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Language Vocabulary Skill Mini-lessons Language/Vocabulary Skill Mini-lessons

Grade K

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 K Language Standard

 
LANGUAGE STANDARDASSOCIATED WHEATLEY TEXTSASSOCIATED WHEATLEY READING LESSONS
M1M2M3M4M5
L.K.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

Introducing North America

2
L.K.4.AIdentify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

Rap a Tap Tap

25

Carnival of the Animals

On the Farm


The Three Billy Goats Gruff (Galdone)

6

19
L.K.4.BUse the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

Helpers in My Community

2

A Letter to Amy

12
L.K.5With guidance and support from adults, explore word relationships and nuances in word meanings.
L.K.5.ASort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Farm Animals

3

Three Little Pigs (Kliros)

25
L.K.5.BDemonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
L.K.5.CIdentify real-life connections between words and their use (e.g., note places at school that are colorful).

A Letter to Amy

8

From Sheep to Sweater

30
L.K.5.D

Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Rap a Tap Tap

26

Carnival of the Animals

32

The Three Billy Goats Gruff (Galdone)

Why Mosquitoes Buzz in People’s Ears

18

–

23

GRADE K: MODULE 1

GRADE K: MODULE 1

 
Rap a Tap Tap
L.K.4.A

Introduce the Vocabulary Learning Objective



  1. Point to the star image and ask: What is the name of this object? (a star) Explain that a star is an object in space.

  2. Say: The word star has another meaning. It means “a famous person.”

  3. Project pp. 25–26 from Rap a Tap Tap, point to the picture of Bill Robinson on p. 26, and say: Bill Robinson was a famous person. He was a star. Point to the picture on p. 25 and ask: How can you tell that Bill Robinson was a star? (People are clapping for him.)

  4. Say: Listen to how the word star is used in this sentence: Bill Robinson became a star because people liked his dancing.


Check Vocabulary Skills



  • Say: The star hid behind a cloud. Show the picture of Bill Robinson on pp. 25–26 in Rap a Tap Tap. Have students close their eyes and give a pinky-up/pinky-down signal to show whether the picture reflects the meaning of star in the sentence.


Reteach



  1. Say: The word star has two meanings:


    • An object in space

    • A famous person


  2. Have students give examples of other stars (famous people) that they know.


Vocabulary Exit Ticket



  • Have students use the word star orally in a sentence.


Reteach



  • Use the RETEACH steps in CHECK VOCABULARY SKILLS to help students know the two meanings of the word star.

Rap a Tap Tap
L.K.5.D

Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT act out verbs describing the same general action (verbs for dancing: dance, skip, sway, shake).

  2. Play some music or sing a song. Pretend that you are dancing a slow dance with an imaginary partner. Ask students what you are doing. (dancing)

  3. Say: Watch me again. This time twist to the music. Ask students again what you are doing. Say: Yes, I am twisting. I am twisting to the music. The word twist describes one way to dance.

  4. Say: Let’s think of some more words that describe ways to dance. (skip, sway, shake) Write the words on the board.

  5. Have the class act out each word as you say it aloud.


Check Vocabulary Skills



  1. Complete the following sentence using different dance verbs: Bill Robinson liked to [skip, sway, twirl].

  2. Have students act out each sentence based on the meaning of the verb.


Reteach



  • Act out each verb as you say it and have students mimic your actions.


Vocabulary Exit Ticket



  • Have students act out three of the dance verbs you discussed in the lesson.


Reteach



  • Use the RETEACH strategy from CHECK VOCABULARY SKILLS.

Carnival of the Animals
L.K.5.D

Introduce the Vocabulary Learning Objective



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

  2. Display the picture of the lion in The Carnival of the Animals. Ask a volunteer to point to the place in the picture that shows chew. (Students should point to the lion’s mouth.)

  3. Ask: What other things do we do with our teeth when we eat? (bite, munch, chomp, crunch) Record these related words on the board.

  4. Act out some of the verbs and have students guess which verb you are showing. Then have students act out each verb as you say it.


Check Vocabulary Skills



  1. Show students the picture for “The Donkeys of the Wild” in The Carnival of the Animals.

  2. Have students act out what the donkey in the foreground is doing in the picture.

  3. Ask: What word describes this action? (chomp or chew; not nibble or gnaw)


Reteach



  1. Use exaggerated motions to model bite, chew, nibble, and other related verbs you have discussed in the lesson.

  2. Call on students to act out each verb.


Vocabulary Exit Ticket



  • Say three different “eating” verbs and have students act out each one. Note which students use actions that do not correctly show the verbs.


Reteach



  1. Give examples of when each verb might be used:


    • I chew food like meat and jellybeans with my teeth.

    • I make noise when I munch things like crackers and cereal.

    • A rabbit nibbles on a carrot. It takes small bites.


  2. Model each verb as you say it.

GRADE K: MODULE 2

GRADE K: MODULE 2

 
Farm Animals L.K.5.A

Advance Preparation



  1. Create a set of 10 cards, each with a line drawing of a different farm animal, as described in the table below. Each card should have the animal’s name written on it.

  2. Make enough copies so that each student will get one set of cards. Cut up the cards in preparation for distribution.


Farm Animal Card Set Descriptions

 

Lamb



[add a drawing of a lamb; its four legs should be visible and it should clearly have curly/woolly hair]

Horse



[add a drawing of a horse; it should have a long tail and mane,
and its four legs should be visible]

Sheepdog

[add a drawing of a sheepdog; it should have long hair and its four legs and tail should be visible]

Duck



[add a drawing of a duck; its beak, wing, feet, and at least
some feathers should be clearly defined]

Pig

[add a drawing of a pig; it should have a curly tail and its four
legs and snout should be visible]

Goat



[add a drawing of a goat; it should have horns and its four legs
should be visible]

Chicken



[add a drawing of a chicken; its beak, wing, feet, and at least some feathers should be clearly defined]

Cat



[add a drawing of a cat; it should have pointy ears and a long
tail; make sure four legs are visible]

Cow



[add a drawing of a cow; it should have black spots; its udder and four legs should be visible]

Goose



[add a drawing of a goose; its beak, wing, feet, and at least
some feathers should be clearly defined]


Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT sort animals into categories.

  2. Explain that even though each farm animal is special, they are similar to each other in some ways. They can be put in groups based on how they are similar.

  3. Pair students and distribute only one set of the cards to each pair.

  4. Review the word beak and point to the goose’s beak on p. 27. Then, have students sort their animal cards based on whether each animal has a beak. Students may also refer to the pictures in Farm Animals for help.


Check Vocabulary Skills



  1. Have students sort the animal cards again based on whether the animal walks on two legs or four legs.

  2. Circulate as students sort the animals to check that they can group animals according to a given characteristic.


Reteach



  1. Display the horse card, and have students count the number of legs aloud.

  2. Follow the same steps for the duck card.

  3. Then display the cat card, and ask students if the cat has four legs like the horse or two legs like the duck.


Vocabulary Exit Ticket



  1. Distribute the other set of cards to each pair. Each student should have one complete set now.

  2. Have each student pull out the horse, duck, goat, cat, and goose cards to make a set of five cards.

  3. Then have each student glue the five cards in two groups on a blank piece of paper according to whether or not each animal has wings.       Sample Student Responses:                                                                                                                                                                                   Students should glue the horse, goat, and cat together and the duck and goose together.


Reteach



  1. Point to the picture of the wing on p. 30. Have students find pictures of animals in the book that have wings.

  2. Then, have students sort the cards based on this feature.

On the Farm
L.K.4.A

Advanced Preparation



  1. Create a selected-response question to use as an Exit Ticket. The final version does not need to use a table. Different images may be chosen, as long as the jack-in- the-box image has a spring clearly visible.

  2. Prepare copies for students, or display the chart and have students record answers on their own paper.


A. bear


B. spring in box


C. wagon


D. xylophone


Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT apply a new meaning of the familiar word spring.

  2. Read aloud p. 17, stressing the word spring.

  3. Say: Spring is a time of year. When is spring? (after winter; in April and May) What happens in spring? (Flowers grow. It starts to get warmer.)

  4. Explain that on p. 17, the word spring has a different meaning.

  5. Display the picture of the spring. Ask students if they have ever seen this kind of spring before and where. (a toy, a screen

    6. door) Explain that this spring is a tool that can stretch and release to help things move.
  6. Explain that on p. 17, the word spring helps describe the shape of the snake. Have students look at the picture and trace the shape of the snake in the air with their fingers

  7. Ask: How is the shape of the snake like a spring? (It curves around. His body makes circles.)


Check Vocabulary Skills



  • Ask students to draw the shape of a spring on paper or on their whiteboards.


Reteach



  • Draw a spiral in the air and have students mimic your motions.


Vocabulary Exit Ticket



  1. Direct students’ attention to the images on a chart that you display or on their own copies. (See ADVANCE PREPARATION.) Ask: Which toy has a spring?

  2. Have students respond orally or on paper.


Reteach



  • Display the spring picture again. Have students find this device in one of the toys. Remind students that a spring helps something move.

The Three Billy Goats Gruff (Galdone) L.K.5.D

Advance Preparation



  • Collect materials: approximately 10 index cards.


Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT distinguish shades of meaning among verbs for the sound of voices, such as say and roar.

  2. Read aloud the last sentence on p. 8 using a loud, roaring voice. Say: What word does the author use to describe how the Troll is speaking? (roared)

  3. Ask: How does a person sound when he or she says something in a roar?                                                                                                         Sample Student Responses:

    • loud and rough

    • angry and strong



  4. Invite students to chorally roar the line “Who’s that tripping over my bridge?”

  5. Turn to p. 10. Read aloud the last line in a normal tone of voice. Ask: What word does the author use to describe how the Troll is speaking? (said) Ask: What does a person sound like when he or she just says something?                                                                                                                     Sample Student Responses:

    • normal

    • not too loud and not too soft

    • It sounds like when you’re just talking.



  6. Invite students to chorally say the line “Very well, be off with you,” using a softer voice.

  7. Explain to students that the words roared and said are verbs, or action words. Action words tell what the characters do. Ask: What do the action words roared and said tell us?                                                                                                                                                                                            Sample Student Responses: 

    • They describe how a voice sounds.

    • They tell you if a voice is loud or quiet, angry or normal.



  8. Ask: What are some other action words that describe speaking with a very soft, quiet voice? If students need help, repeat the question in a whisper. (whisper, mutter, mumble) Ask: What other action words describe speaking very loudly? (shout, cheer, yell, holler)

  9. As students share, write each word on an index card. Display the index cards for students to practice reading and reciting.


Check Vocabulary Skills



  1. Turn to p. 23. Reread the text. Ask: Could we replace the word said with roared on this page? Why or why not? Guide students to understand that the all-capital letters and context show that the words are said in a loud way.

  2. Ask students how the words said and roared are alike and different. (They are words that can be used for voices to show that someone spoke. Said shows that someone spoke in a normal voice. Roared shows that someone spoke loudly or angrily.)


Reteach



  • Use the words said and roared in sentences. Invite volunteers to make up sentences of their own orally.


Vocabulary Exit Ticket



  • Ask students to act out the words roared and said using their voices.


Reteach


With expression, use the words roared and said in a sentence.



  • “Look for your shoes over there.” said Tim.

  • “Clean up the mess right now,” roared Mom.


Ask how these sentences help students understand the difference between the words roared and said.

The Three Billy Goats Gruff (Galdone) L.K.4.A

Advance Preparation



  1. Create a selected-response question to use as an Exit Ticket. Make a chart that shows four animals, only one of which has horns and is NOT a goat. See the example below:


    2. Example chart showing four animals

     
    [picture of a bird][picture of a dog]
    [picture of a fish][picture of a deer with horns]

  2. Prepare copies for students, or display the chart and have students record answers on their own paper.


Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT identify new meanings for the familiar word horn.

  2. Say: Sometimes a word can have more than one meaning, or multiple meanings. For example, the word horn has more than one meaning. Display an image of a horn (musical instrument). Say: This type of horn is a musical instrument. People make music with it.

  3. Next, display an image of a horn (part of an animal). Say: This type of horn is a hard, hollow growth on the head of certain animals, such as cattle, goats, and rhinoceroses. What other animals have horns? (giraffe, sheep, ox)

  4. Display pp. 4–5 of The Three Billy Goats Gruff. Point to the horns on the three Billy Goats Gruff and say: In this story, the three Billy Goats have horns.


Check Vocabulary Skills



  1. Write the word horn on the board.

  2. Ask students about the two meanings of the word horn they learned. Ask which meaning applies to the story.


Reteach



  • Display a page from the story showing the goats and point to the horns. Say: In this story, the word horn means “a hard, hollow growth on the head.”


Vocabulary Exit Ticket



  1. Direct students’ attention to the chart from ADVANCE PREPARATION or their copies of it. Ask: Which animal has a horn? (The deer)

  2. Have students respond orally or on their own paper.


Reteach



  • Show the image of a horn again. Point to the horns on the sheep and say: This is a bighorn sheep. It has big horns.

Three Little Pigs (Kliros) L.K.5.A

Advance Preparation



  • Label index cards with Weak and Strong, enough to give each student a pair of cards.


Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT sort common objects into categories according to whether they are strong or weak.

  2. Read aloud pp. 3–5 from Three Little Pigs, displaying the illustrations as you read. Ask: What did the first little pig use to build his house? (straw) What did the second little pig use? (sticks) What did the third little pig use? (bricks)

  3. Ask: What happened to each pig’s house?                                                                                                                                                                       Sample Student Responses:

    • The wolf blew down the first pig’s straw house.

    • The wolf destroyed the second pig’s stick house.

    • The wolf could not harm the third pig’s brick house.



  4. Ask: Why do think the wolf was able to blow the first and second little pigs’ houses down                                                                                             Sample Student Responses:

    • The first little pig’s house was made of straw.

    • The second little pig’s house was made of sticks.

    • Their houses were made of weak materials.



  5. Ask: Why do you think the wolf could not blow the third pig’s house down?                                                                                                             Sample Student Responses:

    • The house was made of bricks.

    • The pig used a strong material to build his house.



  6. Explain to students that the materials we use to make things are very important. If we want a strong house, we must use strong materials.

  7. TURN AND TALK:Have students turn and talk with a partner about materials that are too weak to use to build a house and materials that are strong enough to use to build a house.                                                                                                                                                                               Sample Student Responses:

    • Weak: straw, fabric/cotton, twigs or thin branches, vining plants, cardboard, paper, leaves, etc.

    • Strong: bricks, rocks, stone, steel, cement, wood planks, big logs, etc.




Check Vocabulary Skills



  1. Write the words straw, sticks, and bricks on the board. Chorally read the words.

  2. Ask students which material(s) would be the best to use to build a house. Why? (bricks, because they are strong) Ask students which material(s) would be the worst to use to build a house. (straw and sticks, because they are weak)


Reteach



  • Have students revisit pp. 7, 9, and 13 of Three Little Pigs to view what happens to each house.


Vocabulary Exit Ticket



  1. Distribute the labeled index cards.

  2. As you name each of the following items, have students decide whether it is a strong or weak material: a log, a piece of paper.

  3. Then have students draw each item on the correct card.


Reteach



  • Discuss why the wolf was able to blow down the first and second little pigs’ houses and why he was unable to blow down the third little pig’s house. Ask: Could the wolf have blown down a house made of paper? Could he have blown down a house made of logs?

GRADE K: MODULE 3

GRADE K: MODULE 3

 
Helpers in My Community
L.K.4.B

Materials



  • whiteboards (one per student)


Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT use the prefix un- as a clue to the meaning of unknown words.

  2. Explain that word parts can give clues to the meaning of unknown words. Share that one common word part is –un, which means “not.”

  3. Read this sentence from page 21 of Helpers in My Community: Police officers talk to children about how to be safe in their communities. Elicit from students ways to be safe. (Don’t talk to strangers. If you are scared of someone, tell an adult that you know. Look both ways when crossing the street.)

  4. Write unsafe on the board. Elicit that un- means “no” or “not.” Ask: What do you think unsafe means? (not safe)

  5. Write unfair on the board. Ask: Does this word begin or end with a word part you know? (It begins with a word part I know: un-.)

  6. Read the word unfair, and ask: What does the word part un- tell you about the meaning of the word? (It tells me that the word unfair means “not fair.”)

  7. Repeat steps 5 and 6 with unclear

  8. Reference the lesson for L.K.4.B for Letter from Amy if appropriate to reinforce that word parts can give clues to the meaning of unknown words.


Check Vocabulary Skills



  • Write the word unwell and read it. Have students act out what it might mean to feel unwell. (For example, students might act out having a headache, stomach ache, or fever.


Reteach



  • Write the word unwell and read it. Have students act out what it might mean to feel unwell. (For example, students might act out having a headache, stomach ache, or fever.


Vocabulary Exit Ticket



  • Have students look for a word part that they know in the word Ask: What does this word part mean? Help students use the word part to explain the meaning of the word unwell.

    Sample Student Responses:


    Elicit from students that unwell means “not well” or “sick.




Reteach



  • Have students look for a word part that they know in the word unhappy. Ask: What does this word part mean? How can we show that someone is unhappy?

Letter to Amy
L.K.4.B

Materials



  • whiteboards (one per student)

  • A Letter to Amy (cover; displayed)


Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT use the affix -less as a clue to the meaning of unknown words.

  2. Reference the lesson for L.K.4.B for Helpers in My Community if appropriate to reinforce that word parts can give clues to the meaning of unknown words.

  3. Share that one common word part is –less, which means “without.”

  4. Show the cover of A Letter to Amy, and read the title Ask: What is the name of the person who will get a letter? (Amy) Does the title tell you the name of the boy in the picture? (No.) When we read the story, we find out that his name is Peter. On the cover, Peter is nameless.

  5. Write nameless on the board, and say: If can use word parts to figure out the meaning of this word. It ends with –less, which means “without.” So, the word must mean “without something.” The first part of the word is I think nameless means “without a name.”

  6. Remind students that on the cover, the boy in the picture does not have a name, so he is nameless. We don’t learn the boy’s name until we look inside the book.

  7. Write shapeless on the board, and ask students what they think it means. (without a shape)

  8. Share that students can apply this strategy to other words with following steps:

    • Ask: Does the word begin or end with a word part that I know?

    • If the answer is yes, ask: What does this word part tell me about the meaning of the word?




Check Vocabulary Skills



  • Have students draw a picture of a toothless shark on their whiteboards.


Reteach



  • Ask: Does the word toothless begin or end with a word part you know? (yes) What does this word part tell you about the meaning of toothless? (That it means “without” something.) What would a toothless shark be missing? (teeth)


Vocabulary Exit Ticket



  • Display and read the selected-response question below. Have students record and submit the letter for their answer choice.


 


What does the word spotless mean?


A. red


B. clean


C. dark


D. broken                                                                                                                                                                                                                    Sample Student Response: B. clean


Reteach



  • Have students look for a word part that they know in the word spotless. Ask: What is a spot (a small dirty mark) What does -less mean? (without) How could we describe something without a spot, or small, dirty mark? (clean)

Letter to Amy
L.K.5.C

Materials



  • Whiteboards (one per student)


Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT identify real-life connections to the word special.

  2. Recall from A Letter To Amy that Peter writes a letter to Amy to invite her to his party. When his mother asks him why he doesn’t just ask Amy, he explains that this way it’s special.

  3. Ask questions:

  4. What does it mean to say that someone or something is special to you? (You really like something or someone.)

  5. Why might you want to do a special thing for someone? (to show that you like the person)

  6. How might you make a birthday card special? (You might draw hearts in a picture to make it special. You might write a note.)

  7. What might make a day special? (It might be your birthday. You might do something that you don’t usually do. A class trip might make a day special.)

  8. Point out that we often use the word special to describe someone or something we like a lot. We also use the word special to tell about something good that that is unusual or that doesn’t happen all the time.

  9. Explain that students can identify real-life connections to words by asking: How can I use this word to tell about things in my life? Give an example using special to talk about something or someone special to you.


Check Vocabulary Skills



  • Have students draw something or someone that is special to them on their whiteboards. Students should draw a picture and not write a word.


Reteach



  • Explain that something you love or care about is special. A place or time can be special, too, or you might do something in a special way.


Vocabulary Exit Ticket



  • Display and read the selected-response question below. Have students record and submit the letter for their answer choice.


 


Which choice can you describe with the word special?


A. a stranger


B. a plastic water bottle


C. your birthday


D. the road


Sample Student Response: C. your birthday


Reteach



  • Remind students that a person, pet, place, thing, activity, time, or place can be special.

From Sheep to Sweater
L.K.5.C

Materials



  • From Sheep to Sweater (pp. 4–5, displayed)


Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT identify real-life connections to the word

  2. Explain that the word healthy comes from the word

  3. Display pages 4–5 of From Sheep to Sweater. Point to the sheep, and say: The sheep are eating hay, grass, and grains. This food helps them grow thick, healthy coats of wool.

  4. Ask: What do you think healthy means? Elicit from students that healthy means “free from sickness.”

  5. Explain that you can also use healthy to describe something that will help you stay well. Ask: What are some healthy foods? (carrots, apples)

  6. Reference the L.K.5.C lesson for Letter for Amy to reinforce that students can identify real-life connections to words by asking: How can I use this word to tell about things I do or things from my life? Give an example for I brush my teeth so they will stay healthy.


Check Vocabulary Skills



  • Have students use their whiteboards to draw a healthy food.


Reteach



  • Remind students that a healthy food is a food that is good for you.


Vocabulary Exit Ticket



  • Have students use their whiteboards to draw something they can do to stay healthy. (Students might draw themselves exercising or eating something healthy.)


Reteach



  • Ask students which activity will help keep them healthy: watching television in the afternoon or getting exercise outside?

GRADE K: MODULE 4

GRADE K: MODULE 4

 

Introducing North America   L.K.4

Materials



  1. maps of your state and the United States (displayed when indicated)

  2. sticky flags (one per student; four for step 4 of Introduce; one for step 5 of Introduce)

  3. whiteboards (one per student)

  4. Introducing North America (p. 4, one photocopy per student and displayed)


Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT determine the meaning of direction words by using them to find places on a map.

  2. Display a map of your state. Point out your town or the nearest city on the map.

  3. Explain that knowing direction words—north, south, east, and west—helps us understand information on a map. Point out that when looking at a map, these direction words usually correspond to up, down, right, and left.

  4. Facing the board, point up as you say north, point down as you say south, point to the right as you say east, and point to the left as you say west. Repeat, having the students point as you say each word. If possible, flag a posted classroom map with sticky notes that have arrows and the pertinent word, such as an up arrow and

  5. Display a map of the United States. Place a sticky flag on the nearest city to your community. Explain that that is where the students live.

  6. Point to a city directly north, south, east, or west of your city on the map. Ask: Is [city name] north, south, east, or west of our city? Repeat with a few other towns and cities.


Check Vocabulary Skills



  • Display a map of the United States. Point to different states (such as California, Florida, and Texas). Have students indicate what part of the country each state is in by writing N, S, E, or W on their whiteboards.


Reteach



  • Draw a compass rose on the board to help students remember the direction words. Then repeat the activity.


Vocabulary Exit Ticket



  1. Distribute photocopies of p. 4 of Introducing North America and sticky flags.

  2. Display p. 4 of Introducing North America. Point to Africa and read the continent name aloud. Then have students place a sticky flag on the continent that is directly south of Africa.
                                                                                                                                                                                Sample Student Responses:
                                                                                                                                                                                            Students should place a sticky flag on Antarctica.


Reteach



  • Ask: When you look at a map, is south usually up, down, left, or right? (down) Which area of land on this map is below Africa? (Antarctica)

Why Do Mosquitoes Buzz in People’s Ears?L.K.5.D

Materials


Create a list of verbs of motion grouped by the categories fast or slow. (Note that each verb appears in some form on pp. 4–6 of Why Mosquitoes Buzz in People’s Ears.)



Verbs of motion, sample table

 
fastslow

scurry


bound


run


fly


leap


crash

lumber


prowl


Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT distinguish between verbs of motion.

  2. Explain that writers often choose verbs to describe the specific way that different animals move. Refer to and read aloud the posted chart of verbs, noting that it is grouped by actions that are fast and actions that are slow.

  3. Tell students that one way to show the difference between these verbs is to act them out.

  4. Read aloud p. 4 from Why Mosquitoes Buzz in People’s Ears, emphasizing the words lumbered, scurried, and bounded. Act out each verb and have students mimic your actions. Then, ask: How do you move when you lumber? How do you move when you scurry? How do you move when you bound?                                                                                                                                                                                                                Sample Student Responses:

    • When you lumber, you move slowly and heavily.

    • When you scurry, you move lightly and quickly.

    • When you bound, you skip or jump.




Check Vocabulary Skills



  • Act out three verbs from the posted chart. After each action, read aloud the verbs and have students guess which verb you are showing.


Reteach



  • Point out that if you are moving quickly, students should choose a verb from the fast column, and if you are moving slowly, students should choose a verb from the slow column.


Vocabulary Exit Ticket



  • Have students act out these verbs: lumber, prowl, scurry, leap.


Reteach



  • Act out each verb as you say it aloud. Have students mimic your actions. Then repeat the verbs and have students act them out without your modeling.

GRADE K: MODULE 5

GRADE K: MODULE 5

 
From Seed to Pumpkin
L.K.5.B

Materials



  1. From Seed to Pumpkin (pp. 12, 16, displayed)

  2. EXIT TICKET selected-response item (displayed when directed)


Introduce the Vocabulary Learning Objective



  1. LEARNING OBJECTIVE: SWBAT demonstrate understanding of adjectives by relating them to their opposites.

  2. Review that writers use adjectives, or describing words, to create pictures in readers’ minds. Review that many adjectives have opposites, such as hot/cold and old/new.

  3. Display and read aloud p. 12 of From Seed to Pumpkin while students listen for adjectives. Have students use nonverbal signals, such as holding their hand up to their ear, to indicate when they hear an adjective.

  4. Explain that one way readers can check that they know the meaning of an adjective is to think of its opposite. Share and model the steps for this process using an adjective from p. 12, such as jagged:


    • Think of the meaning of the adjective. Use clues in the text to help you. Say: On p. 12 the word jagged describes the edges of the leaf. If I look at the edges of the leaf in the picture, I can see that jagged means “pointy and uneven.”

    • Think of another adjective that has the opposite meaning. Use the sentence starter: “If something is not [adjective], it is [opposite].” Say: Now I’ll think of the opposite of jagged to check my understanding. If something is not jagged, it must be smooth. Jagged and smooth are opposites.




  1. THINK-PAIR-SHARE: Have students think-pair-share to name opposites for other adjectives on p. 12, such as broad, prickly, rough, and rounded. Point out that some of the adjectives on this page are opposites of each other.

  2. Explain that students can use this strategy with other adjectives they see when they read.


Check Vocabulary Skills



  • When naming opposites, students may struggle to distinguish between adjectives and other parts of speech. For example, they may say bump is the opposite of smooth.


Reteach



  1. Review that an adjective describes a noun, which is a word that names a person, pet, place, or thing. An adjective should be able to come in front of a noun.

  2. Explain that the opposite they choose for p. 12 should be able to fit in the sentence: A pumpkin plant has _________ leaves. (e.g., “A pumpkin plant has bumpy leaves,” not “bump leaves.”)


Vocabulary Exit Ticket



  • SELECTED RESPONSE QUESTIONS: Display and read p. 16 of From Seed to Pumpkin. Then display and read the selected-response question below. Have students record and submit the letter for their answer choice.
    What is the opposite of twisted?


    1. short

    2. stem

    3. pumpkin

    4. straight                                                                                                                                                                                                         Sample Student Responses:                                                                                                                                                                              D. straight



Reteach



  • Review that students’ answer should be an adjective, because the opposite of an adjective is another adjective. Ask: Which answer choices are adjectives? (short and straight) What does twisted mean? (bent or coiled) If something is not twisted, what is it? (straight)