KIPP360 • > KIPP • TRG > Language/Vocabulary Mini-lessons > Grade 2
 
Language Vocabulary Skill Mini-lessons Language/Vocabulary Skill Mini-lessons

Grade 2

The vocabulary/language mini-lessons support students and teachers with vocabulary knowledge and skills. The mini-lessons are written for specific texts, which teachers need to access for instruction. Teachers can also adapt them to other texts or even other grades. The mini-lessons cover language standards L.4 and L.5, which are the standards with greatest focus on vocabulary as it applies to reading.

Module 1
Module 2
Module 3
Module 4
Module 5

LV Grade 2 Language Standard

 
LANGUAGE STANDARDASSOCIATED WHEATLEY TEXTSASSOCIATED WHEATLEY READING LESSONS
M1M2M3M4M5
L.2.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

Journey of a Pioneer

4
L.2.4.AUse sentence-level context as a clue to the meaning of a word or phrase.

“Weather”

2

“Something Told the Wild Geese”

11

Martin Luther King, Jr. and the March on Washington

1
L.2.4.BDetermine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Pop’s Bridge

14

“Ruby Bridges Interview”

19
L.2.4.CUse a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

The Golden Gate Bridge

4

Four Feet, Two Sandals

28

Good Enough to Eat

1
L.2.4.DUse knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Mackinac Bridge

17
L.2.4.EUse glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Abraham Lincoln: Lawyer, Leader, Legend

25
L.2.5Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5.AIdentify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

The Little Yellow Leaf

16

Why Do Leaves Change Color?

23

The Legend of the Indian Paintbrush

22
L.2.5.BDistinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Pop’s Bridge

13

Martin Luther King, Jr. and the March on Washington

5

GRADE 2: MODULE 1

GRADE 2: MODULE 1

 
Weather

L.2.4.A

Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT determine the meaning of the word freckling by using sentence-level context clues.

  2. Write the word freckling on the board and ask a volunteer to read it aloud. Support pronunciation as needed.

  3. Say: I don’t know what freckling means, so I’ll first look for clues in the new word itself that may help me. Freckling sounds a lot like freckles. Do you know what freckles are? (Yes. They are dots or marks on a person’s skin.) This might be a clue to the meaning of freckling.

  4. Say: Next, I’ll look at words around freckling in the poem for clues. These nearby words are called context clues.

  5. Refer to the displayed poem and with students, read the word in context in lines 1–4. Ask: What do you think is happening in these lines? (It is raining. Rain is hitting a window).

  6. Say: I think this word is an action word that describes the rain. It describes how the rain’s action looks on the windowpane. Do you agree? Why or why not? (Yes. The poem says that something is “freckling the windowpane.”)

  7. Ask: What other words in this line describe an action? (dot, spotting)

  8. Reread the lines aloud, emphasizing the word Say: I know what freckling means. I think freckling must be related to the rain and the words dot and spotting. Ask: What do you think it means? (Freckling means covered with spots or dots of rain.)

  9. With students, add the definition to Handout 1A: Tier 2 and Tier 3 Words


Check Vocabulary Skills



  1. Write the words speck and fleck on the board.

  2. Ask students how the words speck and fleck give us clues to figure out the meaning of freckling. (They describe spots or bits of something.)


Reteach



  1. Show students a speck of paper or a picture of a person’s eyes containing flecks of color.

  2. Have students draw multiple specks and flecks to visualize what freckling means.


Vocabulary Exit Ticket



  • Ask students to write one sentence that describes what freckling means. (The dust was freckling the desk.)


Reteach



  1. Ask students to quick draw a picture of a face with freckles.

  2. Ask students to quick draw how a window would look with freckles.

  3. Ask if these drawings help students to understand what freckling means.

Something Told the Wild Geese
L.2.4.A

Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT determine the meaning of the word cry by using sentence-level context clues.

  2. Write the word cry on the board and read it aloud. Explain that sometimes words can be both verbs (action words) and nouns (people, places, or things). Provide examples, such as milk and mail.

  3. Say: I’m not sure what cry means in the context of the last line of the poem, so I’ll look at the words around cry in the poem for clues. These nearby words are called context clues.

  4. Refer to the displayed poem and read the word in context in lines 13–16. Ask: What do you think is happening in these lines? (Something told the geese to leave; the geese fly away with sun on them but they are thinking about winter; as the geese fly, they are making sounds).

  5. Say: I think that cry is a noun here. A noun is a person, place, or thing, and I think here cry is a thing. Do you agree? Why or why not? (Yes, because it says “a cry.” Yes, because I think the geese are making noises, not crying tears.) 


Check Vocabulary Skills



  1. Write the word cry on the board and reread the last stanza of the poem.

  2. Ask students to think of a short sentence that uses cry as a noun (a thing, a noise). Invite student volunteers to share their responses.                                                                                                                                                                                                                                


Sample Student Responses:



  • There were cries of joy.

  • I heard a cry. 




Reteach



  • If students are only associating the noun cry with sadness or the action of crying, ask: Is a cry always a sad noise? (No)


Vocabulary Exit Ticket



  • Ask students to write one sentence that correctly uses the word cry as a noun. (My mother came running when she heard a cry.)

The Little Yellow Leaf
L.2.5.A

Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT identify real-life connections to words used in The LIttle Yellow Leaf.

  2. Have the following words displayed on the board: hush, lone, great, clung, heaps, shimmer, scarlet.

  3. Explain to students that one way to remember new vocabulary words is to think of real-life connections to those words. Tell students that when they learn new words, they can think of ways that the words relate to or describe something familiar. This will help them remember how to use new words.

  4. Model using a think-aloud. Point to the word hush on the board. Say: I just learned that hush means “quiet.” If I look for this word in the book, I find it in this sentence: In the hush of the forest a lone yellow leaf clung to the branch of a great oak tree.

  5. Say: This sentence uses the word hush to describe something that is very quiet and still. To make a real-world connection to the word hush, I will think of something I know that is quiet and still, like the forest in The Little Yellow Leaf.

  6. Say: When I am the only person in this classroom, it is very quiet and still. Write: I could hear myself breathing in the hush of the empty classroom.

  7. Have students choose one word from the list on the board and turn and talk with a partner about a real-life connection to that word. 


Check Vocabulary Skills



  1. Redirect students to the vocabulary words displayed on the board: hush, lone, great, clung, heaps, shimmer, scarlet.

  2. Ask students to think about real-life connections to these words.

  3. Have students turn and talk with a partner to share one example of a real-life connection to one of the vocabulary words. 


Reteach



  • Have students select a word they have not previously selected and tell a partner about a personal connection to the word.


Vocabulary Exit Ticket



  • Ask students to write one sentence that describes a real-life connection to a selected vocabulary word from The Little Yellow Leaf. (There are heaps of clothes in the laundry room.)


Reteach



  • Use the RETEACH in CHECK VOCABULARY SKILLS to support students

Why Do Leaves Change Color?
L.2.5.A

Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT identify real-life connections to words in Why Do Leaves Change Color?

  2. Have the following words displayed on the board: differ, separate, dull, bare, narrow.

  3. Explain to students that one way to remember new vocabulary words is to think of real-life connections to those words. Tell students that when they learn new words, they can think of ways that the words relate to or describe something familiar. This will help them remember how to use new words.

  4. Model using a think-aloud. Point to the word bare on the board. Say: I just learned that bare means “without covering, or without the usual contents.” If I look for this word in the book, I find it in this sentence: In just a short time, the tree will begin to look bare.

  5. Say: This sentence uses the word “bare” to describe a tree that is uncovered, or without leaves. To make a real-world connection to the word bare, I will think of something that I know that looks empty or uncovered, like trees without their leaves.

  6. Say: When I take the artwork off the walls, the classroom looks bare. Write: The classroom walls were bare without art.

  7. Have students choose another word from the list on the board and turn and talk with a partner about a real-life connection to that word.


Check Vocabulary Skills



  1. Redirect students to the vocabulary words displayed on the board: differ, separate, dull, bare, narrow.

  2. Ask students to turn and talk with a partner to share one sentence containing a real-life connection to one of these words. Instruct them to choose a word that they have not already talked about.


Reteach



  1. Place a stack of pens and pencils on a desk. Say: I’m going to separate the pens from the pencils. This is a real-life connection to the vocabulary word separate. Create two distinct piles: one for pens and one for pencils.

  2. Have students raise their hand if they need to clarify definitions for any of the other terms. Ask student volunteers to help clarify.


Vocabulary Exit Ticket



  • Ask students to write one sentence that describes a real-life connection to one of the following vocabulary words from Why Do Leaves Change Color?: differ, separate, dull, bare, narrow.                                                                                                                                                 


Sample Student Response



  • I differ from my sister because I don’t like soccer.

  • My bike is a dull color because I left it outside in the rain.




Reteach



  • If students’ work suggests confusion, ask a couple of questions about the class and the classroom to elicit some real-world connections using the vocabulary words differ, separate, dull, bare, and narrow. For example: Is my desk bare? Why or why not? How does my desk differ from your desks?

GRADE 2: MODULE 2

GRADE 2: MODULE 2

 
Journey of a Pioneer
L.2.4

Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT use context clues to identify unknown words.

  2. Have students turn to p. 22 and chorally read the box, “Buffalo stampede.” Then, have students use the picture clues and the second sentence in the box to figure out the meaning of the word stampede. (a group of fast-moving animals)


Check Vocabulary Skills



  1. Write the word stampede on the board.

  2. Ask students how the text box on p. 22 helps them understand the meaning of stampede. (A stampede is something that large animals, like buffalo, can do. A stampede involves many large animals and can be very dangerous.)


 Reteach



  • Direct students to look at the picture on p. 22. Ask: Can one buffalo stampede? What can happen if many buffalo are traveling in the same direction?


 Vocabulary Exit Ticket



  • Ask students to write one sentence that tells what stampede (A stampede is a group of fast-moving animals.


 Reteach



  • Ask students to quick draw a picture of a stampede of buffalo. Ask why travelers might fear a stampede.

The Legend of the Indian Paintbrush
L.2.5.A

Advance Preparation



  • Write the word custom on the board.


 Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT define custom and apply the definition to examples from their own life.

  2. Point to the word custom on the board and ask a volunteer to read it aloud.

  3. Explain that when readers come across an unfamiliar word, it helps to examine the text to understand how the word is used, and then make a connection between the word and their own life and experience.

  4. Ask students to listen for the word custom as you read aloud p. 4 of The Legend of the Indian Paintbrush.

  5. Ask: Which phrases in the text give information about a “custom of the tribe”?   

    6. Sample Student Responses:



    • “When Little Gopher was older”

    • “he went out to the hills alone”

    • “to think about becoming a man”




  1. Say: The clues in the text tell me that a custom of the tribe is something that young boys do when they are older. Part of the custom is to go to the hills alone and think about becoming a man. Does it sound like a custom is important to Little Gopher and his tribe?(yes) This helps me to understand that a custom is an action or event that is important to a person or group.

  2. Say: It will help me to understand how to use the word custom if I can make a connection between the word and my life or things that I know. What is an action or event that is important to my family? We go on a camping trip every summer before school starts. That is one of our customs.

  3. THINK-PAIR-SHARE: Have students brainstorm customs that they have in their lives (for example: annual events, how they celebrate holidays).



Vocabulary Exit Ticket



  • Have students write a sentence that tells about a custom in their lives.                                                                                                                  Sample Student Responses:

    • We usually have Thanksgiving with our neighbors.

    • We always go to the library in June to get books for the summer.




Reteach



  • Ask: Do you know someone who does the same thing for their birthday (or another holiday) every year? What is it?

GRADE 2: MODULE 3

GRADE 2: MODULE 3

 
Pop’s Bridge
L.2.4.B

Advance Preparation



  1. Gather sticky notes (3 per student, optional)

  2. Prepare images to display:



Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT determine the meanings of new words formed by adding the prefixes uni-, bi-, or tri- to known words.

  2. THINK-PAIR-SHARE: Elicit what students already know about prefixes. (They are word parts that are attached to the beginnings of words; the prefix un- means “not.”)

  3. Display the binoculars on p. 6 and review the meaning of binoculars. Ask: How many eyes are binoculars made for? (two) Write binoculars, circle the letters bi, and explain that bi- means “two.”

  4. Display the unicorn and triceratops. Ask: How many horns does a triceratops have? (three) How many horns does a unicorn have? (one) Write both words on the board.

  5. Circle uni- in unicorn and explain that this prefix means “one.” Circle tri- in triceratops and explain that this prefix means “three.”

  6. Display the biplane. Ask: How many wings does a biplane have? (two) Write the word under the picture and have a student circle the prefix. (bi)

  7. Display the bicycle, tricycle, and unicycle. Ask: Which of these pictures is a bicycle? How many wheels does it have? Which picture is a unicycle? How many wheels does it have? Which picture is a tricycle? How many wheels does it have?


Vocabulary Exit Ticket



  • Have students add uni-, bi-, and tri- to cycle and tell the meaning of each word.


Sample Student Response:



  • A bicycle has two wheels.

  • A tricycle has three wheels.

  • A unicycle has one wheel.




Reteach



  • For students who struggle to differentiate the meanings of uni, bi, and tri, use sticky notes to attach the numbers 1 to 3 to the images of a tricycle, bicycle, and unicycle.

The Golden Gate Bridge
L.2.4.C

Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT describe how the suffix –ly changes the meanings of some adjectives.

  2. Post the word final. Explain that final sometimes acts as an adjective and means “last.”

  3. Share sentences with final and identify the noun it describes, underlined below:

    • A final idea is the last of several ideas.

    • A final lesson is the last lesson of many.

    • A final read is the last time you read a text.



  4. Add –ly to final. Explain that when you add –ly to an adjective, it changes the meaning. In this case, the adjective becomes an adverb, and the meaning changes to “at last.”

  5. Share sentences with finally and identify the verb it describes, underlined below:

    • We walked a long way and then finally reached the lake.

    • After many tries, I finally spelled the word correctly.



  6. Explain that the words final and finally have similar meanings because they have the same root (final). However, the meanings are slightly different because of how they are used. Say:

    • Final is an adjective and describes a noun, such as idea or lesson.

    • Finally is an adverb and describes a verb, such as reached or spelled.




Check Vocabulary Skills



  1. Write the words final and finally on the board, and read them. Have a volunteer underline the suffix –ly in

  2. Ask students how the words are alike and different. (One describes something that is last, and the other describes an action that occurred at last, often after other actions or tries or after a period of time.)


Reteach



  • Write the meaning of final (last) on the board. Then share examples of using finally in a sentence. Help students explain what finally means in each sentence and what it describes.


Vocabulary Exit Ticket



  • Ask students to use final and finally in their own sentences.


Sample Student Responses:



  • That is my final answer.

  • She finally answered the phone.




Reteach



  1. Share a sentence from The Golden Gate Bridge: Workers finally finished the bridge in May 1937.

  2. Ask students: What other phrase can you use in the sentence instead of finally that means the same thing? (at last)

Four Feet, Two Sandals
L.2.4.C

Advance Preparation



  • Display this sentence from Four Feet, Two Sandals:

    • She picked her way to the stream, careful to keep her sandal out of the filth. (p. 7)




Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT determine how the suffix –ful changes the meanings of some nouns.

  2. Ask: Where do you find suffixes? (at the end of a root word)

  3. Refer to the displayed sentence: She picked her way to the stream, careful to keep her sandal out of the filth.

  4. Circle the suffix –ful in and explain that the suffix –ful means “full of” or “a lot.”

  5. Cover the suffix in careful and ask what care (to be concerned about) Ask: What does careful mean? (to be full of care or concern)

  6. Post the word thought. Ask: What is a thought? (It’s something you think.) Add –ful to write thoughtful. Ask: What does thoughtful mean? (being full of thoughts)

  7. Have a volunteer write the word arm on the board. Ask: What is an arm? (the part of the body between the shoulder and the wrist) Add –ful to write armful. Ask: What does armful mean?(an amount an arm can hold)


Vocabulary Exit Ticket



  • Have students write the meanings of the compound words armful and thoughtful.


Sample Student Responses:



  • armful: the amount of something, like books or clothes, that your arms can hold

  • thoughtful: to be full of thoughts about something




Reteach



  • For students who struggle to define armful, ask them to hold out their arms and place multiple objects in their arms. Then ask: What is the meaning of armful?

Mackinac Bridge
L.2.4.D

Advance Preparation



  • Prepare to display sentences from Mackinac Bridge:

    • The summer of 1955 the steelworkers (p. 9)

    • Mealtimes were pretty quiet. (p. 11)

    • When the bridge was completed the Aurora would be sent downstate to the Detroit River. (p. 23)




Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT determine the meaning of compound words found in the text using knowledge of the individual words.

  2. THINK-PAIR-SHARE Elicit what students know about compound words. (They are words made by combining two smaller words.)

  3. Review that readers can separate compound words into two parts, think about what each part means, and then put the two meanings together to figure out the whole meaning.

  4. Refer to the first displayed sentence: The summer of 1955 the steelworkers

  5. Model the process:

    • Separate the underlined word into its two parts. Ask: What two words are in this compound word? (steel and workers)

    • Determine the meaning of each smaller word. Ask: What is the meaning of steel? (a kind of metal) What is the meaning of workers? (people who do jobs)

    • Put the two meanings together. Ask: What is the meaning of steelworkers? (people who work with steel)



  6. If you are using this mini-lesson with Module 3, have students add this definition to Handout: Module 3 Tier 2 and Tier 3 Vocabulary Words.

  7. Read the second displayed sentence: Mealtimes were pretty quiet.

  8. Have students use the strategy of separating a word into two parts and defining each part to define the underlined word. (a time to eat meals)


Check Vocabulary Skills                                                                                                          



  1. Read the third displayed sentence: When the bridge was completed the Aurora would be sent downstate to the Detroit River. (p. 23)

  2. Ask students to define the underlined word using the process you modeled. (Downstate: In the south part of a state, or down on a map.)


Reteach



  1. Say: Let’s use the two smaller words in each compound word to understand what it means. Point to a state on a map. Say: This is a state. [Name the state.] Where do you think downstate in [state] is? How do you know? Explain that upstate is at the top of the state on the map.

  2. As needed, recap the steps as 1) separate the underlined compound word into two smaller words; 2) define each smaller word; 3) combine the definitions to define the compound word.


Vocabulary Exit Ticket



  • Have students write the meaning of the compound word everything (p. 24). (all things, or all that you can see or know)


Reteach



  • For students who struggle to define everything, use gestures to help make the meaning clear.

Pop’s Bridge
L.2.5.B

Advance Preparation



  1. Prepare the first set of sentences to display:

    • The students walk down the hall.

    • Families stroll in the park on Sundays.

    • The firefighters march in the parade.

    • Please tiptoe while the baby sleeps.

    • The players strut across the field after their win.



  2. Prepare the second set of sentences to display:

    • The sleepy boy couldn’t keep his eyes open.

    • The exhausted workers left the bridge after a 10-hour day.

    • Tom was too tired to study after the game.




Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT distinguish shades of meaning among closely related verbs and adjectives.

  2. Recall that in Pop’s Bridge we learn that on opening day, thousands of people walk across the bridge.

  3. Share the first set of displayed sentences and point out that each verb is related to walk but has a slightly different meaning. Explain that these differences are called shades of meaning, like shades of green.

    • The students walk down the hall.

    • Families stroll in the park on Sundays.

    • The firefighters march in the parade.

    • Please tiptoe while the baby sleeps.

    • The players strut across the field after their win.



  4. Have students use context clues to determine the meaning of each underlined verb. (stroll: walk in a relaxed way; walk with your knees raised; walk very quietly on tiptoes; strut: walk proudly)

  5. Share the second set of sentences. Explain that the underlined words are adjectives, words that can describe people, places or things. These words are also related but have different shades of meaning.

    • The sleepy boy couldn’t keep his eyes open.

    • The exhausted workers left the bridge after a 10-hour day.

    • Tom was too tired to study after the game.



  6. Have students use context clues to determine the meaning of each underlined adjective. (sleepy: tired so that it’s hard to stay awake; lacking energy; very tired)


Check Vocabulary Skills



  • Have students draw a picture of a tired person, an exhausted person, and a sleepy person. (Students might draw someone slumped in a chair to show a tired person, someone collapsed on a bed to show an exhausted person and someone rubbing his/her eyes to show a sleepy person.)


Reteach



  • If students struggle to differentiate the words, ask questions:

    • Which of the words would you use to describe someone who has the least amount of energy? (exhausted)

    • Which word would you use to describe someone who is having a hard time staying awake? (sleepy)




Vocabulary Exit Ticket



  • Draw a line to match the words stroll, march, tiptoe, and strut to the best definition.


stroll                 walk proudly


 


march               walk quietly on your tiptoes


 


tiptoe                walk in a relaxed way


 


strut                 walk with your knees raised


 


Sample Student Responses: stroll: walk in a relaxed way; march: walk with your knees raised; tiptoe: walk quietly on your tiptoes; strut: walk proudly


 


Reteach



  • For students who struggle to differentiate the meanings, ask them to act out each word. Then have them describe the differences in their actions.

GRADE 2: MODULE 4

GRADE 2: MODULE 4

 
Martin Luther King, Jr. and the March on Washington
L.2.4.A

Advance Preparation



  1. Post sentences from p. 13 of Martin Luther King Jr. and the March on Washington: They have come to protest. They will speak out against something they think is wrong.

  2. When directed, display these sentences: Martin Luther King, Jr. inspired people to dream and take action. His words gave people hope and the courage to do something.


Materials



  • Martin Luther King, Jr. and the March on Washington (pp. 12–13, displayed)


Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT use sentence-level context and illustrations as clues to the meanings of words.

  2. Ask: How do you figure out a word you don’t know when you are reading?

  3. Elicit responses, and supply suggestions as needed:

    • Look around the word for clues in other words or sentences.

    • Look at pictures for clues.

    • Look inside the word for parts we know.

    • Try replacing the word in the sentence with a word or words that might have the same meaning.



  4. Refer to the displayed sentences from p. 13 of Martin Luther King, Jr. and the March on Washington.

  5. Have students suggest words in the sentence that explain what protest (speak out, against)

  6. Cover the word protest and read the sentence again with the phrase “speak out” in its place. Ask: Does this sentence still make sense? (yes)

  7. Ask:

    • How did we figure out the meaning of the word protest? (We looked at words in the second sentence for clues.)

    • How did we check to make sure our guess was correct? (We replaced protest with the clue words and checked if the sentence still made sense.)




Check Vocabulary Skills



  • Refer to this displayed sentence: Martin Luther King Jr. inspired people to dream and take action. His words gave people hope and courage. Have students use context clues to figure out the meaning of the word (made something happen; gave hope and courage)


Reteach



  1. Reread the displayed sentence: Martin Luther King, Jr.’s words inspired people to march. His words gave people hope and courage.

  2. Ask questions to support students in determining word meaning from clues:

    • What words and phrases in the sentence help you understand what inspired means? (to dream and take action; gave people hope and courage)

    • What do you think inspired means? (gave people hope and courage; made people want to do something)




Vocabulary Exit Ticket



  • Display pp. 12–13 of Martin Luther King, Jr. and the March on Washington. Have students use context clues to determine the meaning of demand on the sign on p. 13.

    Sample Student Responses:



    • claim as a right

    • want very strongly




Reteach



  • Have struggling students reread the text on p. 13. Then, read aloud the other signs. Ask: What do the signs say? What do you know about the people holding these signs? Present additional sentences with context clues for the word demand, such as:

    • I demand that you pay for that book before you leave the store.

    • We demand that you clean up the mess that you made in our room.



“Ruby Bridges Interview” (http://www.scholastic.com/teachers/asset/ruby-bridges-interview)
L.2.4.B

Advanced Preparation



  • Prepare to display and distribute Handout: Vocabulary Chart (shown below).


Materials



  • chart paper

  • Handout: Vocabulary Chart (one per student and displayed)


Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT determine the meaning of domain-specific words by examining their prefixes and known root words.

  2. UNPACK THE LEARNING OBJECTIVE: Explain that students will learn to figure out what a word means by looking at the base word and the prefix that comes before it. If you wish, further unpack the learning objective with students.

  3. Clarify that a prefix is added before a root word to make a new word. The prefix changes the meaning of the word.

  4. Explain that two prefixes have the same meaning. Say: The prefixes in- and un- both mean “not.” Model forming a new word using a prefix and a root word.

  5. Write the word just on chart paper. Explain that when something is just, it is “fair or right.” Then, add the prefix un- to Ask: What does unjust mean? (not right or fair)

  6. Write the word Explain that justice means “the act of being fair.” Explain that if you add the prefix in- to justice, it changes the meaning. Ask: What is the new meaning? (not being fair)

  7. Display and distribute Handout: Vocabulary Chart. Model completing the first row. Say: I will write “not being fair” in the column for Meaning to show the meaning of the new word injustice.

  8. With students, form two more words that use the prefix in– or un-.

    • Say: The word fortunate means “having good luck.” What does unfortunate mean? (not having good luck)

    • Review that equality means having the same rights as anyone else. Ask: What does inequality mean? (not having the same rights as everyone else)




Check Vocabulary Skills



  • Some students may struggle dividing words with prefixes into parts to determine the meaning of the word as a whole.


Reteach



  • Post the word unfair. Draw a line between the prefix un- and the word Ask: What does fair mean? (treating everyone the same way) What is the meaning of the prefix un-? (not) Put the meaning of the prefix and the word together to determine the meaning of the new word. What does unfair mean? (not treating everyone the same way)


Vocabulary Exit Ticket



  • Have students complete Handout: Vocabulary Chart to determining the meaning of (not being at ease) They should have recorded the other answers during the mini-lesson instruction. See below for completed Handout answers.


Reteach



  • If students have difficulty writing definitions for the words, then add not to the Meaning column and have students fill in the rest of the definition.



Handout: Vocabulary Chart


Directions: Read the word. Determine the meaning of a new word when a prefix is added.

 


 
WordMeaning+ in- or + un-Meaning
justicebeing fairinjusticenot right or fair
fortunatehaving good luckunfortunatenot having good luck
equalityhaving the same rightsinequalitynot having the same rights as everyone else
comfortablebeing at easeuncomfortablenot being at ease
Abraham Lincoln: Lawyer, Leader, Legend:
L.2.4.E

Advance Preparation



  • Prepare to display these excerpts from Abraham Lincoln: Lawyer, Leader, Legend:

    • During Lincoln’s time there were several other political parties, including the Democrats, Whigs, and Constitutional Union. (p. 32)

    • Just two years later, in 1860, the Republican Party chose Abe to run for president. (p. 32)




Materials



  • Abraham Lincoln: Lawyer, Leader, Legend (pp. 21, 48, displayed)


Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT use the glossary of Abraham Lincoln: Lawyer, Leader, Legend.

  2. Ask: What is a glossary? How does it help readers? How does it work? (A glossary is a list of words and definitions in a book. It helps readers understand important hard words in a text. It usually lists words in alphabetical order to help readers find information quickly.)

  3. THINK ALOUD: Model how to use the displayed glossary from p. 48.

    • Read aloud the sentence that contains the important word. Say: Let’s look at 21 of Abraham Lincoln: Lawyer, Leader, Legend. I’m not sure what abolitionist means. I’ll read aloud the second sentence, which contains this hard word: “But Abe was not one of the “abolitionists” trying to ban slavery.”

    • Use context clues to try to figure out the word’s meaning. Say: Abolitionists were trying to ban slavery. Based on this sentence, I think abolitionists wanted to do something about slavery. I don’t know the word ban either, so I can’t be sure what the abolitionists want to do. I’ll use the glossary to help me.

    • Use the glossary to check the word’s meaning. Explain that since abolitionist starts with the letters a-b, it is going to be one of the first words in the glossary. Read aloud the definition on p. 48. (Someone seeking to “abolish” slavery. Abolish means “to eliminate or end.”)

    • Make sense of the definition in context. Say: Abolish means “to end.” So, an abolitionist wants to end slavery. It makes sense that Abe was not an abolitionist—his goal at this time was not to end slavery entirely.




Check Vocabulary Skills



  • Direct students’ attention to the first displayed sentence: During Lincoln’s time there were several other political parties, including the Democrats, Whigs, and Constitutional Union. Circulate as partners use the glossary on p. 48 to find the meaning of political parties

    Sample Student Responses:



    • political parties: groups of people with similar ideas about government




Reteach



  • Students may struggle to recognize political party as the singular form of political parties. Explain out that a glossary may give only one form of a word used in the text and clarify that political party is the singular form of political parties.


Vocabulary Exit Ticket



  • Direct students’ attention to the second displayed sentence: The Republican party was created in Illinois in 1865. Have students use the glossary to find the meaning of

    Sample Student Responses:



    • Republican: one of the two major political parties in the United States; it was created in 1856




Reteach



  • Point out that not all parts of the definitions in the glossary may be important to how the word is used in the text. For example, for the word Republican, students need only understand that a large group of people who shared the same beliefs felt that Abe would make a good president.

Martin Luther King and the March on Washington
L.2.5.B

Advance Preparation



  1. Prepare and display sentence strips: The marchers ask for change. The marchers demand change.

  2. Hang a string clothesline.

  3. Prepare five sets of seven cards, each card containing one of these words: request, ask, tell, command, demand, order, force.


Materials



  • String or clothesline

  • Prepared index cards (one set of seven per student group; one for the clothesline)

  • Paper clips or clothespins (seven)


Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT distinguish shades of meaning among closely related verbs (request, ask, tell, command, demand, order, force).

  2. Read aloud the displayed sentence strips: The marchers ask for change. The marchers demand change.

  3. Circle the verb in each sentence (ask, demand) and ask: How are the meanings of these words the same? How are they different? (They both mean to ask for something; they are different in how you ask.)

  4. Explain that words with almost the same meaning can have different feeling or strength to them. Say: Both of these verbs show an action by someone who wants something to happen, however, the second verb is stronger.

  5. GROUP DISCUSSION: Organize four groups, and distribute index cards and clips. Ask:

    • Which word is strongest? Why?

    • When would a person force someone to do something?

    • When would a person request something from someone?

    • When would someone demand something?

    • Did Dr. King force people or ask them to march with him?



  6. Allow groups 1–2 minutes to agree on the order of words from the least strong to the strongest. Then have groups take turns clipping the cards on the line in that order. If a group disagrees with the order others show, have them explain their thinking as they reorganize the cards.


Check Vocabulary Skills



  • Students may struggle to differentiate meanings among closely related verbs.


Reteach



  • To help students differentiate meanings among closely related verbs, say in a normal tone of voice: I ask that you clean up this classroom. Then, say in a stern tone of voice: I demand that you clean up this classroom. Say: In both sentences, I’m giving the same message—clean up this classroom. What was different about how I gave you the message? (The first time you asked us nicely. The second time you sounded like you wanted us to clean up the classroom right away.)


Vocabulary Exit Ticket



  • SELECTED-RESPONSE QUESTIONS: Have students respond to the selected-response questions:

    1. Which word is the least strong?

      1. force

      2. demand

      3. command

      4. request



    2. Which word best completes this sentence?
      The marchers ______ equal rights.

      1. demand

      2. ask

      3. request

      4. order




    Sample Student Responses:

    1. D: request; 2. A. demand




Reteach



  • For students who struggle to rate the words from weakest to strongest in item 1, review the words’ meanings by acting out each word so that students can see the different levels of strength.

GRADE 2: MODULE 5

GRADE 2: MODULE 5

 
Bone Button Borscht


L.1.4.A

Advance Preparation



  1. Display these words and read them aloud when directed: shadowy, slowly, frosty (Bone Button Borscht, p. 3)

  2. Display these sentences for the EXIT TICKET: And they cried out, “Delicious! Perfectly delicious!” (Bone Button Borscht, p. 23)


Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT determine the meaning of an unknown word using a known word with a similar root.

  2. UNPACK THE LEARNING OBJECTIVE: Explain that students will learn how to figure out a word’s meaning by looking at the word parts and their meanings. If you wish, further unpack the objective with students.

  3. Refer to and read aloud the displayed word shadowy from p. 3. Have students repeat it.

  4. Then cover the y and ask: What is this word and what does it mean? (The word is shadow. It means “a dark or shaded area.”l.)

  5. Uncover the y and ask: If you add a y to shadow, the word becomes an adjective. What do you think the new word means? (full of shadows or dark areas)

  6. Refer to and read aloud the displayed word slowly. Ask: What two parts are in this word? (slight and –ly). Point out that the shadowy houses took shape slowly as the beggar walked. Ask: What does slow mean? (not fast). Explain that slowly means “in a slow way” or “in a way that was not fast.”

  7. Direct students to write the definitions for shadowy and slowly in their writing journals or other word list.


Check Vocabulary Skills



  1. Read aloud the displayed word frosty from p. 3. Have students repeat it.

  2. Then cover the y and ask: What is this word and what does it mean? (The word is frost. It means “a thin ice.” )

  3. Uncover the y and ask: If you add a y to frost, the word becomes an adjective. What do you think the new word means? (full of frost, or covered with frost))


Reteach



  • Ask students who struggle to determine the meaning of unknown words to find the part of speech. Ask: Is this a noun? A verb? An adjective? Explain that knowing the root word and the part of speech can provide clues to the meaning of an unknown word.


Vocabulary Exit Ticket



  • Refer to the displayed sentences from p. 23: And they cried out, “Delicious! Perfectly delicious! This is the best borscht we have ever tasted.” Have students determine the meaning of perfectly.


Sample Student Responses:


perfectly: in a perfect way, in a way that has no mistakes, completely



 Reteach



  • Reread the sentences from p. 23: And they cried out, “Delicious! Perfectly delicious!” Ask: Do you think the word perfectly means “almost delicious” or “delicious without any mistakes or problems”?

Good Enough to Eat


L.2.5.A

Materials



  • Good Enough to Eat (p. 9, displayed)


Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT build a working definition of the word absorb using real-life connections.

  2. Read aloud p. 9 of Good Enough to Eat, emphasizing the word absorbed.

  3. Elicit strategies students can use to find the meaning of unknown words. (looking at pictures, looking at words around the unknown word, substituting the word with another word, thinking about the part of speech, and visualizing the sentence)

  4. THINK-PAIR-SHARE: Say: With your partner, find as many clues as you can in the text and picture that help us understand the word absorb.

    Sample Student Responses:



    • The text says that nutrients are absorbed. I think that means that nutrients enter the body.

    • The text says that fiber does not get absorbed. I think that means that fiber does not get soaked up by the body.

    • The picture on p. 10 shows the digestion process. I think that absorb is an action during the digestion process.

    • I think absorbed is a verb. I could replace the word with “soaked up.”



  5. Say: To help me better understand a word, I think of real-life connections. What helps soak things up? I know. A sponge. It helps soak up water.

  6. Ask: From your own life, what do you know of that helps absorb things? (A paper towel helps absorb water.)


Check Vocabulary Skills



  • Ask: What are some objects that do not absorb water?                                                                                                                            Sample Student Responses: table, window, stove


Reteach



  • Review that absorb means to “soak up.” Model brainstorming objects that do not absorb. For instance, a countertop does not absorb water.


Vocabulary Exit Ticket



  • Have students write the definition of absorb in their own words.                                                                                                            Sample Student Responses: Absorb means “to soak up.”


Reteach



  • Have students discuss, in their own words, why it’s important that nutrients get absorbed in the body, using details from pp. 9–10 of Good Enough to Eat.

Bone Button Borscht


L.2.5.B

Materials



  • a piece of paper, scissors, small cup


Advance Preparation



  1. Display the words cut and shred.

  2. Display these sentences when referenced:

    • My father _____ the letter so that no one could read it.

    • I _____ the paper into four large pieces for the project.



  3. Display the sentences and list of words when referenced.

    • The walking cane did not help the old man who _____ around the store.

    • After a long day at work, the tired woman _____ home.




 Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT distinguish shades of meaning among closely related verbs.

  2. Cut a piece of paper in half with scissors. Ask: What am I doing? (cutting the paper)

  3. Then tear the paper. Ask: What am I doing now? (tearing or ripping the paper)

  4. Then cut a piece of paper into tiny shreds. Ask: What am I doing? (shredding the paper)

  5. Refer to the displayed words cut and shred. Say: These verbs both describe ways that I can change something into smaller pieces. What is the difference between cutting and shredding? (When you cut something, the pieces can be large or small. When you shred something, the pieces are very small. Also, cutting is always done with a knife or scissors; shredding can be done by hand or with a scissor or a shredding machine.)

  6. Ask students to stand and mimic these verbs with you: march, trudge, hobble. Ask: What is the same about all these words? (They all are a way to walk or move.) Which word would you use to tell what you did if you were in a parade? (march) Which word would you use to describe how you walked in very deep snow? (trudge) Which word would you use to describe how you would walk if your leg was hurt? (hobble)

  7. Explain that when students use a verb, they need to consider its meaning and match it to the action.


Check Vocabulary Skills



  • Display the sentences below. Have partners work complete the sentences with either cut or shred:

    • My father _____ the letter so that no one could read it. (shred)

    • I _____ the paper into four large pieces for the project. (cut)




Reteach



  • Circulate to monitor students’ ability to choose the correct verb. If they have difficulty, suggest that they try to visualize the paper after the action is performed.


Vocabulary Exit Ticket



  • Display the sentences below along with the words hobbled and trudged. Have students complete each sentence with one of the words.

    • The walking cane did not help the old man who _____ around the store. (hobbled)

    • After a long day at work, the tired woman _____ home. (trudged)




Reteach



  • If students have difficulty telling the difference between the two verbs, have them act them out both verbs. Then have them act out the action of each sentence.

Strega Nana Strega Nana: Her Story


L.2.5.B

Advance Preparation



  1. For Introduce:

    • Prepare these sentence strips (one sentence per pair):

      • Strega Nona ______ at the big mess Big Anthony made.

      • Big Anthony ______ through Strega Nona’s window and saw the pasta pot.

      • Strega Nona ______ her village from far along the road to Calabria.

      • Big Anthony quickly ______ at the job listing in the town square.

      • Strega Nona ______ at the line of people coming for help with their illnesses.

      • Big Anthony ______ the magic pot. He couldn’t believe his eyes!



    • Display these words

      • look, peek, glimpse, watch, stare, glance

      • looked, peeked, glimpsed, watched, stared, glanced







  1. For Check Vocabulary Skills:

    • Display these sentences when referenced.

      • Amelia _______ hard at Nona’s curls to see if she liked them.  (stared)

      • The girls _______ Grandma make her lotions and potions. (watched)



    • Display these words when referenced: peeked, watched, glimpsed, stared, glanced





  1. For the Exit Ticket:

    • Display these sentences when referenced.

      • Giuseppe tried to _________ through the rain to see if Grandma Concetta was coming.

      • Strega Nona mostly stayed in her little house, so not many people could ________ her in the town.



    • Display these words when referenced: peer, peek, watch, glimpse, glance.




Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT distinguish shades of meaning between closely related verbs (glance, stare, look, glimpse, peek, peer, watch).

  2. Explain that today students will figure out the meanings of words with similar meanings.

  3. Refer to the first row of displayed words: look, peek, glimpse, watch, stare, glance. Ask: What action do all these words describe? (They are all ways to try to see something.)

  4. MIX AND MATCH: Distribute sentence strips and have partners select the best word from the second row of displayed words for their sentence. Call on pairs to share the word and explain why they chose it.

  5. As time allows, play a game in which you call out one of the present-tense verbs or describe a situation that calls for the verb (e.g., If you saw a purple elephant outside our school, which would you do?), and students pantomime the correct action.


Check Vocabulary Skills



  • Display the sentences below and these words: peeked, watched, glimpsed, stared, glanced. Have students choose the word that best completes each sentence.

    • Amelia _______ hard at Nona’s curls to see if she liked them.  (stared)

    • The girls _______ Grandma make her lotions and potions. (watched)




Reteach



  • If students have difficulty distinguishing shades of meaning, have them act out each verb or use it in a sentence.


Vocabulary Exit Ticket



  • Display the sentences below along with these words: peer, peek, watch, glimpse, glance. Have students choose the word that best completes each sentence

    • Giuseppe tried to _________ through the rain to see if Grandma Concetta was coming. (peer)

    • Strega Nona mostly stayed in her little house, so not many people could ________ her in the town. (glimpse)




Reteach



  • If students have difficulty distinguishing shades of meaning, ask students to provide their own examples of times when a person would look, peek, peer, glimpse, watch, stare, or glance.