Grade 3 Teacher’s Manual · In this lesson, the students: • Hear and discuss a story •...

A Day’s Workby Eve Bunting, illustrated by Ronald Himler

In this work of fiction, Francisco and his grandfather must find work to support their fam-ily. When Francisco lies about his grandfather’s gardening skills, he learns a valuable lesson about integrity.

Grade 3 T e a c h e r ’ s M a n u a l

s a m p l e l e s s o n

Week 9

B U I L D I N G V O C A B U L A R Y T O G E T H E R

Words in Action™

Grade 3 T E A C H E R ’ S M A N U A L

S A M P L E L E S S O N

© Developmental Studies Center

A Day’s Work by Eve Bunting, illustrated by Ronald Himler (Clarion Books, 1994)

A young Mexican American boy named Francisco helps his grandfather find work, and learns a valuable lesson about integrity.

Words Taught

shuffle

swarm

urgent

motion

prowl

blow your top*

Words Reviewed

doubtful

ease

plummet

Word-learning Strategies

• Recognizingwordswithmultiplemeanings(review)

• Recognizingidioms

*Conceptwordsareitalicizedinwordliststheweektheyareintroduced.Formoreinformationaboutconceptwords,seepage24.

Week 9 Overview

© Developmental Studies Center180 Words in Action™

Vocabulary Focus

• Studentshearanddiscussastory.

• Studentslearnsixwordsfromthestory.

• Studentsreviewwordswithmultiplemeanings.

• Studentsdiscussidioms.

Social Development Focus

• Studentsreflectontheirpartnerwork.

D O A H E A D

•(Optional)PriortoDay4,reviewMoreStrategyPracticeonpage194.

•PriortoDay5,addthisweek’sreviewwordstothewordchart.

•PriortoDay5,makecopiesoftheWeek9familylettertosendhomewith the students.

•(Optional)PriortoDay5,printacopyoftheWeek9“ClassVocabulary ProgressAssessmentRecord”sheetfromtheWords in Action DVD-ROM. (SeetheTeacherNoteonpage199.)

•(Optional)PriortoDay5,collectthesewordcardsandpicturecardsfor WeeklyReview:13,25,37,and43–48.

GradeThree 181© Developmental Studies Center

In this lesson, the students:• Hearanddiscussastory

• Reflectontheirpartnerwork

G E T R E A D Y T O R E A D

Discuss Partner WorkHavepartnerssittogether.Tellthestudentsthatagainthisweekthey will hear a story, talk about words from the story, and share theirthinkingwiththeirpartner.

Remind the students that they have been working with the same partnerforthepastfewweeks.Withoutmentioningstudents’names,commentonwhathasbeengoingwellinthestudents’partnerworkandonanyproblemsyouhavenoticed.(Forexample,youmightsay,“Ihavenoticedthatsometimesonepartnerdoesmostofthetalking”or“Ihavenoticedthatsometimespartnershavedifficultyunderstandingwhateachotherissaying.”)Thendiscuss:

Q What might partners do to solve this problem as they work together today?

Tellthestudentsthatyouwillcheckinwiththemlatertodayabouttheirpartnerwork.

Introduce A Day’s Work

ShowthecoverofA Day’s Work and read the title and the names of theauthorandtheillustratoraloud.ExplainthatthisisastoryaboutaboynamedFranciscoandhisgrandfather,whohecallsAbuelo (Spanishfor“grandfather”).AbuelohascometotheUnitedStatesfromMexicotolivewithFranciscoandhismother.

Day 1 Read-aloud

Materials• A Day’s Work

F A C I L I T A T I O N T I P

Reflectonyourexperience

over the past three weeks with

asking open-ended questions

and using wait-time.Dothese

techniquesfeelcomfortableand

natural?Doyoufindyourself

using them throughout the

schoolday?Whateffecthas

repeated use of them had on

yourstudents’thinkingand

participationindiscussions?We

encourageyoutocontinuetouse

andreflectonthesetechniques

throughouttheyear.


Week 9 Day 1

R E A D A L O U D

Read the Story AloudReadthestoryaloudslowlyandclearly,showingtheillustrationsandstoppingasdescribedbelow.Dealwitheachsuggestedvocabularywordasyoucometoit.

Suggested Vocabulary

bricklaying:placingbrickstogethertomakeapathorawall(p.5)

hace frío:(Spanish)itiscold(p.6)

omen:signthatsomethingwillhappen(p.8)

chorizos:Mexicansausages(p.10)

señora:(Spanish)politewordforamarriedwoman(p.12)

chickweed:weed(unwantedplant)withsmallwhiteflowers(p.22)

ice plants:low-growingplantswithunusualspikyleaves(p.22)

ELL VocabularyEnglishLanguageLearnersmaybenefitfromdiscussingadditionalvocabulary,including:

tar:thick,black,stickysubstanceusedonroofs(p.12)

bank:landalongthesideofahillorariver(p.12)

weed:takeouttheweeds(plantsthatareunwanted)(p.14)

Stopafter:

p. 14 “‘Haveaniceday.’”

Ask:

Q What has happened in the story so far? Turn to your partner.

Haveoneortwovolunteerssharetheirthinkingwiththeclass.Rereadthelastsentenceonpage14andcontinuereading.Stopafter:

p. 22 “HeyankedoffhisLakerscapandslammeditagainst thevan.”

Ask:

Q What happens when Ben returns to pick up Francisco and Abuelo? Turn to your partner.

Haveoneortwovolunteerssharetheirthinkingwiththeclass.Rereadthelastsentenceonpage22andcontinuereadingtotheendofthebook.

English Language Learners will

benefitfrompreviewingthe

story and illustrations before

youreadittotheclass.They

mayalsobenefitfrommore

frequentstopsanddiscussions

duringthereading(forexample,

afterpages8and18).


Week 9 Day 1

D I S C U S S T H E R E A D I N G

Talk About the StoryBrieflydiscussthestoryasaclass.Ask:

Q What happens at the end of the story?

Q Ben says, “The important things your grandfather knows already. And I can teach him gardening.” What do you think are the important things Francisco’s grandfather already knows?

R E F L E C T

Reflect on Partner WorkHavepartnersturnandtalkwitheachotherabouthowtheydidworkingtogethertoday.Thenhaveoneortwopairssharewhattheytalkedaboutwiththeclass.

M O R E E L L S U P P O R T

Discuss a Grandparent or Special Older PersonReview that in A Day’s WorkFranciscotriestohelphisgrandfather,whohelovesverymuch,findwork.Showpages6–7ofthebookandreadthelastparagraphonpage6aloud.

Askthestudentstothinkaboutagrandparentorotherolderperson,suchasanaunt,uncle,orfriend,thattheyespeciallylikeandwhytheylikehimorher.Thenask:

Q Who is a grandparent or other older person that you have a special relationship with?

Q Why do you like that person?

Q What do you call that person?

Havevolunteersusetheprompttosharetheirthinking:

PROMPT:“Ilikemy[mygreat-uncleJuanCarlos]because….”


Week 9 Day 2

E X T E N S I O N

Explore Spanish Words in A Day’s Work

TellthestudentsthattheyaregoingtodiscusssomeoftheSpanishwordsthatFrancisco’sgrandfather,Abuelo,speaksinA Day’s Work.Showpages14–15andreviewthatBenhiresFranciscoandAbuelotopullweeds.Explainthatasyoureadthispartofthestoryaloud,youwantthestudentstolistenfortheSpanishwordgracias and think about what graciasmightmean.Thenreadpage14aloud.Ask:

Q What do you think the Spanish word gracias means? Why do you think that?

Ifnecessary,explainthatgraciasmeans“thankyou.”ExplainthatAbuelosays“thankyou”toBenbecauseBengiveshimahatto wear.Writethewordgracias on the board and have the students saytheword.

Inthesameway,discussthewordbueno (“all right” or “OK”) on page 16andthewordsmuy bonito(“verypretty”)onpage20.Besuretoreadenoughofthetextsothatthestudentscanusecontextcluestofigureoutthewords’meanings.

In this lesson, the students:• Learn and use the words shuffle and swarm

• Review words with multiple meanings

• Reflectontheirpartnerwork

Words Taughtshuffle (p. 6) Shuffle means“slidethefeetalongthegroundorfloorwhilewalking.”Whenpeopleshuffle,theybarelylifttheirfeet.Shuffle alsomeans“mixplayingcardstochangetheirorder.”

swarm (p. 8) Aswarm isa“largegroupofpeopleorinsectsthatgatheror movetogether.”

Day 2Introduce Shuffle and Swarm


• Chart paper and a marker

• (Optional)Wordcardsandpicturecards43,44


Week 9 Day 2

I N T R O D U C E A N D U S E S H U F F L E

Discuss Partner WorkHavepartnerssittogether.ShowthecoverofA Day’s Work, review that today the students will learn two words from the book, and explainthat,asusual,theywillsharetheirthinkingaboutthewordswiththeirpartner.Discuss:

Q What is something your partner does that helps you work well together?

Q What does your partner do that helps you think or talk more about the words?

Students might say:

“Mypartnerlistenstome.Thatmakesmewanttotalkmorebecausehe’sinterestedinmyideas.”

“Healwaystalks.Hehaslotsofideas.Thathelpsmethinkofmoreideas.”

“IfIdon’tunderstandaword,shetriestoexplainittome.”

“Sometimesmypartnersaysfunnythingsaboutthewords.Thatmakesitfuntolearnthem.”

Tellthestudentsthatyouwillcheckinwiththemlaterabouttheirpartnerwork.

Introduce and Define Shuffle

Review that A Day’s WorkisastoryaboutaboynamedFranciscowhotriestohelphisgrandfather,Abuelo,findwork.

Showpages6–7andreviewthatFranciscoandhisgrandfatherarewaiting in the parking lot with other men who are hoping to get work.Readthefirstsentenceonpage6aloud,emphasizingtheword shuffled.

Explainthatshuffle means“slidethefeetalongthegroundorfloorwhile walking.”Explainthatwhenpeopleshuffle,theybarelylifttheirfeet.Explainthattheworkersareprobablyshufflingaroundtheparkinglotbecausetheyaretiredorboredastheywaitforwork.Actouthowthemenmightlookastheyshufflearound.

Have the students say shuffle,andwriteitonasheetofchartpaper.

Teacher NoteIf the students have trouble

answeringthequestion,suggest

some ideas like those in the

“Studentsmightsay”note.

Thenrepeatthequestion.

Teacher NoteCard43(shuffle) shows a boy

shufflinghomefromschool.


Week 9 Day 2

Act Out ShufflingRemind the students that people sometimes shuffle, or slide their feet alongtheground,whentheyaretiredorbored.Discussasaclass:

Q If you were rushing to get ready for school, would you shuffle? Why?

PROMPT:“IfIwererushingtogetreadyforschool,I[would/wouldnot]shufflebecause….”

Explainthatpeoplealsoshufflewhentheyaremovingorcarryingsomethingheavy.Explainthatyouwillactoutshufflingasyoumoveaheavypieceoffurniture.Thenaskthestudentstowatchcarefullyasyouactouttheword.Ask:

Q What did you notice me doing when I shuffled? Turn to your partner.

PROMPT:“When[Mr.Gong]shuffled,he….”

Reviewthepronunciationandmeaningofthewordshuffle.

Discuss Another Meaning of Shuffle

Point to the word shuffleonthechartandremindthestudentsthatawordcanhavemorethanonemeaningandthatsometimesthemeaningsareverydifferent.Discussasaclass:

Q What else do you know about the word shuffle?

Q What do you do when you shuffle cards?

PROMPT: “Shufflecanalsomean…”or“Whenyoushuffle cards,you….”

Explainthatshufflecanalsomean“mixplayingcardstochangetheirorder.”Remindthestudentsthatiftheyhearorreadawordlikeshufflethathasmorethanonemeaning,theycanusuallyfigureoutthecorrectmeaningbythinkingabouthowthewordisused.

I N T R O D U C E A N D U S E S WA R M

Introduce and Define Swarm

Showpages8–9andreviewthatBencomestotheparkinglotlookingforworkers.Readthefirsttwoparagraphsonpage8aloud,emphasizingthewordswarm.

Teacher NoteYou might invite a volunteer to

actouttheword.

Youmightdemonstrateoractout

shufflingadeckofplayingcards.


Week 9 Day 2

Explainthata swarm is a “largegroupofpeopleorinsectsthatgatherormovetogether.” Explainthattogettothevanfirst,Franciscodartsthroughtheswarm,orlargegroup,ofmenwho havegatheredtofindwork.

Have the students say swarm,andwriteitonthechart.

Talk About Swarms of People and InsectsAsk:

Q Where might you see a swarm of people? Why? Turn to your partner.

PROMPT:“Youmightseeaswarmofpeople….”

Discussasaclass:

Q Where might you see a swarm of insects? Why?

PROMPT:“Youmightseeaswarmofinsects….”

Reviewthepronunciationandmeaningoftheword swarm.

R E F L E C T

Reflect on Partner WorkHavethestudentsreflectontheirpartnerwork.Ask:

Q How did you and your partner do talking and listening to each other today?

Teacher NoteCard 44 (swarm) shows a

swarmofantsaroundasandwich.


In this lesson, the students:• Review the words shuffle and swarm fromDay2

• Learn and use the words urgent and motion

• Continuetoreflectontheirpartnerwork

Words Taughturgent (p. 8) Urgentmeans“veryimportant.”Ifsomethingisurgent,itneedstobetakencareofimmediately.

motion (p. 10) Motion means “tell someone something through a movement of the hand, head,orotherpartofthebody.”

I N T R O D U C E A N D U S E U R G E N T

Briefly Review Shuffle and Swarm

Havepartnerssittogether.ReviewtheDay2wordsbyhavingthestudentstellwhattheyknowaboutthewords.

Introduce and Define Urgent

Showpages8–9ofA Day’s Work,andreviewthatFranciscotellsBenthathisgrandfatherisafinegardener.Readthelastparagraphonpage8aloud,emphasizingthewordurgently.

Explainthaturgent means “veryimportant.”Explainthatifsomethingisurgent,itneedstobetakencareofimmediately. ExplainthatFranciscowavesurgentlytohisgrandfatherbecauseitisveryimportantthathisgrandfathercomerightaway.Ifhedoesnot,Benmightchooseoneoftheotherworkers.ActouthowFranciscomighthavelookedashewavedurgently.

Have the students say urgent, andwriteitonthechart.

Imagine Situations That Might Be UrgentHavethestudentsimaginethefollowing:

• You and a friend are running on the playground. Your friend trips and falls and scrapes his knee.

Day 3Introduce Urgent and Motion


• WordchartfromDay2 and a marker


Teacher NoteRemindthestudentstocontinue

tofocusonworkingwiththeir

partner and ask them what they

will do today to help their partner

workgowell.

TheSpanishcognateof

urgent is urgente.

Teacher NoteCard45(urgent) shows

aspeedingambulance.Itis

urgentthattheambulance

gettoahospital.


Week 9 Day 3

Ask:

Q Would it be urgent for you to get help for your friend? Why? Turn to your partner.

PROMPT:“It[would/wouldnot]beurgentformetogethelpbecause….”

Haveoneortwovolunteerssharetheirthinking.Inthesameway,imagineanddiscuss:

• You get home from school. There is a telephone message for you from a friend. Your friend’s message says, “I have something important to tell you. Call me back.”

Q Would it be urgent for you to call your friend back? Why? Turn to your partner.

Reviewthepronunciationandmeaningofthewordurgent.

I N T R O D U C E A N D U S E M O T I O N

Introduce and Define Motion

Showpages10–11andreviewthatBendecidestohireFranciscoandhisgrandfather.Readthefirsttwoparagraphsonpage10aloud,emphasizingthewordmotioned.

Tellthestudentsthatmotion means “tell someone something throughamovementofthehand,head,orotherpartofthebody.”ReviewthatBenmotionsforFranciscoandhisgrandfathertojumpintothetruck.ActouthowBenmighthavemotioned.

Have the students say motion,andwriteitonthechart.

Act Out MotioningAskthestudentstowatchcarefullyasyoumotion for a volunteer to standup.Afteryoumotion,ask:

Q What did you see me do when I motioned for [Darnell] to stand up? Turn to your partner.

PROMPT:“When[Ms.Lee]motionedfor[Darnell]tostand up,she….”

Teacher NoteCard46(motion) shows a

girlmotioning“goodbye.”

Teacher NoteThestudentswillprobablybe

familiar with the meaning of

motion as a noun (the motion

ofwaves,slowmotion).You

maywanttoexplainthata

motion is a “movement or the

waysomethingmoves.”


Week 9 Day 4

Ask:

Q How might you motion for someone to sit down? Turn to your partner.

PROMPT:“Tomotionforsomeonetositdown,Imight….”

Askavolunteertoactoutmotioningforsomeonetositdown.

Asaclass,havethestudentsdiscussandactouthowtheymightmotionforsomeonetodooneorbothofthefollowing:

• Be quiet

• Follow them

Reviewthepronunciationandmeaningofthewordmotion.

In this lesson, the students:• Review the words urgent and motion fromDay3

• Learn and use the word prowl and the idiom “blow your top”

• Discussidioms

• Continuetofocusontheirpartnerwork

Words Taughtprowl (p. 18) Prowlmeans“movequietlyorsecretly,tryingnottobeseenorheard.”

blow your top “Blowyourtop”means“getveryangry.”

About Recognizing IdiomsInthislesson,thestudentsareintroducedtoidiomsthroughtheexpression“blowyourtop.”Theylearnthatanidiomisan“expressionorphrasethatmeanssomethingdifferentfromwhatitappearstomean”andthatidiomscanmakespeechandwritingmoreinterestingbecausetheyareawaytosayordinarythingsinfunnyorunusualways.Inasubsequentlesson,thestudentsdiscusstheidiom“throwyourselfintosomething.”Wesuggestthatyoustartanidiomchartthisweekandaddtoitduringtheyear(seeMoreStrategyPracticeonpage194).Formoreinformationaboutrecognizingidiomsandotherword-learningstrategies,seepage26.

Day 4Introduce Prowl and “Blow Your Top”


• WordchartfromDays2–3and a marker



Week 9 Day 4

I N T R O D U C E A N D U S E P R O W L

Briefly Review Urgent and Motion

Havepartnerssittogether.ReviewtheDay3wordsbyhavingthestudentstellwhattheyknowaboutthewords.

Introduce and Define Prowl

Showpages18–19ofA Day’s Work andreviewthatFranciscoandhisgrandfatherareworkingonthebankbytheroad.Readthefirstthreeparagraphsaloud,emphasizingthewordprowled.

Tellthestudentsthatprowl means“movequietlyorsecretly,tryingnottobeseenorheard.”Explainthatanimalssuchascatsprowl,ormovequietlyorsecretly,whentheyarehuntingotheranimals.

Have the students say prowl,andwriteitonthechart.

Act Out ProwlingExplainthatpeoplealsoprowl.Askthestudentstowatchcloselyasyouactouthowapersonmightprowl.Thenactoutprowling.Ask:

Q What did you notice me doing when I prowled? Turn to your partner.

PROMPT:“When[Ms.Lee]prowled,she….”

Ask:

Q Why might a person prowl? Turn to your partner.

PROMPT:“Apersonmightprowlbecause….”

Askoneortwovolunteerstoactouthowtheymightprowl.

Reviewthepronunciationandmeaningofthewordprowl.

Teacher NoteRemind the students to

continuetofocusonworking

with their partner as they

talkaboutwordstoday.

Teacher NoteCard47(prowl) shows

araccoonprowlingaround

somegarbagecans.


Week 9 Day 4

I N T R O D U C E A N D U S E “ B L O W Y O U R T O P ”

Introduce and Define “Blow Your Top”Showpages22–23andreviewthatBendiscoversthatFranciscoandAbuelohaveduguptheplantsandlefttheweeds.Thenreadpage 22aloud.

Tellthestudentsthatthelast“word”theywilllearntodayisactuallyaphrase—“blowyourtop.”Explainthat“blowyourtop”means“getveryangry”—soangrythatyoufeellikeyourheadmightexplode.ExplainthatBenblowshistop,orgetsveryangry,whenhediscoversFranciscoandAbuelo’smistake.

Have the students say “blow your top,” andwriteitonthechart.

Introduce IdiomsPointto“blowyourtop”onthechart,andexplainthat“blowyourtop” is an idiom.Tellthestudentsthatanidiomisan“expression orphrasethatmeanssomethingdifferentfromwhatitappears tomean.”

Explainthatwhenwesayapersonblowshistop,wedonotmeanthatthetopactuallyblowsofftheperson’shead.Wemeanthatthepersongetsveryangry.

Discuss Things That Might Make Them Blow Their TopsExplainthatwhenyoublowyourtop,youaremorethanalittleupsetorannoyed.Youarefurious.

Tellthestudentsthatyouwilldescribeasituationandpartnerswilldiscusswhetherthesituationwouldmakethemblowtheirtops,andwhy.Explainthatpartnersmaynotalwaysagree,andthatisfine.Whatisimportantisthattheyexplaintheirthinking.

Beginwith:

• Your best friend says she will go to a movie with you on Saturday. You’re excited because it’s a movie you really want to see. Then, on Saturday morning, your friend tells you she can’t go.

Teacher NoteCard 48 (“blow your

top”) shows a man blowing

histopbecauseagarbage

baghasbroken.

Teacher NoteForacorrelationoftheskills

and strategies taught in the

Words in Action program to the

CommonCoreStateStandards,

visitdevstu.org/ccss.


Week 9 Day 4

Q Would you blow your top if your friend said she couldn’t go to the movie? Why? Turn to your partner.

PROMPT:“I[would/wouldnot]blowmytopbecause….”

Haveoneortwovolunteerssharetheirthinking.Inthesameway,discussoneormoreofthefollowingscenarios:

• You worked very hard to build a model volcano for a science project. You are carrying it to school and you trip. You drop the volcano, and it breaks into pieces.

• You are wearing a brand new jacket. You are walking across the playground and the sprinklers come on, soaking you from head to toe.

Reviewthepronunciationandmeaningoftheidiom“blowyourtop.”

M O R E S T R AT E G Y P R A C T I C E

Discuss Idioms and Start an Idiom ChartPointto“blowyourtop”onthewordchart.Remindthe students that “blow your top” is an idiom and that an idiom is an“expressionorphrasethatmeanssomethingdifferentfromwhatitappearstomean.”Remindthestudentsthatwhenwesaythat someone blows her top, we do not mean that the top blows offtheperson’shead.Instead,wemeanthatthepersongetsveryangry.

ExplainthattherearethousandsofidiomsintheEnglishlanguageandthatpeopleuseidiomsbecausetheyareawaytosayordinarythingsininterestingorunusualways.Forexample,if we say that someone “has ants in his pants,” we do not mean thepersonactuallyhasantsinhispants.Instead,wemeanthatthepersonissoexcitedhecannotsitstill.Ifwesay“it’srainingcatsanddogs,”wedon’tmeancatsanddogsarefallingfromthesky.Instead,wemeanthatitisrainingveryhard.

continues


Week 9 Day 4

M O R E S T R AT E G Y P R A C T I C E continued

Tellthestudentsthat“hittheroad”isanotheridiom.Explainthatwhenwesayitistimeto“hittheroad,”wedonotactuallymeanitistimetohitaroadwithourhands.Ask:

Q What do we mean when we say it is time to “hit the road”? (leaveoneplaceandgotoanother)

Writetheword“Idioms”onasheetofchartpaper.Writetheidioms“blowyourtop,”“hasantsinhispants,”“rainingcatsanddogs,”and“hittheroad”onthechart.Askthestudentstolistenforotheridiomsandtolookforthemintheirreading.Regularlyaddtheidiomsthestudentsdiscovertothechart.

E X T E N S I O N

Explore the Suffix -er and the Word Prowler

Ifyouhavenotalreadydoneso,prepareasheetofchartpaperentitled “-erWords.”Writethewordsprowl and prowleronthechart.Point to the letters e-r in prowler,explainthat-erisasuffix,andreview that a suffix is a “letter or group of letters that is added to the endofawordandthatchangesthemeaningoftheword.”Explainthatthesuffix-er means “a person who,” and that when you add -er to prowl, it makes the word prowler,whichmeansa“personwhoprowls,ormovesquietly,throughahouseorbuildinginordertostealthings.”

Discussotherwordswiththesuffix-er and add them to the chart(forexample,explore/explorer, hike/hiker, own/owner).Then askthestudentsforexamplesandaddthemtothelist.Ifthestudents struggle to think of words, stimulate their thinking by askingquestionssuchas,“Whatdoyoucallapersonwhofarms?Dances?Paints?”

Teacher NoteForalistofcommonidioms

and other word lists, see the

Words in Action DVD-ROM.

Teacher NoteFormorepracticewith

thesuffix-er, see the

Extensiononpage195.

Teacher NoteForalistofwordswiththesuffix

-er and other word lists, see the

Words in ActionDVD-ROM.


In this lesson, the students:• Reviewandusethisweek’swords

• Review and use words learned previously

• Continuetofocusontheirpartnerwork

Words Taughtshuffle Shuffle means“slidethefeetalongthegroundorfloorwhilewalking.”Whenpeopleshuffle,theybarelylifttheirfeet.Shufflealsomeans“mixplayingcardstochangetheirorder.”

swarm Aswarmisa“largegroupofpeopleorinsectsthatgatheror movetogether.”

urgent Urgentmeans“veryimportant.”Ifsomethingisurgent,itneedstobetakencareofimmediately.

motion Motion means “tell someone something through a movement of the hand, head,orotherpartofthebody.”

prowl Prowlmeans“movequietlyorsecretly,tryingnottobeseenorheard.”

blow your top “Blowyourtop”means“getveryangry.”

Words Revieweddoubtful Doubtful means“uncertainorunsure.”Whenyouaredoubtful,youare fullofdoubt.

ease Easemeans“moveslowlyandcarefully.”

plummet Plummetmeans“fallsuddenlyandveryquicklyfromahighplace.”

Day 5 Weekly Review

Materials• WordchartfromDays2–4

with review words added

• CopyofWeek9familyletterforeachstudent

• (Optional)Week9“ClassVocabularyProgressAssessmentRecord”sheet(seetheTeacherNoteonpage 199)

• (Optional)Wordcardsandpicturecards13,25,37,43–48


Week 9 Day 5

R E V I E W T H E W O R D S

Briefly Review the WordsHavepartnerssittogether.Directthestudents’attentiontothewordchart. Ifnecessary,brieflyreviewthemeaningsofthisweek’swords.Ask:

Q Which of these words do you like the best? Why? Turn to your partner.

PROMPT:“Ilike[theidiom‘blowyourtop’]thebestbecause….”

Brieflyreviewthemeaningsofthereviewwords.

P R A C T I C E U S I N G T H E W O R D S

Play “Which Word Goes With?” as a ClassOnthewordchart,putastarnexttothewordsshuffle, swarm, urgent, and prowl.

Tellthestudentsthatpartnerswillplayagamecalled“WhichWordGoesWith?”Explainthatyouwillwriteawordtheyknowlikemove or worriedontheboardandtheywillthinkaboutwhichofthestarredwordsgoeswiththewordyouwrote.Explainthatthewordyou write might go with more than one of the starred words and thatpartnersmaynotalwaysagree.Whatisimportantisthattheyexplainwhytheythinkthewordsgotogether.

Tellthestudentsthatbeforeplayingthegameinpairs,theywillpracticeasaclass.Writethewordmove on the board and read the wordaloud.Thenpointtothewordchartandask:

Q Which of the starred words do you think goes with move? Why do you think that?

Givethestudentsafewmomentstothinkaboutthequestions.Thenhaveoneortwovolunteerssharetheirthinkingwiththeclass:

PROMPT: “I think [prowl]goeswithmovebecause….”

You may want to review the

definitionsofthestarredwords

beforedoingtheactivity.


makingassociations,thinkaloud

aboutanassociationyoumight

makeoraskquestionssuchas,

“How might the word shuffle go

with move? How do people move

when they shuffle?” and “How

might the word urgent go with

move? How might you move in an

urgent situation?”


Week 9 Day 5

Play the Game in PairsExplainthatpartnerswillnowplaythegame.Writethewordworried ontheboardandpronounceit.Ask:

Q Which of the starred words do you think goes with worried? Why do you think that? Turn to your partner.

Havepartnersdiscusswhichstarredvocabularywordtheyassociatewith the word worried.

Play “Which Word Am I?”Explainthatpartnerswillplaythegame“WhichWordAmI?”Reviewthatyouwillgiveaclueaboutoneoftheremainingwords,andpartnerswillfigureouttheword.Beginwith:

• I’m how you might get into a pool of cold water.

Ask:

Q Which word am I? Why? Turn to your partner. (ease)

PROMPT: “I think the word is [ease]because….”

Haveoneortwovolunteerssharetheirthinking.Inthesame way,discuss:

• I’m what you might do if someone rapped your fingers with a stick. (blow your top)

• I’m how you might feel if someone told you a story you didn’t quite believe. (doubtful)

• I’m what you do when you shake your head “no.” (motion)

• I’m what a kite might do if the wind suddenly stopped blowing. (plummet)


makingassociations,thinkaloud

aboutassociationsyoumight

makeoraskquestionssuchas,

“How might the word swarm

go with worried? Might you

be worried around a swarm of

insects?Why?”“Howmightthe

word prowl go with worried?

Might you be worried if you

heard something prowling

aroundyourhouse?Why?”

Teacher NoteYou might remind the students

that they learned the word

rap earlier and that rap means

“tap or hit something sharply

(forcefully)andquickly.”


Week 9 Day 5

C L A S S V O C A B U L A R Y

P R O G R E S S A S S E S S M E N T

Asyouobservethestudents,askyourself:

• Dothestudents’responsesindicatethattheyknowwhat the words mean?

• Areanywordsdifficultforthestudentstouse orexplain?

• Arethestudentsusingthewordsspontaneouslyatother times of the day?

Ifthestudentsarestrugglingwithaword’smeaning,reteachthe word using the Words in Action lessoninwhichthewordwasfirsttaughtasamodel.Youmightprovidefurtherpracticeinusingthewordbyhavingeachstudentcreateapicturecardforthewordwithadefinitioninherownwordsonthebackofthecard.Formoreinformationaboutassessment in the Words in Action program,seepage27.Formoreinformationaboutreviewingandpracticingthewords,seeRetainingtheWordsonpage28.

Teacher NoteIfyouwishtodocument

your observations of the

students,usetheWeek9

“ClassVocabularyProgress

AssessmentRecord”sheet.You

willfindtherecordsheeton

the Words in ActionDVD-ROM.

Teacher NoteForacrosswordpuzzleyou

canusetoreviewthewords

taughtduringWeeks8and9,

see“CrosswordPuzzle4”on

the Words in Action DVD-ROM.

Sendhomewitheachstudent

the family letter for this week

(see“DoAhead”onpage181).

Periodically,havethestudents

sharewiththeclasswhatthey

are doing to review and use the

wordsathome.

Family Letter


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Grade 3 Teacher’s Manual · In this lesson, the students: • Hear and discuss a story •...

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