding
bothersome – annoying or troubling
profit – money that is made or gained
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| Modeling |
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| 1. |
After all words have been discussed, collect the flashcards and pass out one blank index card to each student. |
| 2. |
Randomly assign one of the vocabulary words to each student. |
| 3. |
On the chalkboard, whiteboard, or overhead model for students how they can represent their word on the index card. Explain that they can draw a picture, write a sentence, write a definition, draw a diagram, or anything they can think of that will help show what the word means. |
| 4. |
Complete one example in front of the class as they watch, then post it where it is visible. |
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| Check for Understanding |
After the model is finished, ask a volunteer to describe what
the card says and means. Brainstorm a few other ways that the
card could have been done. |
| Guided Practice |
Ask students to begin working on their index cards. Encourage
them to use more than one way to represent their given word.
Circulate as they work and ask guiding questions. |
| Closure |
After allowing time to work, invite students to share some
of their cards and have them add their cards to a visible pocket
chart of display poster. |
| Independent Practice |
During and after reading chapter 2, encourage students to
refer to the pocket chart with the index card definitions in
order to better understand the text. |
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